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ERIC Number: EJ890709
Record Type: Journal
Publication Date: 2010-Jun
Pages: 9
Abstractor: As Provided
Reference Count: 9
ISSN: ISSN-1527-9316
Beyond the Classroom: A Case Study of First-Year Student Perceptions of Required Student-Faculty Conferences
Kaufka, Beth
Journal of the Scholarship of Teaching and Learning, v10 n2 p25-33 Jun 2010
Instructors of first-year students must understand that many of the frustrations they encounter with this demographic are a normal part of a transition process. Not only are first-year students asked to adjust to new academic demands, they also must learn how to live independently in a new environment. An effective way to facilitate academic development is to require conferences that: 1) address the student as a person within the first-year context, and 2) focus on course content and academic development. The former is initially prioritized over the latter to meet the specific needs of first-year students. In the fall semester of 2009, the author conducted a case study with three sections of Critical Writing, an interdisciplinary general education critical thinking and writing course. Students met with the instructor throughout the semester, and at the end of the course, they completed a 25-question in-class anonymous, multiple-choice survey to gauge their perceptions of the impact of required conferences on their academic experiences. The data show that students very clearly perceived the conferences as helpful for their learning and overall experience of the course. (Contains 1 table.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A