Comparing Student Learning Outcomes in an Independent Section of a First-Year Seminar to a First-Year Seminar Embedded in a Learning Community
Author(s): Smith, D. N., Goldfine, R., & Windham, M.
Citation: Smith, D. N., Goldfine, R., & Windham, M. (2009). Comparing Student Learning Outcomes in an Independent Section of a First-Year Seminar to a First-Year Seminar Embedded in a Learning Community. Journal of The First-Year Experience & Students in Transition, 21(2), 47-64.
Abstract
In this study, the authors examine the differences between two groups of students—those enrolled in either an independent section of a first-year seminar and those enrolled in a first-year seminar embedded in a learning community. In particular, the authors focused on the extent to which course/program outcomes were being met, as reported by student self-evaluations. The hypothesis that students in the embedded first-year seminar course would rate the course learning outcomes as having been met at a significantly higher rate than their peers in the independent sections of the seminar was not supported. Possible explanations for the findings are discussed.
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