Why the First-Year Seminar Matters: Helping Students Choose and Stay on a Career Path
Autor Christine Harrington, Theresa Oroszen Limba Engleză Hardback – 10 aug 2018
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|---|---|---|
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| Bloomsbury Publishing – 10 aug 2018 | 208.58 lei 43-57 zile | |
| Hardback (1) | 374.33 lei 43-57 zile | |
| Bloomsbury Publishing – 10 aug 2018 | 374.33 lei 43-57 zile |
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Specificații
ISBN-13: 9781475842463
ISBN-10: 1475842465
Pagini: 150
Ilustrații: 5 b/w illustrations; 10 b/w photos
Dimensiuni: 160 x 241 x 19 mm
Greutate: 0.44 kg
Editura: Bloomsbury Publishing
Colecția Rowman & Littlefield
Locul publicării:New York, United States
ISBN-10: 1475842465
Pagini: 150
Ilustrații: 5 b/w illustrations; 10 b/w photos
Dimensiuni: 160 x 241 x 19 mm
Greutate: 0.44 kg
Editura: Bloomsbury Publishing
Colecția Rowman & Littlefield
Locul publicării:New York, United States
Cuprins
Foreword
Melinda Karp, Founder, Phase Two Advisory
Part I: Making the Case: FYE as an Essential Part of Guided Pathways
Chapter 1: Guided Pathways: Helping Students Choose and Stay on a Path
The Guided Pathways Movement: Why It Matters
Defining Guided Pathways
Chapter 2: History and Value of the First-Year Seminar Course
The First-Year Seminar Course: Past, Present, and Future
Data and Evidence for the First-Year Seminar Course
Chapter 3: Helping Students Choose a Career Path: The Role of the First-Year Seminar Course
The Career Exploration and Decision-Making Process
Benefits of Career Exploration via the First-Year Seminar Course
Chapter 4: Helping Students Stay on the Path: The Role of the First-Year Seminar Course
Building Self-Efficacy by Utilizing Effective Learning and Study Strategies
Building Grit and Resilience
Part II: Practical Guide to Re-Imagining the First-Year Seminar Course within the Guided Pathways Framework
Chapter 5: Re-Imagining and Strengthening the First-Year Seminar Course: The Course Re-Design Process
An Introduction to Backwards Design
Establishing a Course Design Team
Learning Outcomes for the First-Year Seminar
Course Content
Assessing First-Year Seminar Learning Outcomes
Ensuring Learning: Teaching Methods
Sequencing: The Course Outline
The Syllabus
Chapter 6: Being Your Campus Champion: A 3-credit Mandatory First-Year Seminar Course for All Students
Why Everyone? An Equity Issue
Championing the Course to Colleagues
Identifying and Training Faculty
Creating Campus Excitement
Appendix A: Making the Case Infographic
Appendix B: Sample Syllabus
About the Authors
Melinda Karp, Founder, Phase Two Advisory
Part I: Making the Case: FYE as an Essential Part of Guided Pathways
Chapter 1: Guided Pathways: Helping Students Choose and Stay on a Path
The Guided Pathways Movement: Why It Matters
Defining Guided Pathways
Chapter 2: History and Value of the First-Year Seminar Course
The First-Year Seminar Course: Past, Present, and Future
Data and Evidence for the First-Year Seminar Course
Chapter 3: Helping Students Choose a Career Path: The Role of the First-Year Seminar Course
The Career Exploration and Decision-Making Process
Benefits of Career Exploration via the First-Year Seminar Course
Chapter 4: Helping Students Stay on the Path: The Role of the First-Year Seminar Course
Building Self-Efficacy by Utilizing Effective Learning and Study Strategies
Building Grit and Resilience
Part II: Practical Guide to Re-Imagining the First-Year Seminar Course within the Guided Pathways Framework
Chapter 5: Re-Imagining and Strengthening the First-Year Seminar Course: The Course Re-Design Process
An Introduction to Backwards Design
Establishing a Course Design Team
Learning Outcomes for the First-Year Seminar
Course Content
Assessing First-Year Seminar Learning Outcomes
Ensuring Learning: Teaching Methods
Sequencing: The Course Outline
The Syllabus
Chapter 6: Being Your Campus Champion: A 3-credit Mandatory First-Year Seminar Course for All Students
Why Everyone? An Equity Issue
Championing the Course to Colleagues
Identifying and Training Faculty
Creating Campus Excitement
Appendix A: Making the Case Infographic
Appendix B: Sample Syllabus
About the Authors
Recenzii
The combined practical expertise of author Christine Harrington, a nationally known FYS advocate, and co-author Theresa Orosz, an accomplished FYS instructor and community college administrator, positions this book among the few that not only build a strong case for their call to action, but support that case with a clear road map of activities that professionals can undertake. . . . this text is a must-have reference for those seeking to positively impact student success measures at scale, with the idea that FYS is vital to that cause.
Perhaps the most frequently asked question I get from community college educators about guided pathways is: "How do we, with very limited resources for advising, help students explore options for college and careers, choose a program that is a good fit for them, and develop and follow a plan for completing their program?" This book provides the answer. It is deeply informed by the latest research on career and college exploration and planning, but also practical in the guidance it provides. I highly recommend it to colleges seeking to help students develop a sense of purpose and a plan for realizing their goals.
Harrington and Orosz provide a compelling case for leveraging the power of first-year seminars to help students choose and work towards a career path. This is an important read for educators desiring to better understand how a first-year seminar can play a pivotal role in the Guided Pathways movement.
This is an important book that lands with perfect timing as the guided pathways movement evolves past its initial stages. Authentic career exploration and the matching of student interests to careers is quietly one of most important and most challenging parts of pathways redesign. I also have held publicly for years that first-term/ first-year experience courses either exclusively or primarily targeted toward career exploration are necessary to optimize guided pathways redesign. This book shares important guidance from practitioners who are living this work on the ground, and I highly recommend it to a wide range of community college and four-year faculty, staff and administrators.
This book brings together a solid review of research on the effectiveness of career pathways for college students and a practical guide to linking these pathways into a common student success intervention, the first-year seminar course. It is a must-read for educators seeking ways to maintain both student motivation and understanding of the vital link between college and career.
Christine Harrington and Theresa Orosz offer a well-researched and compelling argument for increasing college completion by modernizing the First Year Seminar and leveraging it as a core element of Guided Pathways. A worthy read.
Reform efforts in higher education have approached the challenge of improving student success by accretion-by piling on stand-alone initiatives and creating "initiative fatigue" among those responsible for implementing these initiatives. This book demonstrates how colleges can move beyond initiative addition to initiative integration, resulting in student support that is more:
(a) synergistic-combines separate initiatives (guided pathways and the first-year seminar) to generate a collective, multiplicative impact on student success,
(b) sustainable-builds on a well-supported, proactively-delivered, first-year seminar to generate a long-term educational vocational plan that guides students from college entry to college completion,
(c) scalable-provides intrusive (inescapable) support that reaches the entire student body, and
(d) holistic-supports the student as a "whole person", addressing both academic and "non-academic" (personal) factors that affect student success.
This book is a must read for any professional interested in helping students discover their passion, find a path to their future, and develop a systematic plan for navigating that path.
Perhaps the most frequently asked question I get from community college educators about guided pathways is: "How do we, with very limited resources for advising, help students explore options for college and careers, choose a program that is a good fit for them, and develop and follow a plan for completing their program?" This book provides the answer. It is deeply informed by the latest research on career and college exploration and planning, but also practical in the guidance it provides. I highly recommend it to colleges seeking to help students develop a sense of purpose and a plan for realizing their goals.
Harrington and Orosz provide a compelling case for leveraging the power of first-year seminars to help students choose and work towards a career path. This is an important read for educators desiring to better understand how a first-year seminar can play a pivotal role in the Guided Pathways movement.
This is an important book that lands with perfect timing as the guided pathways movement evolves past its initial stages. Authentic career exploration and the matching of student interests to careers is quietly one of most important and most challenging parts of pathways redesign. I also have held publicly for years that first-term/ first-year experience courses either exclusively or primarily targeted toward career exploration are necessary to optimize guided pathways redesign. This book shares important guidance from practitioners who are living this work on the ground, and I highly recommend it to a wide range of community college and four-year faculty, staff and administrators.
This book brings together a solid review of research on the effectiveness of career pathways for college students and a practical guide to linking these pathways into a common student success intervention, the first-year seminar course. It is a must-read for educators seeking ways to maintain both student motivation and understanding of the vital link between college and career.
Christine Harrington and Theresa Orosz offer a well-researched and compelling argument for increasing college completion by modernizing the First Year Seminar and leveraging it as a core element of Guided Pathways. A worthy read.
Reform efforts in higher education have approached the challenge of improving student success by accretion-by piling on stand-alone initiatives and creating "initiative fatigue" among those responsible for implementing these initiatives. This book demonstrates how colleges can move beyond initiative addition to initiative integration, resulting in student support that is more:
(a) synergistic-combines separate initiatives (guided pathways and the first-year seminar) to generate a collective, multiplicative impact on student success,
(b) sustainable-builds on a well-supported, proactively-delivered, first-year seminar to generate a long-term educational vocational plan that guides students from college entry to college completion,
(c) scalable-provides intrusive (inescapable) support that reaches the entire student body, and
(d) holistic-supports the student as a "whole person", addressing both academic and "non-academic" (personal) factors that affect student success.
This book is a must read for any professional interested in helping students discover their passion, find a path to their future, and develop a systematic plan for navigating that path.