The National Resource Center for The First-Year Experience and Students in Transition at the University of South Carolina publishes scholarly practice books and research monographs on a wide range of high-impact practices designed to support student learning, development, and success.
What Makes the First-Year Seminar High-Impact? An Exploration of Effective Educational Practices
The first-year seminar is perhaps the most common high-impact practice on our campuses. A quarter century of research on first-year seminars has yielded tremendous knowledge about the structure, organization, and administration of these courses on U.S. college campuses. However, our understanding of course pedagogy and the presence of characteristics that define educationally effective experiences remains limited.
To fill this gap, the National Resource Center invites contributions for a new book exploring effective educational practices within the first-year seminar. We are seeking high-quality case studies describing first-year seminars that intentionally integrate practices or assignments demonstrating two or more of the characteristics of effective educational practices identified by Kuh and O’Donnell (2013):
- expectations set at appropriately high levels,
- significant investment of time and effort,
- interactions with faculty and peers,
- experiences with diversity,
- frequent and constructive feedback,
- periodic and structured opportunities for reflection and integration,
- relevance through real-world applications, and/or
- public demonstration of competence.
Cases are sought from a variety of institutions (e.g., public and private; two-year and four-year; large and small) and representing a range of seminar types (e.g., extended orientation, academic, discipline-specific, basic study skills, hybrid). Successful proposals will include a detailed description of how these characteristics are enacted within classroom practices and assignments as well as their impact on the seminar’s effectiveness.
Download complete proposal guidelines
Submit a case study. The deadline for submissions is April 4, 2016.
BOOK SERIES ON SPECIAL POPULATIONS
The National Resource Center is currently accepting proposals for book-length manuscripts examining the transition experiences of college student populations that have been historically underserved or given limited consideration in the design of higher education contexts. Each volume will explore the experiences of a specific population in depth and draw on the theoretical, research, and practice literature to critically examine some of the fundamental assumptions underlying student success initiatives in higher education with an eye toward reshaping campus culture, policies, and practices to support the learning and development of the population under study. Such populations may include, but are not limited to,
- Students from a specific racial or ethnic group (i.e., African Americans, Asian American/Pacific
Islander, American Indian/Alaskan Native, Hispanic/Latino)
- Students with physical, learning, and/or intellectual disabilities
- Emancipated foster care youth
- Adult learners
- International students
- Student athletes
- First-generation college students
- Commuter students
Proposals are accepted on an ongoing basis. Authors are encouraged to contact Tracy L. Skipper, Assistant Director for Publications, at (803) 777-6226 or via e-mail at firstname.lastname@example.org prior to submission to determine topics already in development.
Download complete proposal guidelines
Engaging LBGTQ Students Across Postsecondary Contexts: Identity, Transitions, and Intesectionality
Eboni Zamani-Gallaher, Devika Dibya Choudhuri, and Jason Taylor
What's Next for Student Veterans? Moving From Transition to Academic Success
David DiRamio, Editor