Week 1: Understand the major roles, responsibilities, and activities of a college undergraduate educator.
REQUIRED: Brinkworth, R., McCann, B., Matthews, C., & Nordström, K. (2009). First year expectations and experiences: student and teacher perspectives. Higher Education, 58(2), 157-173.
Dias, D., & Sá, M. J. (2014). The Impact of the Transition to HE: emotions, feelings and sensations. European Journal Of Education, 49(2), 291-303. doi:10.1111/ejed.12058
Lijuan, Q., Rui, Z., Benxian, Y., & Xiao, Z. (2014). The effects of loneliness and coping style on academic adjustment among college freshmen. Social Behavior & Personality: An International Journal, 42(6), 969-978. doi:10.2224/sbp.2014.42.6.969
Petty, T. (2014). Motivating first-generation students to academic success and college completion. College Student Journal, 48(1), 133-140.
REQUIRED: Turner, P., & Thompson, E. (2014). College retention initiatives meeting the needs of millennial freshman students. College Student Journal, 48(1), 94-104.
REQUIRED: Van der Meer, J., Jansen, E., & Torenbeek, M. (2010). 'It's almost a mindset that teachers need to change': first-year students' need to be inducted into time management. Studies In Higher Education, 35(7), 777-791. doi:10.1080/03075070903383211
Week 2: Knows Instruction theory and methods relevant to teaching new college students.
Austin, A. E., Connolly, M. R., & Colbeck, C. L. (2008). Strategies for preparing integrated faculty: The center for the integration of research, teaching, and learning. New Directions For Teaching & Learning, 2008(113), 69-81. doi:10.1002/tl.309
Bain, K., & Zimmerman, J. (2009). Understanding Great Teaching. Peer Review, 11(2), 9-12.
Brinkworth, R., McCann, B., Matthews, C., & Nordström, K. (2009). First year expectations and experiences: student and teacher perspectives. Higher Education, 58(2), 157-173. doi:10.1007/s10734-008-9188-3
Dandy, K., & Bendersky, K. (2014). Student and Faculty Beliefs About Learning in Higher Education: Implications for Teaching. International Journal of Teaching and Learning in Higher Education, 26(3), 358-380.
Donche, V., Maeyer, S., Coertjens, L., Daal, T., & Petegem, P. (2013). Differential use of learning strategies in first-year higher education: The impact of personality, academic motivation, and teaching strategies. British Journal Of Educational Psychology, 83(2), 238-251. doi:10.1111/bjep.12016
Dunlap, J., & Lowenthal, P. (2014). What was your best learning experience? Our story about using stories to solve instructional problems. International Journal of Teaching and Learning in Higher Education, 25(2), 269-274.
REQUIRED: Dutta, D. (2005). Nurturing and education: Acknowledging what we do. The College Quarterly, (8)2.
REQUIRED: Gruber, T., Reppel, A., & Voss, R. (2010). Understanding the characteristics of effective professors: the student's perspective. Journal Of Marketing For Higher Education, 20(2), 175-190. doi:10.1080/08841241.2010.526356
Harrington, C. (2014). Dynamic lecturing in first-year courses: Continuing a proven tradition. eSource for College Transitions, 12(1), 8-10.
REQUIRED: Hunter, M. S., & Murray, K. A. (2007). New Frontiers for Student Affairs Professionals: Teaching and the First-Year Experience. New Directions For Student Services, (117), 25-34.
Leibowitz, B. b., Schalkwyk, S., Ruiters, J., Farmer, J., & Adendorff, H. (2012). 'It's been a wonderful life': accounts of the interplay between structure and agency by 'good' university teachers. Higher Education, 63(3), 353-365.
Michael, A. E., Dickson, J., Ryan, B., & Koefer, A. (2010). College prep blueprint for bridging and scaffolding incoming freshmen: practices that work. College Student Journal, 44(4), 969-978.
Millis, B. J. (2009). Becoming an Effective Teacher Using Cooperative Learning: A Personal Odyssey. Peer Review, 11(2), 17-21.
Oswald, L. J. (2011). Musings by a Non-'Born Teacher'. Journal Of Legal Studies Education, 28(1), 143-148. doi:10.1111/j.1744-1722.2010.01087.x
Pattison, P., Hale, J. R., & Gowens, P. (2011). Mind and Soul: Connecting with Students. Journal Of Legal Studies Education, 28(1), 39-66. doi:10.1111/j.1744-1722.2010.01084.x
Prosser, M. m., & Trigwell, K. (2014). Qualitative variation in approaches to university teaching and learning in large first-year classes. Higher Education, 67(6), 783-795.
Tuckman, B. W., & Kennedy, G. J. (2011). Teaching Learning Strategies to Increase Success of First-Term College Students. Journal Of Experimental Education, 79(4), 478-504.
Weimer, M. (2013, January 9). First day of class activities that create a climate for learning. Faculty Focus.
Weimer, M. (2013, August 21). Five things to do on the first day of class. Faculty Focus.
Yair, G. (2008). Can we administer the scholarship of teaching? Lessons from outstanding professors in higher education. Higher Education, 55(4), 447-459.
3. Learns how to create effective assessment outcomes of student learning
REQUIRED TO WATCH BEFORE CLASS: Learning to Lead While Leading to Learn: An Advising Approach to Capturing Learning in the Co-Curricular Learning Through the Development and Use of Rubrics (November 12, 2014)
REQUIRED (please just glance over this one so the verbs and their uses are in your brain): Adelman, Clifford. (2015, February). To imagine a verb: The language and syntax of learning outcomes statements. (Occasional Paper No. 24). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.
Asghar, A. (2010). Reciprocal peer coaching and its use as a formative assessment strategy for first-year students. Assessment & Evaluation In Higher Education, 35(4), 403-417. doi:10.1080/02602930902862834
Barham, J. D., & Scott, J. H. (2006). Increasing Accountability in Student Affairs through a New Comprehensive Assessment Model. College Student Affairs Journal, 25(2), 209-219.
Bentrim, E., Sousa-Peoples, K., Kachellek, G., & Powers, W. (2013). Assessing Learning Outcomes: Student Employees in Student Affairs. About Campus, 18(1), 29-32. doi:10.1002/abc.21110
Biddix, J. P. (2013). From Classroom to Practice: A Partnership Approach to Assessment. New Directions For Student Services, 2013(142), 35-47. doi:10.1002/ss.20047
Blimling, G. S. (2013). Challenges of Assessment in Student Affairs. New Directions For Student Services, 2013(142), 5-14. doi:10.1002/ss.20044
Bresciani, M. J. (2010). Data-driven planning: Using assessment in strategic planning. New Directions For Student Services, (132), 39-50. doi:10.1002/ss.374
Butcher, M. F., Saltonstall, M., Bickel, S., & Brandel, R. (2009). Northern Arizona University. New Directions For Student Services, (127), 45-52. doi:10.1002/ss.327
Eubanks, D., & Gliem, D. (2015, May). Improving teaching, learning, and assessment by making evidence of achievement transparent. (Occasional Paper No. 25). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.
Ewell, P. T. (2009, November). Assessment, accountability, and improvement: Revisiting the tension. (NILOA Occasional Paper No.1). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.
Fallucca, A., & Lewis, E. (2013). Promoting Student Affairs Buy-in for Assessment: Lessons Learned. Assessment Update, 25(3), 4-14. doi:10.1002/au
Fifolt, M. M. (2013). Applying Qualitative Techniques to Assessment in Student Affairs. Assessment Update, 25(4), 5-13.
Gansemer-Topf, A. M. (2013). How Assessment Can Advance Efforts to Enhance Undergraduate Student Persistence. New Directions For Student Services, 2013(142), 61-70. doi:10.1002/ss.20049
REQUIRED: Hornak, A. M. (2014). An Overview of CAS Standards: The Role in Self-Assessment and Evaluation. New Directions For Community Colleges, 2014(166), 41-46. doi:10.1002/cc.20100
Kuh, G. k., Kinzie, J. j., Schuh, J. j., & Whitt, E. e. (2011). Fostering Student Success in Hard Times. Change, 43(4), 12-19.
Kuth, G. D., & Banta, T. W. (2000). Faculty--Student Affairs Collaboration on Assessment. About Campus, 4(6), 4.
Lauer, A. J., & Korin, J. R. (2014). Expanding Assessment Perspectives: The Importance of Student Leadership in Student Learning Outcomes Assessment. (Cover story). Assessment Update, 26(1), 1-16. doi:10.1002/au.20003
Livingston, C. H., & Zerulik, J. D. (2013). The Role of the Assessment Coordinator in a Division of Student Affairs. New Directions For Student Services, 2013(142), 15-24. doi:10.1002/ss.20045
Mitchell, J. J., & Ryder, A. J. (2013). Developing and Using Dashboard Indicators in Student Affairs Assessment. New Directions For Student Services, 2013(142), 71-81. doi:10.1002/ss.20050
Newton, A. R., Maher, M. A., & Smith, D. A. (2015). Practical Collaborations for Positive Impact. Research & Practice In Assessment, 1057.
Pike, G. R. (2014). Assessment Measures Developing Surveys of Student Engagement. Assessment Update, 26(4), 9-12.
REQUIRED: Ribera, T., Fernandez, S., & Gray, M. (2012). Assessment matters: Considering the scholarship of teaching and learning in student affairs. About Campus, 16(6), 25-28. doi:10.1002/abc.20084
Roberts, D. C., & Banta, T. W. (2011). Integrity in student development. New Directions For Student Services, (135), 53-65. doi:10.1002/ss.404
REQUIRED: Schuh, J. H. (2013). Developing a Culture of Assessment in Student Affairs. New Directions For Student Services, 2013(142), 89-98. doi:10.1002/ss.20052
Schuh, J.H., & Gansemer-Topf, A.M. (2010, December). The role of student affairs in student learning assessment (NILOA Occasional Paper No.7). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.
Shivers, M. S., & McMillan, S. J. (2013). Collaborating on Assessment of the Undergraduate Student Experience. New Directions For Student Services, 2013(142), 49-59. doi:10.1002/ss.20048
Slager, E. M., & Oaks, D. J. (2013). A Coaching Model for Student Affairs Assessment. About Campus, 18(3), 25-29. doi:10.1002/abc.21121
The Chronicle of Higher Education. (2015). Student success: Building a culture for retention and completion on college campuses. Retrieved from http://results.chronicle.com/LP=989
Tyrell, S. (2014). Creating and Implementing Practices That Promote and Support Quality Student Affairs Professionals. New Directions For Community Colleges, 2014(166), 63-77. doi:10.1002/cc.20103
Student Affairs Assessment Leaders: Leading Assessment for Divisions of Student Affairs
4. Gains Knowledge of the Wellness Model and College Student Developmental Theories & Learns to identify and locate the available campus resources related to student success.
Informal Theory: Ignored Link in Theory-to-Practice
Identity Development Theories in Student Affairs: Origins, Current Status, and New Approaches
The Activity of Meaning Making: A Holistic Perspective on College Student Development
Does Involvement Really Matter? Indicators of College Student Success and satisfaction
Examining Psychosocial Identity Development Theories: A Guideline for Professional Practice.
Helping or Hovering? Effects of Helicopter Parenting on College Students’ Well-Being
What Student Affairs Professionals Need to Know About Student Engagement
Using Student Development Theories as Conceptual Frameworks in Leadership Education
5. Understands ethical, legal, and multicultural issues associated with education preparation and training.