Learn how to design and implement successful first-year seminars that contribute to student performance and persistence.
First-year seminars can increase student retention and improve academic performance-but only if the seminar is designed and implemented well. Considerations include course outcomes, curriculum design, credit versus non-credit, and seminar funding.
This two-part archived webcast will help you learn how to design and implement successful first-year seminars that contribute to student performance and persistence. Both institutions that are creating a first-year seminar from scratch and those that are trying to improve an existing program will benefit from participating.
In the first session, institutional researchers, business affairs administrators, registrars, academic affairs administrators, student affairs administrators, and first-year seminar coordinators/directors will learn:
In the second session, faculty/staff and first-year seminar coordinators who create and teach the first-year seminar/student success courses will learn:
As the director, Joni works to support educational partnerships among Appalachian State University, University of North Carolina-Asheville, Western Carolina University, and area high schools seeking to increase the college readiness and enrollment into post-secondary education institutions.
She has served as director of freshman learning communities in general studies at Appalachian State University and as a co-coordinator of the McGraw-Hill Institute for Student Success and Academic Change (ISSAC). She has taught Freshman Seminar since 1991 and co-facilitated the annual week-long training program for new course instructors.
Joe directed the first-year seminar at the University of Iowa, a course required of all new students, for more than 25 years. He is a columnist for a bimonthly newsletter published by the National Resource Center for The First-Year Experience & Students in Transition, and has received the Resource Center's outstanding first-year advocate award. He is also a 14-time recipient of the faculty member of the year award on his home campus, a student-driven award based on effective teaching and academic advising.
He has delivered over 100 campus workshops and conference presentations, and authored numerous articles and chapters on faculty development, student retention, and the first-year experience.
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