Traditionally, institutional supports for college student success have been concentrated in the first and senior years, though attention to the sophomore year has increased over the last two decades. Paying attention to the second college year is vitally important, as some evidence suggests students are more likely to leave their institution during this time than they are in the first year. The case studies of sophomore initiatives featured in this volume describe programs that build on institutional objectives for the first college year and prepare students for the transition to the major and, ultimately, graduation. Rich program descriptions and discussions of assessment provide practitioners focused on designing a cohesive undergraduate experience excellent models to guide their work.
The National Resource Center for The First-Year Experience and Students in Transition has been studying the structure and administration of high-impact practices in the first college year for nearly three decades.
This package offers the most comprehensive landscape study of these initiatives to date, drawing on analysis of the 2017 National Survey of the First-Year Experience. The survey includes sections on overall institutional attention to the first year, as well as common first-year programs including first-year seminars, academic advising, orientation, common-reading initiatives, early-alert programs, learning communities, and residential programs.
The package includes:
2017 National Survey on the First-Year Experience: Creating and Coordinating Structures to
Support Student Success, a paperback report of the
major findings of the survey with analysis of specific first-year initiatives
written by scholars and practitioners in the field.
Response Frequencies from the 2017 National
Survey on the First-Year Experience, an eBook which contains comprehensive data tables including
responses to all survey items disaggregated by institutional type, control, and
first-year cohort size.
Buy separately or as a package with the eBook Response Frequencies from the 2017 National Survey on the First-Year Experience.
The first-year seminar continues to be a common structure for supporting student success in higher education, yet it represents only one of many first-year programs.
With this in mind, the 2017 National Survey on The First-Year Experience marks a change from previous surveys administered by The National Resource Center for The First-Year Experience and Students in Transition by exploring a broad range of initiatives designed to support success in the first college year.
Recognizing that individual first-year programs are connected to extensive bodies of literature and practice, authors representing diverse professional networks focused on college student success contribute their voices to the analyses and presentation of results. The report includes an overview of institutional attention to the first year and the prevalence of and connections between first-year programs, a review of the results relating to selected first-year programs, and implications for practice and future research.
The
2017 National Survey on the First-Year Experience was designed to explore the
structure and administration of a broad range of initiatives designed to support
success in the first college year. Specific sections of the survey examine
overall institutional attention to the first year, as well as common first-year
programs including first-year seminars, academic advising, orientation,
common-reading initiatives, early-alert programs, learning communities, and
residential programs.
Response Frequencies from the 2017 National Survey on The First-Year Experience is a fixed-layout eBook which contains comprehensive data tables including responses to all survey items disaggregated by institutional type, control, and first-year cohort size.
Buy the eBook separately or as a package with the print version of the Research Report on College Transitions No. 9, 2017 National Survey on the First-Year Experience:
Creating and Coordinating Structures to Support Student Success.
Colleges and universities are seeing increasing numbers of students with a range of disabilities enrolling in postsecondary education. Many of these disabilities are invisible and, despite their potential for negative impact on students’ academic and social adjustment, some students will choose not to identify as having a disability or request support.
Approaching disability from the perspective of difference, the authors of this new volume offer guidance on creating more inclusive learning environments on campus so that all students—whether or not they have a recognized disability—have the opportunity to succeed. Strategies for supporting students with specific learning disabilities, attention-deficit/hyperactivity disorder, autism spectrum disorder or who display learning and behavioral characteristics associated with these profiles are described. A valuable resource for instructors, advisors, academic support personnel, and others who work directly with college students.
A
publication of University 101 Programs, University of South Carolina.
Designed by the University 101 staff and campus partners at the University of
South Carolina, the 10th edition of this resource manual provides instructional
faculty with a how-to guide for designing, managing, teaching, and evaluating
student work in the first-year seminar. The manual includes a detailed
discussion of course management that offers suggestions for working with first-year
students, designing a syllabus, establishing grading policies, building
community in the classroom, and working with a peer leader. Other chapters are
keyed to the 10 learning outcomes for this course, drawing on a review of the
research and practice literature and approaches that have worked well in the
past. Resources for students, suggested assignments, and classroom activities
are included throughout. The manual is updated each year based on assessment
data, indicating the approaches that were most successful in achieving course
outcomes, and can be adapted for use in a variety of campus contexts.
Published in partnership with the National Institute for the Study of Transfer Students.
