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Faculty Pilot First-Year Experience for Incoming Freshmen Interested in Pursuing a Degree in Education
Abstract
In this opening chapter, the researchers, three full-time college faculty members, discuss the initial focus of their collaborative work and research. Driven by the concerns regarding the reading and writing abilities of students entering their programs and across their campus, they responded to this issue by establishing and co-teaching yearlong linked courses to incoming first-year students interested in education, a pilot that eventually became known as the First-Year Reading, Thinking, and Writing Initiative. The data collected from the first few years of the Initiative indicate the benefits of having a year-long linked course structure for this population of students to promote academic achievement, social adjustment, and, as the researchers learned through this experience, civic engagement.
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