Discover an innovative, evidence-based method for preparing students for the demands of college writing called Supporting Strategic Writers (SSW). The goal of SSW is to help students become independent learners who understand the value of strategies and can apply them flexibly in future courses and the workplace. The text provides genre-based…

This volume offers the first comprehensive guide to how high-impact practices (HIPs) are being implemented in online environments and how they can be adjusted to meet the needs of online learners. This multi-disciplinary approach will assist faculty and administrators to effectively implement HIPs in distance education courses and online programs.…

"The First-Year Seminar: Designing, Implementing, and Assessing Courses to Support Student Learning and Success," a five-volume series, is designed to assist educators who are interested in launching a first-year seminar or revamping an existing program. Each volume examines a different aspect of first-year seminar design or…

Presents appropriate freshman seminar topics and related activities geared toward meeting 13 objectives of the National Business Education Standards. (SK)

In response to demographic changes among entering college students, more and more colleges are offering freshman orientation courses that have come to be known as "College 101." At Baldwin-Wallace College in Berea, Ohio, a course called COL 101 was begun in 1985. A survey of teachers of the course investigated speech or oral…

Describes the development and content of a freshman seminar titled "The Psychology of Mushrooms," which teaches psychology as natural history. This approach allowed the course to proceed from concrete experience to general principals of perception, learning, social, and abnormal psychology. (Author/LS)

Thirty-nine at-risk college freshmen participated in an eight week non-credit seminar in the Fall of 1989. At the beginning of the seminar, students indicated that they enjoyed reading, did leisure reading, and felt that lack of vocabulary, slow reading rate, and inability to concentrate were their major reading problems. They also described their…

Reviews a college freshmen history seminar project in which students wrote, illustrated, and prepared a U.S. history textbook on the 1950s and 1960s. Reflecting on the resulting text, Ramsay questions whether students succumbed to the didactic fallacy; and cites a lack of cohesiveness, but praises the project's value as a teaching exercise. (LS)

Reports research on the relationship between student interaction in freshman seminar courses and instructor techniques and interaction. Results indicate that freshmen differ significantly from upperclassmen and differ somewhat from their instructors when reporting effects of certain teaching techniques on classroom participation. Students and…