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

Publication Details

What Makes the First-Year Seminar High Impact? An Exploration of Effective Educational Practices

Editor(s): Skipper, T. L.

Citation: Skipper, T. L.. (Ed). (2017). What Makes the First-Year Seminar High Impact? An Exploration of Effective Educational Practices. Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience & Students in Transition.



This report offers case studies from 27 different colleges and universities representing two-year, four-year, public, and private institutions detailing first-year seminars offered on these campuses. More specifically, cases describe the methods and practices employed to make the first-year seminar a high-impact practice (HIP). The goal of the report is to provide a framework for how HIPs can be implemented effectively and how first-year seminars can be designed to increase educational effectiveness. Extended orientation, academic, basic study skills, and hybrid seminar models are included among the case studies. Authors describe on average 5.3 educationally effective practices embedded the first-year seminar as well as assessment methods designed to measure the impact of those practices in particular and the first-year seminar in general. Participating institutions include: The American University of Rome, Cabrini University, Clark University, Coastal Carolina University, Durham Technical Community College, Florida SouthWestern State College, Indiana University - Purdue University Indianapolis, Ithaca College, LaGuardia Community College CUNY, Loyola University Maryland, Malone University, Montana State University, Northern Arizona University, Southern Methodist University, Southwestern Michigan College, St. Cloud State University, Texas A&M University-Corpus Christi, The University of Arizona, University of Kansas, University of Maryland Baltimore County, University of New Hampshire, University of North Carolina Wilmington, University of Northern Iowa, University of Texas at Austin, University of Texas at San Antonio, University of Wisconsin-Madison, and Virginia Commonwealth University. The volume includes an index of educationally effective practices, assessment methods, and outcomes.


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