NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ952040
Record Type: Journal
Publication Date: 2011
Pages: 16
Abstractor: As Provided
Reference Count: 29
ISSN: ISSN-1542-3077
Using a Common First-Year Book to Promote Reading, Connections, and Critical Thinking
Goldfine, Ruth; Mixson-Brookshire, Deborah; Hoerrner, Keisha; Morrissey, Julia
Journal of The First-Year Experience & Students in Transition, v23 n2 p93-108 2011
A large, suburban, Southeastern university conducted a multi-method study on the effectiveness of its common reader program in meeting multiple learning objectives. Data from approximately 700 respondents, all of whom were first-year students enrolled in 37 sections of the university's traditional first-year seminar course, revealed that the common reader program promoted greater appreciation for reading; encouraged social and academic connections among students, faculty, and the book's author; and enhanced students' critical thinking. While many results were predictable, challenging and somewhat unexpected findings emerged when respondents in independent sections of the seminar were compared to those in thematic learning communities. (Contains 4 tables.)
National Resource Center for The First-Year Experience and Students in Transition. University of South Carolina, 1728 College Street, Columbia, SC 29208. Tel: 803-777-6229; Fax: 803-777-4699; e-mail:; Web site:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A