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The 2009 National Survey of First-Year Seminars

The 2009 National Survey of First-Year Seminars. First-Year Seminar Leadership Institute Columbia, SC April 2012. 2009 National Survey of First-year seminars. National Survey of FY Seminars. Overview of survey history Methodology for 2009 administration

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The 2009 National Survey of First-Year Seminars

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  1. The 2009 National Survey of First-Year Seminars First-Year Seminar Leadership Institute Columbia, SC April 2012

  2. 2009 National Survey of First-year seminars

  3. National Survey of FY Seminars • Overview of survey history • Methodology for 2009 administration • Administration: Oct. 2009-Jan. 2010 • Invitation sent to 3,225 institutionsin 3 waves: • Chief Academic Officer • Chief Executive Officer • Chief Student Affairs Officer • Incentive program • 1,028 usable responses (32% response rate) • 890 with FYS

  4. Survey Respondents

  5. Survey Respondents

  6. All Types of FYS Offered 2009 1991

  7. Primary Types of FYS Offered

  8. Course Administration

  9. Administrative Home of FYS 37.9% of courses directors are full time 75.1 % of courses have a seminar director

  10. Administration of Seminars • Average size of seminar program is around 30-32 sections • A majority (58.3%)of seminars have classes enrolling 16 to 25 students • Over one-third (39.6%) of institutions require all first-year students to take the seminar

  11. Grading and Credit Hours • Most seminars (80.5%) are letter graded • 43.3% of seminars are offered for one credit hour; 31.9% of seminars are offered for three credit hours • Seminar credit applies toward graduation in most cases • General education: 53.1% • As an elective: 39.8% • To the major: 9.7%

  12. “Ditch Your Laptop, Dump Your Boyfriend” Op-Ed in the September 25, 2010 edition of the New York Times Advice for freshmen from the people who actually grade their papers and lead their class discussions. Instruction

  13. Who Teaches the Seminar?

  14. Who Teaches the Seminar? • 43.7% of institutions have some team taught sections of the seminar • 8.6% team teach all sections • 31.2% of institutions have some sections of the seminar taught by the students’ academic advisors

  15. How Are Instructors Compensated? • Most frequent compensation is a stipend • The second most frequent responses were “None” and “Part of overload” • Other forms of compensation • Graduate student support • Release time • Unrestricted professional development funds

  16. How Much Are Instructors Compensated? 1: $500 or less 4: $1501-$2000 7: $3001-$3500 10: $4501-$5000 2: $501-$1000 5: $2001-$2500 8: $3501-$4000 11: >$5000 3: $1001-$1500 6: $2501-$3000 9: $4001-$4500

  17. Online Learning Residential Life Common Book Orientation Service Learning FYS Learning Community Content & Pedagogy

  18. Top 5 Seminar Goals

  19. Top 5 Course Topics

  20. Course Practices

  21. Online Components • Nearly half of the open-ended responses mention the use of a course or learning management system • Most common online components: • Repository for course documents • Discussion boards • Assignment submission • Introduction to online research/information literacy • Quizzes/tests • Assessments

  22. Service-Learning • Service experience varies widely by section and is often tied to specific course theme • Service is of short duration, usually less than 10 hours, and is on many campuses a one-shot experience or service plunge • Hunger/homelessness and at-risk youth most common focal points for service • Reflection includes written papers, discussions, and presentations

  23. Learning Community Structures • LCs designed to serve a variety of student populations, but most commonly mentioned as either major-specific interventions or interventions for at-risk students • Seminars frequently linked to developmental course work in English, reading, and math • Seminars linked to a variety of gen ed courses, but most commonly linked to first-year composition

  24. Learning Community Structures • LC structures range from block scheduling with little to no course integration to highly integrated thematic course links • LCs frequently incorporate a residential component

  25. Has your first-year seminar been formally assessed or evaluated since Fall 2006? 53% Yes 9% don’t know 32% No Seminar Assessment

  26. Quantitative Assessment

  27. Qualitative Assessment

  28. Outcomes Measured

  29. Questions? ? ? ? ? ? ? ? ?? ? ? ? ? ? ? ? ? ? ? ? ? ? ?? ? ? ? ? ? ?

  30. References Padgett, R.D. & Keup, J.R. (2011). 2009 National Survey of First-Year Seminars: Ongoing Efforts to Support Students in Transition. Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.

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