Introduction to the Special Section: The Importance of Faculty Development Programs for Teaching First-Year Seminar Courses
Department of Writing and Communication
The Journal of Faculty Development
Recognized by the association of American Colleges & Universities (AAC&U) as a high-impact practice, first-year experience (FYE) programs have long proven to be effective at helping first-year college students assimilate into college life. In return, such programs have helped colleges retain students into their second year and beyond at higher levels. While FYE programs may vary considerably how they are facilitated from one institution to the next, a common feature among the academic- or classroom-based FYE initiatives--referred to as first-year seminars (FYS)--is enhancing student-faculty interactions. Creating a welcoming learning environment is significant in developing students' sense of belonging, a recognized factor in retention (O'Keefe, 2013). Ensuring that the interactions between students and their faculty are positive, meaningful, and beneficial at this level can be quite challenging for a variety of reasons. For colleges that offer FYS courses, one of the most effective ways of meeting those challenges is to invest heavily in providing instructors with ample amounts of ongoing education, training, and support for teaching them.
Scanlon, M. J., & Dvorak, K. (2019). Introduction to the Special Section: The Importance of Faculty Development Programs for Teaching First-Year Seminar Courses. The Journal of Faculty Development, 33 (2), 5-9. Retrieved from https://nsuworks.nova.edu/shss_facarticles/799