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Evaluating first year seminar student success by developing a signature assignment: A case study.

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Title: Evaluating first year seminar student success by developing a signature assignment: A case study.
Authors: Parsh, Bridget1,2 (AUTHOR) parshb@csus.edu, Merrifield, Emily1 (AUTHOR), Migliaccio, Todd1 (AUTHOR), Munoz, Rheena3 (AUTHOR)
Source: College Teaching. Jan-Mar2021, Vol. 69 Issue 1, p20-31. 12p. 3 Charts, 8 Graphs.
Subject Terms: *Academic achievement, *Seminars, *Grade point average, *Graduation rate, Success, Information commons
Abstract: First Year Seminars have been found to positively impact student experience and retention in universities, especially in large-outcome measures such as grade point average, retention rates, and ultimately, graduation rates. Common learning experiences, a high-impact practice, such as course readings, a syllabus template, and discussion topics help to positively impact student learning. To evaluate authentic student learning, a campus First Year Experience rubric and Signature Assignment (SA) were developed for a more comprehensive assessment. With the integration of the SA into the course, assessment was refined through a multi-year process. Designed around key learning outcomes, the SA provides instructor and disciplinary flexibility and may serve as a potential model for other institutions looking to standardize the learning outcome evaluation across courses. [ABSTRACT FROM AUTHOR]
Copyright of College Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Evaluating first year seminar student success by developing a signature assignment: A case study.
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  Data: <searchLink fieldCode="JN" term="%22College+Teaching%22">College Teaching</searchLink>. Jan-Mar2021, Vol. 69 Issue 1, p20-31. 12p. 3 Charts, 8 Graphs.
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  Data: *<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Seminars%22">Seminars</searchLink><br />*<searchLink fieldCode="DE" term="%22Grade+point+average%22">Grade point average</searchLink><br />*<searchLink fieldCode="DE" term="%22Graduation+rate%22">Graduation rate</searchLink><br /><searchLink fieldCode="DE" term="%22Success%22">Success</searchLink><br /><searchLink fieldCode="DE" term="%22Information+commons%22">Information commons</searchLink>
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  Data: First Year Seminars have been found to positively impact student experience and retention in universities, especially in large-outcome measures such as grade point average, retention rates, and ultimately, graduation rates. Common learning experiences, a high-impact practice, such as course readings, a syllabus template, and discussion topics help to positively impact student learning. To evaluate authentic student learning, a campus First Year Experience rubric and Signature Assignment (SA) were developed for a more comprehensive assessment. With the integration of the SA into the course, assessment was refined through a multi-year process. Designed around key learning outcomes, the SA provides instructor and disciplinary flexibility and may serve as a potential model for other institutions looking to standardize the learning outcome evaluation across courses. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of College Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Jan-Mar2021
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