In 2002, the Policy Center on the First Year of College (supported by The Pew Charitable Trusts, The Atlantic Philanthropies, and Lumina Foundation for Education) sponsored a project to recognize colleges and universities as "Institutions of Excellence" in their design and execution of the first year. Thirteen colleges and universities—representing a broad spectrum of campus types—were selected as exceptional institutions that place a high priority on the first-year experience. Achieving and Sustaining Excellence in the First Year of College includes case studies of each of the thirteen exemplary institutions. These studies illustrate and analyze the colleges’ best practices in teaching, assessing, and retaining first-year college students. The individual case studies offer lessons learned and have broad potential application beyond the particular type of institution represented.

Whether or not a college currently offers a Supplemental Instruction program, uses peer leaders in First-year Learning Community, or assigns Peer Tutors to courses, Undergraduate Peer Mentoring Programs will provide educators with concepts, examples, and findings useful for pr...

The First-Year Seminar: Designing, Implementing, and Assessing Courses to Support Student Learning and Success, a five-volume series, is designed to assist educators who are interested in launching a first-year seminar or revamping an existing program. Each volume examines a different aspect of first-year seminar design or administration and offers suggestions for practice grounded in research on the seminar, the literature on teaching and learning, and campus-based examples. Because national survey research suggests that the seminar exists in a variety of forms on college campuses -- and that some campuses combine one or more of these forms to create a hybrid seminar -- the series offers a framework for decision making rather than a blueprint for course design. The series includes: Volume I: Designing and Administering the Course Volume II: Instructor Training and Development Volume III: Teaching in the First-Year Seminar Volume IV: Using Peers in the Classroom Volume V: Assessing the First-Year Seminar Editors/Authors: Volume I: Jennifer R. Keup & Joni Webb Petschauer Volume II: James E. Groccia & Mary Stuart Hunter Volume III: Brad Garner Volume IV: Jennifer A. Latino & Michelle L. Ashcraft Volume V: Daniel B. Friedman

The Association of College and Research Libraries (ACRL) set forth Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline. Creating and Maintaining an Information Literacy Instruction Program in the Twenty-First Century provides readers with a real-world, practical guide for creating an instruction program step-by-step, as well as a framework for reviewing, assessing, and updating existing programs. Each chapter focuses on one of the main aspects of the ACRL guidelines. Current research, anecdotal evidence and tools provide the reader with the support and instruments needed to either begin, or reinvigorate, an instruction program.The book begins by placing information literacy in programme context. It then covers how to survey your current program, and how to develop and implementing a program plan. The next chapters concentrate on administrative and institutional support; curriculum integration and campus collaboration; present and future students; pedagogy for the information professional; program marketing and outreach; assessment and future trends. Finally, this book concludes by asking its readers to re-survey their information literacy instruction program landscape once again. - Provides a practical, scalable information literacy instruction program framework based upon the 2011 draft ACRL Characteristics of Programs of Information Literacy that Illustrate Best Practices - Reflects current scholarship and practice - Contains sample worksheets, templates, and assessment instruments

A clear, practical framework for getting higher education back on track The Undergraduate Experience is a guide for significantly improving student learning and institutional performance in the rapidly changing world of higher education. Written by recognized experts in undergraduate education, this book encourages college and university leaders to rethink current practices that fragment the student experience, and to focus on creating powerful, integrated undergraduate learning for all students. Drawing from their own deep experience and the latest research, the authors reveal key principles that enable institutional change and enhance student outcomes in any higher education setting. Coverage includes high-impact practices for engagement, the importance of strategic leadership, the necessity of setting and maintaining high expectations, and insight on fostering excellence through systematic planning. Through its core themes and action principles, this book can be a valuable resource for faculty, staff, administrators, and governing boards at all types of postsecondary institutions. The book provides a practical framework for achieving excellence in undergraduate education by focusing on: Learning Relationships Expectations Alignment Improvement Leadership The value of an undergraduate education is under greater scrutiny than ever before, and campus leaders must be able to convey the value of their institutions to students, boards, donors, and legislators. Is a college or university degree worth the increasing cost? Are today's students academically adrift? What's the difference between a degree and an education? Responding to these questions requires focused action by individuals and institutions. The Undergraduate Experience offers practical guidance for creating and sustaining excellence in the face of disruption and change in higher education.

An exploration of the University of South Carolina's trailblazing approach to the first-year experience As an innovative educational experiment, University 101 was designed to support students' transition to and success in college. Now, fifty years after its inception, the program continues to bring national recognition to the University of South Carolina. From Educational Experiment to Standard Bearer celebrates this milestone by exploring the course's origins; its evolution and success at the university; its impact on first-year students, upper-level students serving as peer leaders, faculty and staff instructors, and the university community and culture; and its role in launching the international first-year experience movement. By highlighting the most significant takeaways, lessons learned, and insights to practitioners on other campuses, this book will serve as an inspiration and road map for other institutions to invest in this proven concept and focus on the ingredients that lead to a successful program. John N. Gardner, founding director and architect of University 101, provides a foreword.

An examination of the first year of college and the intersecting challenges facing today's students, written by top educational researchers.