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. |
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| 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] |
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| Database: | Education Research Complete |
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