For a quarter century, the National Resource Center has been examining the prevalence, structure, and administration of first-year seminars on American college campuses. The 2012-2013 administration of the National Survey of First-Year Seminars was expanded to explore the connection between the seminar and other high-impact practices in the first college year, including learning communities, service-learning, common reading programs, undergraduate research, and writing instruction. Findings are disaggregated by institutional characteristics and seminar type so that readers may easily identify the course features with the greatest relevance for their own context.
Introduction
Description of the Sample
Characteristics of the First-Year Seminar
High-Impact Educational Practices in the First-Year Seminar
Discussion and Implications
Appendix A: Survey Methodology
Appendix B: Survey Instrument
Appendix C: List of Participating Institutions
Appendix D: Response Frequencies 2012-2013 National Survey of First-Year Seminars
References
About the Authors
