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National Resource Center for The First-Year Experience and Students in Transition

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E-Source for College Transitions

E-Source is an e-newsletter that provides practical strategies for supporting student learning and success. Published three times a year, the newsletter and archive are available online with a free subscription.

Call for Submissions

The global outbreak of COVID-19 is causing widespread disruption in higher education, and the editors of E-Source want to collect the stories of how institutions are adapting to this unprecedented crisis. How can our response reshape our understanding of teaching, learning, and student success initiatives? How will these experiences change our delivery of educational services moving forward, and how might they help us manage future disruptions?

The October 2020 issue will feature a special collection of short narratives. Please join us by submitting a brief description of your campus’s response to the pandemic at bit.ly/ESForm20. The deadline is Friday, May 1. Email us at esource@mailbox.sc.edu if you have any questions.

 

Current Issue

Volume 17, Issue 2
The March 2020 issue of E-Source for College Transitions is now available. This issue begins with a look at how staff at Rollins College are making a concerted effort to increase student engagement with its career center. Meanwhile at Merrimack College, faculty are piloting themed first-year seminars to weave more academic content into the course and stimulate first-year students’ interests in different fields of study. Virginia Tech faculty have developed a meta-major for incoming students who are interested in multiple colleges or majors, and Oakland University staff discuss engagement programs designed specifically for second- and transfer-year students.  

About the Editor

Dr. Rebecca Campbell

Rebecca Campbell

Rebecca Campbell, Ph.D., is a professor of educational psychology and a President’s Distinguished Teaching Fellow at Northern Arizona University, where she teaches on the theory of teaching and learning. She has more than 25 years of experience designing and implementing first-year seminars and student success course interventions at both the community college and university level.


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