Session Handouts
19th International Conference on The First-Year Experience
July 24-27, 2006
Toronto, Ontario, Canada

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C-1
Viewing Student Retention Through a Cultural Capital Lens

I-2
Surviving the Storm: Impact of Institutional Change on a First-Year Cohort Program

C-4
Linking Language and Content Courses to Support Non-Native English Speakers

C-6
The World is Flat – But the Campus Has Mountains

I-7
The Student Affairs/Academic Affairs Partnership in Learning Communities

I-8
Meeting the Needs of First-Year Students Through a Transformed Curriculum

I-9
rezONE: A Residential First-Year Experience at the University of Toronto at Mississauga

I-10
Dive In 2006: Scaffolding Student Engagement in First Year

C-13
The Effect of Learning Style and Teaching Style on Academic Success

C-14
Two-Year College Students: Different Needs, Different Problems, Different Approaches

R-17
Educating Faculty Rather Than Labeling Students

R-20
Providing Professional Development Opportunities for First-Year Seminar Faculty

R-22
Hitting a Moving Target: How to Create a Successful First-Year Experience for the Community College Student

I-25
The Unity Experience: A Personalized FYE Course

I-26
Promoting Student Success Through Student Engagement

I-29
A Welcoming Portal of Entry: Creating Collaborative and Comprehensive Programs for Entering Student Success

I-30
Student Satisfaction: More Than an “A”

I-32
Responding to Diversity: Success Strategies Among First-Year Programs

C-36
Exploring Learning Differences: A Successful Transition Course for First-Year Students With Learning Disorders

I-37
Creating a Supportive Environment for Students by Developing a One-Stop Shop

C-39
Math for Mathophobes: An Experiment in Bridging the Computational Divide

I-46
Integrating Academic Support and the Co-Curriculum in a Required Learning Community: Innovations for a Long-Standing First-Year Initiative

I-47
Doing the Right Thing Right: Reconfiguring Learning Communities at the University of Alabama at Birmingham

I-52
Reluctant Reflectors: Developing Relevant Communication Skills in First-Year Engineering Students

C-55
Evaluating Orientation Programs On-line: A Simultaneous Intervention and Evaluation Tool

I-56
First-Year Student Success at Nagasaki University

C-57
The Big Class Experience Made Small: Possibilities for Course Management Systems

C-62
Understanding and Working with First Year Students Exhibiting Disruptive Behavior

P-63
Mapping Self-Assessment to Achievement – 18 Months Later

P-68
The Relationship of Student Needs to Self-Esteem and Assertiveness in First-Year University Students

P-70
Rethinking the Freshman Learning Community at Brigham Young University-Hawaii

P-72
Students’ Perspectives of Parental Support in the College Transition

P-75
“Freshman 101” and “(Not Just For) Freshman 102”

P-80
The Effect of First-Year Seminar(FYS) on Student Retention

C-83
Ensuing the Transition of Nontraditional Students in the UK

I-84
Fall Semester Study Abroad in Ireland for First-Year Students

I-85
The First-Year Experience at the University of Utah: Partnering Across the Campus and Community

I-86
“Project Success”: Successfully Changing the Culture of Academic Probation for First-Year Students

C-88
Personality Type and Student Success in High-Tech Courses

I-102
Enlisting Parents as Allies for Their Student’s Academic Success

I-103
Team-Teaching: Innovative Partnerships for Success

I-107
Authoring Shared Expectations for Student Portfolio Projects

C-108
Setting the Stage for Success: Evidence-Based Approaches for First-Year Students

I-109
From Senioritis to College Credit: College 101 in High School

I-113
The Journey Begins: A Holistic Institutional Approach to Reviewing and Enhancing the First Year