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By Betsy O. Barefoot, John N. Gardner, Marc Cutright, Libby V. Morris, Charles C. Schroeder, Stephen W. Schwartz, Michael J. Siegel, Randy L. Swing

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Additional info for Achieving and Sustaining Institutional Excellence for the First Year of College (Jossey-Bass Higher and Adult Education)

Example text

But for others, the first year is supported in high places, has been institutionalized, and has become the centerpiece of campus marketing—the way the institution proudly presents itself to its various publics, including, but not limited to, incoming students. High status also implies a reasonable and equitable level of financial support for organizational structures that support the design of the first year. • Criterion 5: Involvement of a wide range of faculty, student affairs professionals, academic administrators, and other constituent groups.

In summary, the call was widely and effectively disseminated, and we generated a large pool of institutions that were engaging in a number of best practices in the first year. The criteria to evaluate nominations were developed from a review of the literature on first-year programs (Upcraft & Gardner, 1989; Barefoot, 2000; Upcraft, Gardner, & Barefoot, 2005) and from the collective years of experience of the members of the Policy Center in administering first-year programs on a number of campuses.

In practical terms, this focus has often been realized through a menu of innovative but piecemeal programs. The most common of these are first-year seminars, the largest proportion of which are offered as one-credithour courses (National Resource Center for The First-Year Experience and Students in Transition, 2002). Other programs include preterm orientation, residence life activities, campus organizations designed for first-year students, volunteer service, and various mentoring initiatives, learning communities (linked or clustered courses), Supplemental Instruction, and service-learning (the inclusion of required service in courses across the curriculum).

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