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Gives new and veteran faculty practical guidance on how to most effectively teach and create academic support systems for college students in their first, most critical year. Describes how to design a useful syllabus, how to develop productive out-of-class assignments, how to enhance class participation through creative techniques, and how to evaluate student learning for better insights.

Tabla de contenidos provista por Syndetics

• Part 1 Understanding Freshmen
• 1 From High School to College: The Entering Freshman
• 2 The First Year: Coping with Challenges and Changes
• 3 Learning Styles and Intellectual Development
• Part 2 Teaching Freshmen
• 4 Knowing, Understanding, and Thinking: The Goals of Freshman Instruction
• 5 Preparing a Syllabus and Meeting the First Class
• 6 Presenting and Explaining
• 7 Encouraging Student Involvement in the Classroom
• 8 Fostering Active Learning Outside the Classroom
• 9 Evaluating Student Learning
• 10 Grading
• Part 3 Special Challenges in Teaching Freshmen
• 11 Teaching Large Classes
• 12 Advising and Mentoring as Teaching Opportunities
• 13 Developing Study and Learning Skills
• 14 Strengthening Commitments to Freshman Teaching

Reseñas proporcionadas por Syndetics

CHOICE Review

Most of the literature about working with college freshmen is devoted to ways in which they can be more effectively oriented to college, for example, via the University of South Carolina's well-known"University 101" program. There is very little written about ways in which the faculty, through their classroom practices, can help students succeed during the critical first year. This book is thus a welcome addition, as it provides a fine guide to today's college freshmen--their demographics, academic background, learning styles, and aspirations--and to those teaching techniques that have proved to be effective in lecturing, evaluating students' work, making out-of-class assignments, and encouraging students to become involved in campus life. This is a very practical work, virtually a handbook of useful techniques, including how to prepare a syllabus and what to do during the first class of the semester. There is, however, a major limitation: though there is useful information about the special needs of older and minority freshmen in the opening chapters, when the authors turn to suggestions about effective ways of working with students, the kinds of techniques they highlight pertain most appropriately to more traditional students. As these students are now far from the majority on campus, this would be a more useful work if equivalent attention had been given to the new majority of nontraditional freshmen. -L. S. Zwerling, The Ford Foundation