Developing a Topic-Centered First-Year Seminar with an Emphasis on Information Literacy at a Large Regional University

Chambers, Wendy L.; Smith, Lisa; Orvis, Jessica N.; Caplinger, Christopher

doi:10.1080/10691316.2013.761077

Cited by 3 publications

(5 citation statements)

References 13 publications

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“…Lastly, comprising the lion's share of FYS curriculum is content aimed at helping individuals become better students through academic skills training. Strategies and techniques for time management, money management, note taking, listening, reading, study-ing, researching, writing, thinking, communicating, presenting, and decision making form the core of mainstream FYS (e.g., Chambers, Smith, Orvis, & Caplinger, 2013;Clark & Cundiff, 2011).…”

Section: First-year Seminars: History and Current Contextmentioning

confidence: 99%

The Problem of First-Year Seminars: Risking Disengagement Through Marketplace Ideals

Hickinbottom-Brawn

Burns

2015

CJHE

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First-year seminars (FYS) have become increasingly prevalent in North American postsecondary institutions. The popularity of such initiatives owes much to the belief that providing unprepared students general life and academic skills can bolster engagement and thereby improve retention. In this paper we argue that, despite their good intentions, many FYS actually perpetuate the kind of disengagement they were designed to alleviate due to their reliance on a narrow, instrumental view of education. To demonstrate, we briefly outline the history and curricula of the FYS movement to draw attention to its dependence on marketplace ideals, rationales, and strategies. We demonstrate some of the ways this vision of education impoverishes the university experience and suggest that, in order to be robust, FYS must focus first and foremost on cultivating rich understandings of the broader purposes of higher education and its relation to the good life, both for and beyond one’s own fulfillment.

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Section: First-year Seminars: History and Current Contextmentioning

confidence: 99%

The Problem of First-Year Seminars: Risking Disengagement Through Marketplace Ideals

Hickinbottom-Brawn

Burns

2015

CJHE

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“…First-year experience programs historically have been focused on traditionally educated and privately educated students (Chambers, Smith, Orvis & Caplinger, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…First-Year Experience Programs. First-Year Experience Programs were programs instituted by higher education institutions designed to assist students in the transition the high school setting into a college or university setting (Chambers, Smith, Orvis & Caplinger, 2013).…”

Section: Successmentioning

confidence: 99%

“…One example was Georgia Southern University (GSU). The institution identified information literacy as the specific area that would produce an impact on retention (Chambers, & et al, 2013). One goal was to focus first-year experience program efforts towards a more academic tone, which prompted GSU to concentrate on library services.…”

Section: Refocusing the Goals Of First-year Experience Programsmentioning

confidence: 99%

“…This was partly attributed to a faculty bias in teaching these skills. Faculty often wanted students to learn through doing (Chambers et al, 2013). Students were expected to learn information literacy through the completion of coursework that required the use of the library resources.…”

Section: Refocusing the Goals Of First-year Experience Programsmentioning

confidence: 99%

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A comparative study of home educated students and traditionally educated students after completion of a Midwestern university first-year experience program

Wolfe¹

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The purpose of this study was to assist educational leaders in developing policy to better understand the home educated students and aspects of their first-year experience. This was achieved using a quantitative approach to gather information from three different student population groups, traditionally educated students, home educated students, and privately educated students. This information was gathered from a Midwestern university using a self-report student survey after the students had completed a first-year experience program. This quantitative study had 251 respondents, primarily from one Midwestern university. The study utilized the Knowledge, Attitude and Behavior Items Survey. The survey contained 39 items separated into a demographic section and three subscales: (a) knowledge, (b) attitudes, and (c) behavior. The survey was adapted from The University Experience Battery Items (Schrader and Brown, 2008) by eliminating questions, focusing the language and adding a demographic section. This study has implications both theoretically and practically. For home educated students the study provides insight into how this specific population compares to other student groups. The data from this study shows home educated students self-reported the practical knowledge, attitudes, and behaviors for a successful transition into higher education. This may encourage home educated students to engage and enroll in first-year experience programs when entering higher education. This study suggests students finish these programs with those necessary qualities for student success. The primary recommendation for further study was there was not a significant difference in survey answers for the three student populations. Further examination should be performed on other students groups, pertaining to first-year experience programs. This research only separated the results by the model of education used before entering higher education. Additional investigation on the impact of first-year experience programs with minority groups, socio-economic status, gender, and other demographic categories would lead further development of these programs. Replication of this study to a broader range of universities and higher education institutions would allow for a more diverse population, allowing for improved generalizability.

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Creating library tutorials to provide flexibility and customized learning in asynchronous settings

Olsen

Harlow

2022

Public Services Quarterly

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Developing a Topic-Centered First-Year Seminar with an Emphasis on Information Literacy at a Large Regional University

Cited by 3 publications

References 13 publications

The Problem of First-Year Seminars: Risking Disengagement Through Marketplace Ideals

The Problem of First-Year Seminars: Risking Disengagement Through Marketplace Ideals

A comparative study of home educated students and traditionally educated students after completion of a Midwestern university first-year experience program

Creating library tutorials to provide flexibility and customized learning in asynchronous settings

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