First Encounter Faculty: Resources

Available at Plant City and SouthShore Campus Libraries.
(LB2343.3 .U63 2005)

There are a couple chapters that addressbroad issues, such as the one by Erickson and Strommer on creatingclassrooms that are conducive to learning, and another by Evenbeck
and Jackson on preparing faculty to teach first-year students.

Available at Plant City Campus Library.
(LB2331 .E76 2006)

The book is divided into three major themes: understanding and supporting the capabilities and struggles of first-year students inside the classroom, developing a variety of instructive approaches, and cognitively engaging students. The rationale underlying the authors' main goals is to give first-year students a productive and enriching academic experience that will lead to enhanced achievement in the later undergraduate years.

Provides theoretical framework and results of two tutors' work with first year students.

Full text not available - Kristin requested via ILL and can share

Masters thesis - 82 pages

General discussion about the First Year experience for students and how faculty can assist. Not explicit to what we are doing, but a good foundational framework

Importance of setting the stage on the first day - positive interactions

Refers to critical encounters and faculty abilities to adapt based on those encounters. Speaks to flexibility and adaptation, plus it is a research study.

*Kristin has hard-copy of this article**
Implications for first-year seminars and further research are discussed

From the student perspective

Article discusses study that required freshman students to participate in regular conferences with the instructor that "1) address the student as a person within the first-year context, and 2) focus on course content and academic development. "

The current study affirmed a relationship between students’ contact with faculty in their first year of college and mentoring relationships by their senior year in college. This finding is important to the field because it indicates that by engaging with faculty early on, students can yield greater benefits through mentorship by the end of college.

This article deals with the importance of diversity among faculty. They show that a non-diverse faculty may be perceived as less welcoming to non-caucasians

The article concludes with a discussion of the importance of using developmental theory to guide first-year programming and implications for practice

Survey of both students and faculty about their expectations & perceptions of the first year of college.

Interesting article for faculty to read to learn more about students' expectations.

An interview with one of the leaders in the field of student-centered teaching

Research study that focuses on art faculty but discusses adaptation to accommodate students' need for academic control

"The article discusses the programs to welcome students to the campus by community colleges in the U.S. to create a culture of academic success in the first year of college."

"comprising four meta-themes (communicator, advocate, responsible, empowering) and nine themes (responsive, enthusiast, student centered, professional, expert, connector, transmitter, ethical, and director)

What is "good" teaching?

In this chapter findings from a nationally representative longitudinal study offer insights into how the experiences students have during their first college year affect their intention to be retained at their initial college for the second year. [ABSTRACT FROM AUTHOR]

Report of the survey conducted by the Gardner Institute for Excellence in Undergraduate Education