Course Dates:
Aug 18 - Sept 19, 2014

Registration Deadline:
August 14, 2014
Fee: $425.00

Course limited to the first 25 registrants

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


Course Dates:
Sept 8 - Oct 3, 2014

Registration Deadline:
Sept 4, 2014
Fee: $425.00

Course limited to the first 25 registrants

 

 

 

 

 

 

 

 

 

 

 

 













 

 

 

 


 

 

Course Dates:
Oct. 20 - Nov. 14, 2014

Registration Deadline:
October 15, 2014
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

Instructor
Dallin George Young
Assistant Director for Research, Grants, and Assessment
University of South Carolina

Dallin George Young

Dallin George Young is the Assistant Director for Research, Grants, and Assessment at the National Resource Center for The First-Year Experience and Students in Transition. In this role he facilitates a number of national surveys and coordinates research collaborations between the National Resource Center and the international higher education community. Young has experience serving in assessment-related roles at the University of Georgia and Georgia Gwinnett College and is an active member of the Planning, Innovation, and Assessment Council at the University of South Carolina. Young has published manuscripts on learning outcomes, assessment practices, professional preparation, and first-year seminars in scholarly journals and a recently released research report.

COURSE DESCRIPTION
This course is an introduction to and overview of first-year assessment. It will provide participants with knowledge and tools needed to make sense of first-year assessment issues at their respective institutions. More specifically, this course provides an overview of assessment models and methods; offers strategies for creating and implementing assessment plans, including the development of learning outcomes; and explores instruments used to assess student learning, experiences, satisfaction, and development in their transition to college. Attention will be given to qualitative and quantitative assessment methods.

COURSE OBJECTIVES AND OUTCOMES

As a result of completing in this course, participants will:

  1. Identify key learning and development outcomes for the first year of college.
  2. Explore tools commonly used to gather data.
  3. Understanding the process for selecting appropriate assessment instruments.
  4. Develop the knowledge needed to make sense of first-year assessment issues.
  5. Understand first-year assessment data collection methods and modes.

COURSE TEXTBOOKS: To be determined

Stephanie M. Foote

Instructor
Stephanie M. Foote
Associate Professor of Education in the Department of First-Year Programs
Kennesaw State University

Dallin George Young

Stephanie M. Foote is an Associate Professor of Education in the Department of First-Year Programs at Kennesaw State University. Prior to coming to coming to Kennesaw in 2011, Stephanie was the administrator for academic success and first-year programs at the University of South Carolina Aiken. In 2009, Stephanie won 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. She has published and presented on her research college students in transition, and she has developed and taught online courses on fostering the success of first-year students. Stephanie has served as a Commission Chair for the American College Personnel Association (ACPA) Commission on Admissions, Orientation, and the First-Year Experience, and she currently serves on the editorial board for the Journal of Student Affairs Research and Practice (JSARP). Stephanie is also the Editor for the Journal of College Orientation and Transition (JCOT).

COURSE DESCRIPTION
This course is designed to engage participants in an exploration of many 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 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.

COURSE TEXTBOOK:

  • Challenging and Supporting the First-Year Student: A Handbook for Improving the First Year of College by M. Lee Upcraft, John N. Gardner, and Betsy O. Barefoot.

http://www.josseybass.com/WileyCDA/WileyTitle/productCd-0787959685.html

http://www.amazon.com/Challenging-Supporting-First-Year-Student-Jossey-Bass/dp/0787959685

 

Stephanie M. Foote

Instructor
Catherine F. Andersen
Associate Provost for Academic Affairs
University of Baltimore
Fellow, John N. Gardner Institute on Excellence in Undergraduate Education

Stephanie M. Foote

Catherine F. Andersen

Catherine Andersen is presently the associate provost for Academic Affairs at the University of Baltimore where, among her many roles, she is responsible for curriculum, accreditation, and assessment. Prior to this position, she enjoyed a long career at Gallaudet University, serving as chief enrollment and marketing officer, associate provost, dean of Enrollment and General Studies, director of the First-Year Experience, and chairperson of the Communication and Developmental Studies Department. Anderson served on the national advisory board of the National Resource Center for The First-Year Experience and Students in Transition, currently serves on the national advisory board for Teagle Assessment Scholars, and is a fellow with The Gardner Institute for Excellence in Undergraduate Education.  In 1994, Anderson was awarded the honor of Gallaudet's Distinguished Faculty of the Year, and 1997, she was named one of the nation's Outstanding First-Year Advocates.

COURSE DESCRIPTION
Common reading programs, defined for the purpose of this course, occur when groups of incoming first-year students read the same book(s) and participate in activities that create a common intellectual experience. These programs are becoming an important component of first-year experience initiatives and are most frequently designed to provide new students an introduction to the intellectual expectations of college in formal and informal gatherings. High-impact programs go beyond book discussion groups and include students, faculty, staff, and the larger community in an array of social, intellectual, and civic activities. Individuals in this course will discuss the benefits and goals of a program; learn about the various types of programs; and explore how programs differ in scope, impact, and cost. Participants will design a comprehensive plan for their own campus that includes goals and outcomes, an assessment plan, a budget, book selection criteria, and curricular and cocurricular programming.

COURSE OBJECTIVES AND OUTCOMES

As a result of completing in this course, participants will

  1. Participants will identify the rationale and characteristic of common reading programs.
  2. Participants will identify the variety of programming opportunities for common reading programs.
  3. Participants will develop a common reading program plan specific to their institution that includes program goals, book selection criteria, event promotion strategies, curricular and cocurricular opportunities, a budget, and an assessment plan.

COMPETENCIES:

This course supports the development of inquiry, especially as it relates to “the development of new knowledge through theory and research.” While data collection is a central component of inquiry, the act of analyzing, synthesizing, and disseminating findings through writing is also important. This course will offer participants strategies for shaping and delivering the products of their inquiry for a range of different audiences.

COURSE TEXTBOOK:

Laufgraben, J. L. (2006). Common reading programs: Going beyond the book (Monograph No. 44). Columbia, SC: University of South Carolina, National Resource Center for the First-Year Experience & Students in Transition.


Courses will take place during a four week period and participants will earn 1.5 continuing education units.