Teaching the freshman seminar: Its effectiveness in promoting faculty development
Author(s): Fidler, P. P., Neururer-Rotholz, J., & Richardson, S.
Citation: Fidler, P. P., Neururer-Rotholz, J., & Richardson, S. (1999). Teaching the freshman seminar: Its effectiveness in promoting faculty development. Journal of The First-Year Experience & Students in Transition, 11(2), 59-74.
This study examined the effects of a training workshop on the teaching techniques of faculty who taught a first-year seminar. A survey was distributed to 68 faculty who had participated in a training workshop and taught a first-year seminar. Qualitative data were obtained later from all 20 of those who agreed to a follow-up interview. Many faculty reported that new teaching techniques, learned in preparation for a first-year seminar, were used in their discipline-based courses. The authors concluded this experience expanded concepts of faculty roles to include using a wider array of teaching techniques, lecturing less, and facilitating discussions more in discipline-based courses. Related topic heading(s): Faculty Development