University 101 Programs




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University 101 Programs: An Annotated
Bibliography

Books Articles Monographs Reports Dissertations


Books


Barefoot, B.O., Gardner, J.N., Cutright, M., Morris, L.V., Schroeder, C.C., Schwartz, S.W., Siegel, M.J. & Swing, R.L.(2005). Achieving and Sustaining Institutional Excellence for the First Year of College. San Francisco, CA: Jossey-Bass Inc, 349-377

 

This book contains a case study about University 101 Programs that provides institutional context, origins of the first-year experience as they relate to University 101 Programs, and highlights lessons learned from the development of University 101 as well as applicability for other institutions.

Themes: Program overview, replication at other institutions

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Lichterman, H., Friedman, D.B, Fallucca, A., & Steinas, J. (2016). Common courses: A developing linked course perspective. In L. Chism Schmidt and J. Graziano (Eds.), Building synergy for high impact educational initiatives: First-year seminars and learning communities (pp 139-149).

 

This case study describes the programmatic, residential, and curricular components of The Common Courses Program at the University of South Carolina. It highlights the collaboration between University 101 and a first-year general education course in Arts & Sciences. The authors provide a discussion of the impact this partnership has on residential community development, faculty engagement, peer-to-peer learning, and retention. The authors conclude with a discussion of the implications that the assessment data will have on The Common Courses program and specifically the partnership between the Arts & Sciences course and University 101.

Themes: Collaboration

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Jewler, A. J. (1989). Elements of an effective seminar: The university 101 program. In L. Upcraft & J. Gardner (Eds.), The freshman year experience: Helping students survive and succeed in college (pp. 198-215). San Francisco, CA: Jossey-Bass Inc.

 

Chapter 16 of this book explores the development of University 101. After a brief historical review, the authors describe the purpose and content of freshman seminars and faculty/staff development programs. This chapter attributes the beginnings of the freshman seminar movement to the University of South Carolina and details the philosophy that set the foundation for the course. Upcraft and Gardner go into detail about the content of the course, the success of campus resources and partnerships, and the recruitment and development of faculty/staff.

Themes: Program overview, history, faculty development, course content, campus partners

Found in Print



Renn, K.A. & Reason, R.D. (2012). College Students in The United States Characteristics, Experiences, and Outcomes. San Francisco, CA: Jossey Bass Inc, 67.

 

Renn and Reason provide a brief discussion of University 101 as a product of the First Year Experience movement, and highlight information on the origins of University 101 Programs.

Themes: Program overview, history

Found in Print





Articles



Fidler, P.P. (1991). Relationship of freshman orientation seminars to sophomore return rates. Journal of The Freshman Year Experience, 3(1), 7-38.

 

This report contains data spanning from 1973 to 1988 that showed that participants in the first-year seminar at the University of South Carolina had lower academic ability, higher course loads, and no differences in motivation. However, they were more likely to seek out a faculty member and use student services when compared with non-course participants. The brighter, more highly motivated students did not self-select into the first-year seminar; yet, the seminar participants achieved a higher sophomore return rate than nonparticipants.

Themes: Retention, student engagement

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Fidler, P.P., & Moore, P.S. (1996). A comparison of effects of residence and freshman seminar attendance on freshman dropout rates. Journal of The Freshman Year Experience, Vol. 8, No. 2, 7-16

 

This report contains data spanning from 1986 to 1993 that demonstrated that participating in University 101 had more of an impact on freshman to sophomore retention rates than living on campus (although both impacted retention rates positively). Fidler and Moore found that students who participate in University 101 and live on campus have the lowest dropout rates. Conversely, students who do not take University 101 and who do not live on campus have the highest drop out rates.

Themes: Retention

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Fidler, P., Neururer-Rotholz, J. & Richardson, S. (1999). Teaching the freshman seminar: Its effectiveness in romoting faculty development. Journal of The First-Year Experience, Vol. 11, 59-74.

 

This study demonstrated that faculty who completed a training workshop prior to teaching University 101 were able to apply new teaching techniques in their discipline specific courses. Through interviews and surveys, faculty (N=68) spoke to using a larger array of teaching techniques and transitioning from lecturing to facilitating class discussion in their courses.

Themes: Faculty development

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Gardner, J. N. (1981). Developing faculty as facilitators and mentors. New Directions for Student Services, 1981(14), 67-80.

 

Gardner focuses on University 101’s faculty training model and highlights the benefits of faculty development for students, faculty, and staff. Gardner provides a brief description of course objectives and the conceptual background of faculty development. This article also goes into detail about the methods for training faculty to be facilitators and mentors.

Themes: Faculty development

Found in Print




Gardner, J.N., Siegel, M.J. & Cutright, M. (2001). Focusing on the First-Year Student. Priorities. 10-11.

 

This report provides a brief snapshot of University 101, a discussion of the structure and outcomes of the course, and a description of U201 and U401.

Themes: Program overview, University 201, University 401

Found in Print




Latino, J.A., & Unite, C.A. (2012). Providing academic support through peer education. New Directions for Higher Education, no. 157, 32-33.

 

Latino and Unite provide a brief description of the origins of University 101 Programs in light of the protests and unrest in the United States during the 1970s. This chapter also briefly covers the goals of the program.

Themes: History, program overview

Found in Print



Murphy, R.O. (1989). Freshman year enhancement in American higher education. Journal of the Freshman Year Experience, 1989, Vol. 1, No. 2.

 

This report highlights University 101 Programs as a model for extended
orientation courses. Murphy underscores the various aspects of University 101 Programs that have been adopted by other freshman seminars.

Themes: Program overview, replication at other institutions

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Shanley, M.G., & Witten, C.H. (1990). University 101 freshman seminar: A longitudinal study of persistence, retention, and graduation rates. NASPA Journal, 27(4), 344-352.

 

The results of this study showed a strong positive correlation between successful completion of University 101 and retention, persistence, and graduation rates.

Themes: Retention

Found in Print



Smith, B. H., Gahagan, J., McQuillin, S., Haywood, B., Cole, C. P., Bolton, C., & Wampler, M. K. (2011). The development of a service-learning program for first-year students based on the hallmarks of high quality service-learning and rigorous program evaluation. Innovative Higher Education, 36(5), 317-329.

 

This paper describes the Transitional Coaching Program, a collaboration between the Carolina Service-Learning Initiative and University 101. The authors detailed the formation of the partnership and highlighted the benefits of giving University 101 students the opportunity to mentor students going through a transition to middle school.


Themes: Program overview, service-learning

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Monographs



Barefoot, B. O., Warnock, C. L., Dickinson, M. P., Richardson, S. R., & Roberts, M. R. (Eds.). (1998). Exploring the evidence: Reporting outcomes of the first-year seminars (Vol. II). Columbia: University of South Carolina National Resource Center for the First-Year Experience and Students in Transition, Monograph Series No. 25.

 

This report sets the context with an overview of the University of South Carolina and its student body and provides a description of University 101. This monograph presents research on the implications of participation in University 101 on retention and persistence, highlighting that students participating in University 101 had lower dropout rates than students who did not participate in University 101.


Themes: Program overview, retention

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Hamid, S. L., & VanHook, J. (2001) First-year seminar peer leaders, programs and profiles. In Peer leadership: A primer on program essentials. Monograph no. 32, edited by S.L. Hamid. Columbia: National Research Center for The First Year Experience and Students in Transition.

 

This monograph provides a snapshot of the Peer Leader Program and gives a powerful quote from a student about the personal and professional impact of being a peer leader. Suzanne Hamid also provides a sample Peer Leader recruitment and selection time line.


Themes: Peer leadership

Found in Print



Latino, J.A. & Ashcraft, M.A. (2012). The first-year seminar: Designing, implementing, and assessing courses to support student learning and success: Vol. IV. Using Peers in the Classroom. Columbia, SC: National Resource Center for the First-Year Experience and Students in Transition, 87-91.

 

This series provides a detailed description of the University 101 Programs Peer Leader training model, giving specific attention to the learning outcomes of training, the training schedule, and an abbreviated EDLP 520 course syllabus.


Themes: Peer leadership

Found in Print



Swail, S, Redd, K., & Perna, L. (2003). Retaining minority students in higher education: A framework for success. ASHE-ERIC Higher Education Report, 30 (2). San Francisco: Jossey-Bass.

 

This report examines a variety of student retention strategies and provides descriptions in the appendix of successful college student retention programs, including University 101 Programs. Specifically, the authors of this report provide a program description and detail the key components of the program. This report also provides information about the goals and key components of University 401.


Themes: Retention, program overview, University 401

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Zlotkowski, E. (2002). Service-Learning and the First-Year Experience: Preparing Students for Personal Success and Civic Responsibility (Monograph No. 34). Columbia, SC: University of South Carolina, National Resource Center for The First Year Experience and Students in Transition.

 

This report contains a preface by John Gardner, outlining the origins of the implementation of service-learning in University 101 and a retrospective look at the relationship between service-learning and University 101.


Themes:

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Reports


Cuseo, J. (2010). The empirical case for the first-year seminar: Promoting positive student outcomes and campus-wide benefits. In The first-year seminar: Research-based recommendations for course design, delivery, and assessment. Dubuque, IA: Kendall/Hunt.

 

This report provides a brief discussion of the instructional development of faculty, the growth of a campus community and development of partnerships across the division as well as an increase in positive perceptions of students among faculty and staff and early identification of first term students who may be academically at-risk.


Themes: Faculty development, campus partners, student perceptions

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Gardner, J. N. (1980). University 101: A Concept for Improving University Teaching and Learning. (ERIC Document Reproduction Service No. ED 192 706)

 

This paper describes University 101’s faculty training methods and highlights the structure, content, and outcomes. Gardner pays specific attention to University 101’s role as a model for other first-year seminars across the nation.


Themes: Faculty development, replication at other institutions

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Dissertations


Fecas, V. (1996). Effects of Participation in Carolina Camp at the University of South Carolina or 1992 and 1993. Retrieved from ProQuest. (9637114)

 

This study focused on the effects of student participation in Carolina Camp and found that participants in Carolina Camp enrolled in University 101 at a higher rate than students who did not participate in Carolina Camp. Fecas emphasized the significance of this finding by citing that students taking University 101 had higher freshman to sophomore retention rates than students who did not take University 101.


Themes: Retention

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Foote, S.M., (1999). A Multi-Campus Study of the Perceived Effects of First-Year Seminars on the Experience of Students in their First Semester of College. Retrieved from ProQuest. (3354805)

 

Foote explored the impact of first-year seminars on students during their first semester of college through one-on-one interviews with 18 students enrolled in first-year seminars at the University of South Carolina-Columbia, the University of South Carolina-Aiken, and Clemson University. This study closely linked student perceptions of the effect of the first-year seminar with course content, pedagogy, and interactions with peers and instructors. Foote found that the majority of students in her study enrolled in University 101 because of the courses reputation.


Themes: Student perceptions

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Lesesne, H. H. (1998). The making of a southern research university: the University of South Carolina, 1940-1990. Retrieved from ProQuest. (9918947)

 

Lesesne provides a discussion of the history of University 101, faculty development, and its role as a model for other first-year seminars across the country.


Themes: History, faculty development, replication at other institutions

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Reid, K. (2009). A Multiple Case Study of College First-Year Seminars. Retrieved from Digital Scholarship@UNLV.

 

This study investigated various aspects of three first-year seminars at research institutions in the southeast (University 101), the Rocky Mountains, and the southwest. Reid focused on the differences between the three first-year seminars and noted University 101’s structure, textbook, well-defined instructional requirements, and diversity of instructors as unique features of the program. In this dissertation, Reid provides information on the history of University 101, the impact on retention, faculty development, and various aspects of the course like structure, campus partner presentations, required readings and assignments, and the assessment of University 101.


Themes: Faculty development, history, retention, program overview

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Rogers, M. (2004). Examining the First Year Three-Contact Hour Seminar: Implications for Faculty Development. Retrieved from ProQuest. (3156470)

 

The results of this dissertation showed that University 101 instructors who underwent faculty development were able to identify the goals of training, developed relationships within the university community, learned about first-year students, and learned various ways to assess student learning.


Themes: Faculty development

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Rhinehart, R.M. (2004). Perceptions of African American Two-Year College Transfer Students About Their Transfer Experience to Predominantly White Four-Year Institutions. Retrieved from ProQuest. (3130482)

 

Rinehart found that participants in his study felt that University 101 had a significant impact on their successful transition into the University of South Carolina.


Themes: Student perceptions

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Watts, E. (1999). The Freshman Year Experience, 1962-1990: An Experiment in Humanistic Higher Education. Retrieved from ProQuest.

 

An in-depth study into the history of University 101 and University 101’s role in transforming the University of South Carolina during a time of national unrest. Watts highlights interviews, newspapers, periodicals and the radio among other sources to emphasize the use of University 101 in transitioning from a research paradigm to a humanistic model and collegial paradigm.


Themes: History

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Zhang, L. (2017). Student Involvement as a Mediator of the Relationship of Peer Leaders in First-Year Seminars to Academic Achievement and Persistence. Retrieved from ProQuest. (10259470)

 

This short-term longitudinal study focused on the impact that peer leaders in a first-year seminar have on students' academic achievement and persistence.

Themes: Peer leadership

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