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Course Dates:
July 13 - August 8, 2015

Registration Deadline:
July 1, 2015
Fee: $425.00

Course limited to the first 40 registrants

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Course Dates:
September 14 -
October 9, 2015

Registration Deadline:
September 2, 2015
Fee: $425.00

Course limited to the first 25 registrants

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Course Dates:
October 5 -
October 30, 2015

Registration Deadline:
September 23, 2015
Fee: $425.00

Course limited to the first 25 registrants

 

 

 

Our Invitation to You

The National Resource Center is pleased to now offer online courses on current topics related to the first-year experience and students in transition. Online courses are designed to come as close as possible to providing students with the same course content and opportunities for interaction with classmates and with the instructor as traditional or classroom-based courses as well as take advantage of pedagogy and teaching techniques that are not possible or uncommon in a traditional format. Our online courses will take place during a four-week period with the majority of instruction occurring in an asynchronous environment. Asynchronous instruction is neither timebound nor place-bound and does not require the simultaneous participation of all students and instructors. It utilizes toolssuch as email, threaded discussions/forums, listservs, and blog.


Fostering First-Year Student Success


Instructor
Stephanie M. Foote, Ph.D.
Director, Master of Science in First-Year Studies
Associate Professor of Education
Department of First-Year and Transition Studies
Kennesaw State University

Dr.Drummer

Stephanie M. Foote
Stephanie M. Foote is the Director of the Master of Science in First-Year Studies and an Associate Professor of Education in the Department of First-Year and Transition Studies at Kennesaw State University. Prior to this, she was the administrator for academic success and the first-year experience at the University of South Carolina Aiken. Foote has published and presented on her research on the role of first-year seminars and experiential pedagogy on student engagement in the early college experience, college students in transition, self-authorship development in transfer students, and student engagement in online learning environments. She is a past recipient of the NODA Outstanding Research Award for her dissertation study of the perceived effects of first-year seminar participation on the experience of students in their first semester of college, and she is the recipient of the McGraw-Hill Excellence in Teaching First-Year Seminars award. Additionally, Foote is a guest co-editor the Spring 2015 special "Fostering Success for Students in Transition" issue of the Journal of College and Student University Housing, she currently serves on the editorial board for the Journal of Student Affairs Research and Practice (JSARP), and is the editor for the Journal of College Orientation and Transition (JCOT).

 


COURSE DESCRIPTION


This course is designed to engage participants in an exploration of the fundamental aspects of first-year student success. Drawing from multiple perspectives, participants in the course will be challenged to: a) move beyond generational characteristics to fully understand who first year students are and what issues potentially impact their success; b) apply the information generated through readings, reflective assignments, and discussion to innovate practices aimed at fostering first-year student success; and c) develop a variety of qualitative and quantitative methods that can be used to measure first-year student success.

COURSE OBJECTIVES AND OUTCOMES

As a result of completing in this course, participants will

1. Participants will identify issues that impact the success of first-year students on their campus.
2. Participants will develop strategies and transform existing practices to encourage first-year student success.
3. Participants will understand how to use qualitative and quantitative methods to measure first-year student success.

Required Textbook and Additional Readings

The following book is required for this course.

Upcraft, M. L., Gardner, J. N., & Barefoot, B. O. (2005). Challenging & supporting the
first-year student: A handbook for improving the first year of college. San Francisco: Jossey-Bass.

Articles and excerpts from journals, including several from the Journal of The First-Year Experience and Students in Transition, and other web-based resources will be provided in WebStudy. Additionally, optional readings have been identified and will be posted in each module for participants who wish to further explore concepts discussed in the context of this class.

Applying Student Development Theory to College Transition Programs


Instructor
Tracy L. Skipper, Ph.D.
Assistant Director for Publications
National Resource Center for The First-Year Experience and Students in Transition
University of South Carolina

Dr.Drummer

Tracy L. Skipper

Tracy L. Skipper is assistant director for publications for the National Resource Center for The First-Year Experience and Students in Transition at the University of South Carolina. An accomplished editor and writer, Skipper edited (with Roxanne Argo) Involvement in Campus Activities and the Retention of First-Year College Students (2003), wrote Student Development in the First College Year: A Primer for College Educators (2005), and served as managing editor of the five-volume series, The First-Year Seminar: Designing, Implementing, and Assessing Courses to Support Student Learning and Success (2011-2012). Most recently, she co-authored the volume Writing in the Senior Capstone: Theory and Practice with Lea Masiello. She holds degrees in psychology, higher education, American literature, and rhetoric and composition. In addition to her writing and editorial work, she has served as a student affairs administrator, taught writing at the college level, and presented writing workshops for higher education professionals. She has presented on the application of student development theory to curricular and cocurricular contexts and what national datasets suggest about the organization and administration of high-impact educational practices. Her research interests include the application of cognitive-structural development to composition pedagogy and the use of writing in first-year seminars and senior capstone courses.



COURSE DESCRIPTION


Since the 1970s, theories of student development have provided a useful framework for identifying student needs, designing educational practice, and assessing learning and developmental outcomes. With the ever-increasing diversity of college students in the United States, researchers and educators have questioned the relevance of many of these theories. Despite these challenges, student development theory remains an important body of knowledge informing the work of educators throughout the academy as they design classroom experiences, programs, and interventions for college students in transition. This online course will introduce key student development theories and explore current research and practice related to them. Participants will evaluate the usefulness of these theories for creating developmentally appropriate educational practices on their own campuses and consider strategies for assessing developmental outcomes.

COURSE OBJECTIVES AND OUTCOMES

As a result of completing this course, participants will be able to use selected theories to

  1. support their understanding and identify potential needs of students with whom they work,
  2. set goals and identify developmentally appropriate outcomes for students in transition,
  3. design programs or pedagogies to help students meet identified outcomes, and
  4. create an assessment plan for measuring specific developmental outcomes.

Competency Areas:

  • Student Learning and Development
  • Programming and Pedagogy


Maximizing Digital Tool Use in the First-Year Seminar: Helping Students to Become Digital Learners

Instructor
Brad Garner
Director of Faculty Enrichment in the Center for Learning and Innovation
Indiana Wesleyan University (IWU)

Dr.Drummer

Brad Garner

Brad Garner serves as Director of Faculty Enrichment in the Center for Learning and Innovation at Indiana Wesleyan University (IWU). Brad has been actively involved for several years in directing and teaching the first-year seminar on his campus. Currently, he leads faculty enrichment efforts across the entire university. One of his greatest passions is helping faculty learn new and creative ways to teach and engage students.

Prior to moving into higher education, his career was focused on program and faculty development in K-12 public school settings where he worked as a classroom teacher, school psychologist, and administrator. Garner is a frequent presenter at conferences and workshops in the US and Europe and has authored and coauthor several publications, including A Brief Guide to Teaching Adult Learners (2009) and A Brief Guide to Millennial Learners (2007), and Teaching the First-Year Seminar (2012). His book Getting Employed, Staying Employed was recognized and honored as a Book of the Year by the President's Committee on the Employment of People with Disabilities. Most recently, Garner has been working with groups of teachers in Bosnia as part of an Educational Leadership Institute designed to empower teachers to be change agents in their own communities and schools. He also works with men in a faith and character-based initiative at Indiana's largest correctional facility.



COURSE DESCRIPTION

We are living in an age where digital technology is ubiquitous... apps, mobile devices, ebooks, MOOCS, Open Educational Resources, the Cloud. For students in higher education, the rapidly changing digital landscape will be a way of life throughout their college careers and into the workplace. In their lives, being digitally savvy and maintaining an openness to lifelong digital learning will increasingly become a prerequisite for success. The creation of these opportunities also, however, depends upon faculty who are willing and able to adapt their courses to include digital learning requirements and experiences.

This course will focus on the ways in which the first-year seminar, through intentionally designed teaching and assessment strategies, can help first-year students acquire the competencies necessary to engage with digital technology and become more effective and active digital learners.

Our time together in this course will expose participants to a variety of digital tools with hands-on application.

COURSE OBJECTIVES AND OUTCOMES

As a result of completing this course, participants will be able to use selected theories to

1. To understand the intersection of digital tools and course design.
2. To acquire skill in using a variety of digital tools for the purposes of instruction and assessment.
3. To thoughtfully select digital tool for use in the first-year seminar experience

Competency Areas:

  • Programming and Pedagogy

 

 

Participants will earn 1.5 continuing education units.