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• W322749093 abstract "The First-Year Experience program at Gallaudet University continues to evolve. In a ten-year time period, by making use of best practices in the first college years, building on existing resources, and using assessment to guide change, the program has become a central, effective part of the undergraduate experience. It has improved retention of first-year by 15 percent. And yet, our work is done. We look to the future, to find better ways to meet the changing needs of students. Providing Quality Educational and Social Experiences Gallaudet University in Washington, DC, is the worlds only liberal arts university for deaf and hard of hearing students. It was founded in 1864 by an act of Congress, and its charter was signed by President Abraham Lincoln. Enrollment is approximately 2,000 undergraduate and graduate students. Deaf and hard of hearing undergraduate choose from more than forty majors leading to a Bachelor of Arts or a Bachelor of Science degree. While in many ways Gallaudet is unique, it is faced with the same challenges as any other college. What can we do to be sure our are learning and persisting? All of the scholarly work on student persistence leads to a few simple principles. Students who stay in college have quality educational and social experiences. Retention of is in and of itself a goal. The goal should be to enhance students social and intellectual development. For the past twenty-five years, as a result of the work at the National Resource Center for the First-Year Experience and Students in Transition, a huge body of research and practical information has evolved on how best to teach and work with new students. In addition, the Policy Center on the First Year of College, an outgrowth of the National Resource Center, was established to study assessment in the first college year, and later to determine the characteristics of colleges and universities that got it right. We learned from these Institutions of Excellence. As our program developed, we faced many challenges. The most pressing challenge was gathering information to show that students' success was connected to what we were doing. Ten years ago, Gallaudet's fall-to-fall first-year persistence rates were comparable to those of similar institutions. It was easy to discuss a or a not so good in terms of the characteristics of admitted students. We tried interdisciplinary courses, problem-based learning, and learning communities, but often these initiatives would come and go as new and more pressing priorities emerged. We needed evidence to validate our efforts, and data to support our belief that the first year should be a priority. Thus, in 1995, after two years as a special assistant to the president to explore retention, I became the individual to direct our first college year. Over the next ten years, I collaborated with many campus units to develop a strong first-year experience program. What We Did We were challenged with the daunting task of maintaining our academic focus while creating a first college year that helped to see the benefits of the wealth of programs and services available on our campus. Central to this change was our First-Year Seminar (FYS) course. Begun in 1995 as a three-credit elective, this seminar later (after the faculty were presented with data showing an 11 percent higher persistence rate for who took the course) became a general education requirement. Since becoming required, first-year retention has continued to improve. Why is the course effective? First-Year Seminar has become the venue where can develop academic skills and access campus programs in meaningful ways. Academic advisers are assigned to FYS sections; FYS sections are linked with other courses to form learning communities. Learning communities expose to a wide range of faculty, and the development of learning communities also provides an opportunity to share with faculty common outcomes lor first-year students. …" @default.
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• W322749093 date "2006-07-01" @default.
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• W322749093 title "Why Teaching First-Year Students Is Rewarding for Everyone" @default.
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