Our Invitation to You
The National Resource
Center is pleased to now
offer online courses on
current topics related to
the first-year experience
and students in transition.
Online courses are designed
to come as close as possible
to providing students with
the same course content and
opportunities for interaction
with classmates and with
the instructor as traditional
or classroom-based courses
as well as take advantage of
pedagogy and teaching techniques
that are not possible
or uncommon in a traditional
format. Our online courses
will take place during a
four-week period with the
majority of instruction
occurring in an asynchronous
instruction is neither timebound
nor place-bound and
does not require the simultaneous
participation of all
students and instructors. It
utilizes toolssuch as email,
listservs, and blog
Stephanie M. Foote
Associate Professor of Education in the Department of First-Year Programs
Kennesaw State University
Stephanie M. Foote is an Associate Professor of Education in the Department of First-Year Programs at Kennesaw State University. Prior to coming to coming to Kennesaw in 2011, Stephanie was the administrator for academic success and first-year programs at the University of South Carolina Aiken. In 2009, Stephanie won the NODA Outstanding Research Award for her dissertation study of the perceived effects of first-year seminar participation on the experience of students in their first semester of college. She has published and presented on her research college students in transition, and she has developed and taught online courses on fostering the success of first-year students. Stephanie has served as a Commission Chair for the American College Personnel Association (ACPA) Commission on Admissions, Orientation, and the First-Year Experience, and she currently serves on the editorial board for the Journal of Student Affairs Research and Practice (JSARP). Stephanie is also the Editor for the Journal of College Orientation and Transition (JCOT).
This course is designed to engage participants in an exploration of many of the fundamental aspects of first-year student success. Drawing from multiple perspectives, participants in the course will be challenged to: a) move beyond generational characteristics to understand who first-year students are and what issues potentially impact their success; b) apply the information generated through readings, reflective assignments, and discussion to innovate practices aimed at fostering first-year student success; and c) develop a variety of qualitative and quantitative methods that can be used to measure first-year student success.
COURSE OBJECTIVES AND OUTCOMES
As a result of completing in this course, participants will:
- Participants will Identify issues that impact the success of first-year students on their campus.
- Participants will Develop strategies and transform existing practices to encourage first-year student success.
- Participants will Understand how to use qualitative and quantitative methods to measure first-year student success.
- Challenging and Supporting the First-Year Student: A Handbook for Improving the First Year of College by M. Lee Upcraft, John N. Gardner, and Betsy O. Barefoot.
Catherine F. Andersen
Associate Provost for Academic Affairs
University of Baltimore
Fellow, John N. Gardner Institute on Excellence in Undergraduate Education
Catherine F. Andersen
Catherine Andersen is presently the associate provost for Academic Affairs at the University of Baltimore where, among her many roles, she is responsible for curriculum, accreditation, and assessment. Prior to this position, she enjoyed a long career at Gallaudet University, serving as chief enrollment and marketing officer, associate provost, dean of Enrollment and General Studies, director of the First-Year Experience, and chairperson of the Communication and Developmental Studies Department. Anderson served on the national advisory board of the National Resource Center for The First-Year Experience and Students in Transition, currently serves on the national advisory board for Teagle Assessment Scholars, and is a fellow with The Gardner Institute for Excellence in Undergraduate Education. In 1994, Anderson was awarded the honor of Gallaudet's Distinguished Faculty of the Year, and 1997, she was named one of the nation's Outstanding First-Year Advocates.
Common reading programs, defined for the purpose of this course, occur when groups of incoming first-year students read the same book(s) and participate in activities that create a common intellectual experience. These programs are becoming an important component of first-year experience initiatives and are most frequently designed to provide new students an introduction to the intellectual expectations of college in formal and informal gatherings. High-impact programs go beyond book discussion groups and include students, faculty, staff, and the larger community in an array of social, intellectual, and civic activities. Individuals in this course will discuss the benefits and goals of a program; learn about the various types of programs; and explore how programs differ in scope, impact, and cost. Participants will design a comprehensive plan for their own campus that includes goals and outcomes, an assessment plan, a budget, book selection criteria, and curricular and cocurricular programming.
COURSE OBJECTIVES AND OUTCOMES
As a result of completing in this course, participants will
- Participants will identify the rationale and characteristic of common reading programs.
- Participants will identify the variety of programming opportunities for common reading programs.
- Participants will develop a common reading program plan specific to their institution that includes program goals, book selection criteria, event promotion strategies, curricular and cocurricular opportunities, a budget, and an assessment plan.
This course supports the development of inquiry, especially as it relates to “the development of new knowledge through theory and research.” While data collection is a central component of inquiry, the act of analyzing, synthesizing, and disseminating findings through writing is also important. This course will offer participants strategies for shaping and delivering the products of their inquiry for a range of different audiences.
Laufgraben, J. L. (2006). Common reading programs: Going beyond the book (Monograph No. 44). Columbia, SC: University of South Carolina, National Resource Center for the First-Year Experience & Students in Transition.
Courses will take place during a four week period and participants will earn 1.5 continuing education units.