Experience Courses Ali Ressing, Northeastern University Janine - PowerPoint PPT Presentation

The Instructor’s Playbook: Elevate Your Game in First-Year Experience Courses Ali Ressing, Northeastern University Janine Bradley, University of Massachusetts Boston

Introduce yourself to your neighbor How do you interact with first year experience courses? How did you get your start with teaching?

High Impact Practices First year seminars and experiences Common intellectual experiences Learning communities Writing intensive courses Collaborative assignments Student engagement Undergraduate research Global learning ePortfolios Service based learning Internships Capstone projects

Improved academic performance during the first year of college “ Another way in which participation in the first-year seminar may promote students’ persistence to degree completion is by improving their academic performance during the first term in college. Research indicates that there is a relationship between higher first-term GPA and student retention (Fox, 1986; Pascarella & Chapman, 1983), higher rate of college completion (DesJardins, et al., 2002; Nora & Cabrera, 1996) as well as shorter time to graduation (Goldman & Gillis, 1989; Young, 1982). The first-year seminar has been found to improve students’ academic performance during the first year of college. Thus, by impacting the short-term outcome of first-year academic performance, the first-year seminar may in turn contribute to the longer-term outcome of persistence to graduation.” -Joe Cuseo

UMass Boston College of Science and Mathematics ● 12,000+ undergrads, 100% commuter ● Learning community model based on major ● Self-selected ● Two types of courses: faculty-led vs. advisor-led

Northeastern Where did it happen? How about when?? Lorem ipsum dolor sit amet, consectetur Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. incididunt ut labore et dolore magna aliqua. Incididunt ut labore et dolore. Consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua.

Research Based ● Student Centered ● Best Practices ● Mission Driven ● Intrusive of Intentional ● Proactive Diversified ● First Year Holistic ● Sequential ● Programs Integrative ● ● Scaleable ● Sustainable Assessment-Driven ●

Best Practices Expectations Relevance Feedback Peers ● Set them early ● Timing! ● Student experience ● Modeling ● Student engagement ● Connect to student matters ● Office hours ● Revisit as needed experience ● Make it matter ● Presentations Student input ●

Best Practices

Best Practices

Best Practices

Best Practices

Best Practices Expectations Relevance Feedback Peers ● Set them early ● Timing! ● Student experience ● Modeling ● Student engagement ● Connect to student matters ● Office hours ● Revisit as needed experience ● Make it matter ● Presentations Student input ●

Discuss What is one obstacle or challenge you are currently facing in your classroom?

Questions? Thank you for coming! Janine: janine.bradley@umb.edu Ali: A.ressing@northeastern.edu

References Cuseo, J. 2010. “The empirical case for the first -year seminar: promoting positive student outcomes and campus-wide benefits.” The first-year seminar: research-based recommendations for course design, delivery, and assessment. Dubuque, IA: Kendall/Hunt. Kuh, G. D. 2008. High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities. Upcraft, L. M., J. N. Gardner, and B. O. Barefoot, eds. 2005. Challenging and supporting the first-year student: A handbook for improving the first year of college . San Francisco: Jossey-Bass.

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