Examining the First Year Three-Contact Hour Seminar Implications for Faculty Dev

Description: Examining the First Year Three-Contact Hour Seminar Implications for Faculty Development by Melanie Rogers, Elizabeth Jones An experience that has proven to be an effectiveintervention for first year students is the firstyear seminar. Research supports that studentsparticipation in first year seminars is effective inretention, persistence toward graduation, highergrade point averages, and social integration.Results from the 2001-2002 First Year InitiativeSurvey provides support that there is a positiverelationship between the instructional techniquesused in the first year seminar and acquisition ofacademic and critical thinking skills for studentsenrolled in the three-contact hour first yearseminar. A correlational analysis was performed onthe 2001-2002 First Year Initiative Survey results,which identified four institutions of highereducation. A multiple case study approach wasemployed to provide a rich description and analysisof the first year seminar faculty developmentphenomenon. FORMAT Paperback LANGUAGE English CONDITION Brand New Publisher Description An experience that has proven to be an effective intervention for first year students is the first year seminar. Research supports that students participation in first year seminars is effective in retention, persistence toward graduation, higher grade point averages, and social integration. Results from the 2001-2002 First Year Initiative Survey provides support that there is a positive relationship between the instructional techniques used in the first year seminar and acquisition of academic and critical thinking skills for students enrolled in the three-contact hour first year seminar. A correlational analysis was performed on the 2001-2002 First Year Initiative Survey results, which identified four institutions of higher education. A multiple case study approach was employed to provide a rich description and analysis of the first year seminar faculty development phenomenon. Author Biography Dr. Melanie B. Rogers received her Master of Arts degree inCounseling and her Doctorate of Education from West VirginiaUniversity. She is currently a psychotherapist in privatepractice. Her research focus is in assessment in highereducation, retention, student development, and student learning. Dr. Elizabeth JonesDr. Elizabeth A. Jones received her M.Ed. in Counseling and her Ph.D. in Higher Education from The Pennsylvania State University. She is a professor in Educational Leadership Studies at West Virginia University. Details ISBN3639022904 Author Elizabeth Jones Short Title EXAMINING THE 1ST YEAR 3-CONTA Pages 296 Publisher VDM Verlag Language English ISBN-10 3639022904 ISBN-13 9783639022902 Media Book Format Paperback Year 2008 Subtitle Implications for Faculty Development UK Release Date 2008-12-16 Imprint VDM Verlag Country of Publication Germany Illustrations black & white illustrations Publication Date 2008-12-16 Audience General We've got this At The Nile, if you're looking for it, we've got it. With fast shipping, low prices, friendly service and well over a million items - you're bound to find what you want, at a price you'll love! TheNile_Item_ID:132418081;

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