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Teaching First-Year
College Students
BETTE LASERE ERICKSON
CALVIN B. PETERS
DIANE WELTNER STROMMER
Teaching First-Year
College Students
Revised and
Expanded Edition of
Teaching College Freshmen
Copyright © 2006 by John Wiley & Sons, Inc. All rights reserved.

Published by Jossey-Bass
A Wiley Imprint
989 Market Street, San Francisco, CA 94103-1741 www.josseybass.com

No part of this publication may be reproduced, stored in a retrieval system, or trans-

mitted in any form or by any means, electronic, mechanical, photocopying, recording,
scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United
States Copyright Act, without either the prior written permission of the publisher, or
authorization through payment of the appropriate per-copy fee to the Copyright Clear-
ance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax 978-646-
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should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River
Street, Hoboken, NJ 07030, 201-748-6011, fax 201-748-6008, or online at http://www
.wiley.com/go/permissions.

Limit of Liability/Disclaimer of Warranty: While the publisher and author have used
their best efforts in preparing this book, they make no representations or warranties
with respect to the accuracy or completeness of the contents of this book and specifi-
cally disclaim any implied warranties of merchantability or fitness for a particular pur-
pose. No warranty may be created or extended by sales representatives or written sales
materials. The advice and strategies contained herein may not be suitable for your sit-
uation. You should consult with a professional where appropriate. Neither the pub-
lisher nor author shall be liable for any loss of profit or any other commercial damages,
including but not limited to special, incidental, consequential, or other damages.

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Jossey-Bass also publishes its books in a variety of electronic formats. Some content that
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Library of Congress Cataloging-in-Publication Data

Erickson, Bette LaSere, 1945-

Teaching first-year college students / Bette LaSere Erickson, Calvin B. Peters,
Diane Weltner Strommer.— Rev. and expanded ed.
p. cm.
Rev. ed. of: Teaching College Freshmen. 1991.
Includes bibliographical references and index.
ISBN-13: 978-0-7879-6439-9 (cloth)
ISBN-10: 0-7879-6439-5 (cloth)
1. College teaching—United States. 2. College freshmen—United States.
I. Peters, Calvin B. II. Strommer, Diane Weltner, 1935- III. Erickson, Bette LaSere,
1945- Teaching College Freshmen. IV. Title.
LB2331.E76 2006
378.1’2—dc22 2006005273

Printed in the United States of America

FIRST EDITION
PB Printing 10 9 8 7 6 5 4 3 2 1
 The Jossey-Bass
Higher and Adult Education Series
 CONTENTS

PREFACE xi
ACKNOWLEDGMENTS xvii
ABOUT THE AUTHORS xix

PART ONEl
Understanding First-Year Students 1

CHAPTER 1

First-Year Students in Perspective 3

CHAPTER 2

Intellectual Development in College 21

CHAPTER 3

Learning Styles 35

PART TWOl
Effective Instruction for First-Year Students 47

CHAPTER 4

Knowing, Understanding, Thinking, and Learning

How to Learn: The Goals of First-Year Instruction 49

vii
viii Contents

CHAPTER 5

Preparing a Syllabus and Meeting the First Class 67

CHAPTER 6

Presenting and Explaining 87

CHAPTER 7

Creating Involvement in the Classroom 103

CHAPTER 8

Encouraging Active Reading 119

CHAPTER 9

Supporting Active Study Practices 131

CHAPTER 10

Trying Transformed Teaching 147

CHAPTER 11

Evaluating Student Learning 161

CHAPTER 12

Grading 183

PART THREEl
Opportunities and Challenges
in First-Year Instruction 197
CHAPTER 13

Creating Inclusion in First-Year Classrooms

and Curricula 199

CHAPTER 14

Teaching Large Classes 219

 Contents ix

CHAPTER 15

Sustaining Engagement Outside Class:

Office Hours, Advising, and First-Year Seminars 239

CHAPTER 16

Strengthening Commitment to First-Year Instruction 255

REFERENCES 265
INDEX 275
 PREFACE

In the years since the first edition of this book appeared, millions of
first-year students have entered our nation’s colleges and universities.
By most estimates, only about half have completed their studies and
emerged four, five, or six years later as freshly minted graduates. Some,
of course, were not prepared for the challenges of college and academic
life; others found the financial burden too much to bear, and still others
tired of the classroom and abandoned academic routine to take their
chances in life beyond the campus. But many more, perhaps most,
were first-year students brimming with potential who encountered an
institution out of step with their needs, a campus climate that was un-
welcoming and unsupportive, and faculty who were all too often aloof,
distant, and seemingly disinterested in students’ struggles to fit in so-
cially and succeed academically.
We in higher education have known for some time that the lives
of students who enter colleges or universities are profoundly affected
by their experiences in their first semesters, if not their first weeks on
campus. If they feel welcomed, challenged, and supported, first-year
students flourish. They persist in their studies, grow as human be-
ings, and eventually become the sort of informed and inquiring citi-
zens so essential for our times. If they feel abandoned and adrift, at
once ignored and overwhelmed, they do what we all would do in
similar circumstances: flee to places that are more comforting and
more affirming.
The attrition of so many new college students exacts a high
price—in dollars, in missed opportunity, and in human lives. Of
course, the movement to direct the academy’s attention to the experi-
ences of first-year students recognized this fact more than two decades

xi
xii Preface

ago, and a number of committed faculty members and administrators

on campuses across the country invested considerable energy attend-
ing to the needs of first-year students. They have much to show for
those efforts. There are two national centers devoted to first-year stu-
dent experience, and nearly every institution in the United States now
conducts some form of focused seminar for its incoming students.
The heart of a student’s first-year college experience remains in
those interactions that occur in classrooms, laboratories, recital halls,
and studios: teaching and learning. It is, after all, what drew them to
college in the first place, and their relationships with faculty mem-
bers, as instructors and as mentors, are the foundation for successful
college careers. If more first-year students are going to persist and
succeed in college—and the need is urgent that they do—then the in-
struction they receive demands our renewed attention. That is the
focus of this book.

Audiencel
Teaching First-Year College Students was written primarily for those col-
lege and university faculty who teach first-year students. Although we
draw on the research and theory of learning, our emphasis through-
out is on practical application of these insights in the classroom. In
nearly every chapter there are concrete suggestions about approaches
and practices that we believe will improve the quality of instruction
in first-year courses.
New faculty, who are often assigned to teach first-year courses,
will find discussion ranging from the initial steps of course design
through the conduct of class sessions and creation of assignments, to
assessment of student performance and assigning of grades. Although
our focus is on the first-year student and the first-year course, we be-
lieve faculty new to the professoriate will find our treatment of teach-
ing and learning a useful general introduction to a crucial aspect of
faculty careers.
For more experienced faculty, our discussion of the characteristics
of first-year students and the practices that meet their needs will be a
helpful review. Some may be returning to entry-level courses after
teaching upper-division or graduate students, only to find that those
techniques that worked so well with seniors or juniors are much less ef-
fective with first-year students. Others, for whom first-year instruction
has been a way of life, may need a fresh start, a new approach, a differ-
ent sort of assignment to reinvigorate courses that have grown a bit
stale. Teaching First-Year College Students offers an extensive menu of the-
oretically informed practices that should allow both these groups of vet-
 Preface xiii

eran faculty to bring renewed enthusiasm and intellectual excitement

to their first-year courses.
Although our primary audience is our colleagues who teach first-
year students, our treatment of the academic experience in the first
semesters of students’ college careers is also appropriate for adminis-
trators and others whose portfolios includes ensuring the quality of un-
dergraduate programs and supporting campus efforts to improve
instruction. Deans, department chairs, and faculty development pro-
fessionals play important roles in developing the educational policies
that steer institutional resources. We hope this book reminds them that
teaching first-year students places special demands on faculty—for en-
gagement, creativity, and time devoted to student learning.

Themesl
Our discussion of teaching and learning in the first year of college is
knitted together by three themes. First, we argue that those of us who
teach first-year students need to meet them where they are, with rea-
sonable rigor and appropriate support. This may seem to be a gloss on the
obvious, but what it demands is not easily accomplished. Designing
and conducting courses for first-year students that ask neither too
much nor too little is a craft that requires considerable informed re-
flection and a deft touch. Likewise, supporting first-year students in
their endeavors requires more than encouragement and empathy.
Finding the right tasks, prompting the right practice, giving the right
feedback to meet the diverse needs of first-year students is a challenge
of the first order.
Second, we argue that first-year instruction demands variety—in
approaches, examples, presentation style, assignments, evaluation,
and nearly everything we do as instructors. First-year students bring
to our campuses a range of learning styles, educational experiences,
and cultural practices. Instruction that asks all of them to attend to the
same things in the same way inevitably marginalizes some, obscuring
their talents and potentials. Our emphasis on variety is not a call to
spice up dull courses. Rather, it grows out of our deep appreciation for
the insights produced by the research on learning styles, and our
awareness that first-year students approach and accomplish learning
in divergent ways.
Third, we argue that instruction in our first-year courses is effec-
tive only to the extent that it succeeds in engaging our students. There
is, of course, no shortage of advice along these lines, and we are happy
to join the chorus. But engaging first-year students is both more diffi-
cult and more important than the usual recommendations for active
xiv Preface

learning might suggest. Many first-year students enter our courses un-
derpracticed in doing much more than committing things to memory.
When we seek to engage them in activities and assignments that
require deeper learning, they (and often we) founder. Yet it is in our
first-year courses that students lay the foundation for future courses,
not only in terms of content but also with regard to their academic
skills and intellectual development. Unless we engage first-year stu-
dents in those practices that sustain deep learning, we shortchange
both them and our institutions.

Overview of the Contentsl

The three parts of the book reflect one way of thinking about the aca-
demic experience of first-year students. Part One presents a variety of
information that allows us to see first-year students for who they are
and to begin understanding what reasonable rigor and appropriate
support mean in concrete terms. Chapter One draws a broad-brush
portrait of first-year students. Our approach here is forward-looking in
that we focus on what incoming students expect to encounter in col-
lege and how accurate those expectations are. We also spend some time
discussing those aspects of academic life that first-year students find
especially disconcerting. Chapters Two and Three include reviews of
the literature on intellectual development in college students and the
extensive research on learning styles. These reviews are practical in
their intent and implications. How first-year students learn and what
they think constitutes learning are the bases for our suggestions on
how we can engage them by using a variety of instructional practices.
Part Two comprises a comprehensive catalogue of considera-
tions and practices for faculty who teach first-year students. Chapter
Four opens with an examination of appropriate goals for first-year
courses and develops some working definitions of the sort of learn-
ing we often stress in them. It also notes how first-year students are
likely to respond to the challenges they confront in our courses, with
some initial suggestions about teaching methods and evaluation pro-
cedures. Chapter Five focuses on translating our goals into the syl-
labus that outlines for students what they can expect and what we
expect of them. We also devote attention to how we conduct our first
class sessions—the real introduction of first-year students to the core
of college life. We turn to presenting and explaining information in
Chapter Six. Lecturing remains a staple of collegiate instruction, and
we offer a number of suggestions on how to engage students actively
even when we feel we need to “cover the material.”
The next four chapters in Part Two take a direct approach to the
issue of engaging students. Chapter Seven includes an extensive list of
 Preface xv

activities that instructors can use during class to encourage involve-

ment and deep learning. The activities we discuss can be used singly
or in combination to appeal to a variety of student interests and needs.
Chapter Eight shifts our attention to engaging students out of class, fo-
cusing on strategies to help them do (and learn from doing) their read-
ing. We continue our discussion in Chapter Nine, offering a number
of assignments, some individual, some cooperative, to structure the
studying of first-year students productively. Chapter Ten includes our
treatment of some ways to redesign entire courses to enhance student
engagement. Here we offer suggestions about how problem-based
learning, learning communities, and service learning can help us meet
the needs of first-year students.
Part Two concludes with our examination of the procedures we
employ to assess student learning and our discussion of grading in
first-year courses. Chapter Eleven reviews a variety of evaluation
techniques and offers a number of examples of good evaluation pro-
cedures. We discuss construction of examinations, focusing on de-
veloping items that measure more than memory. In addition, we
present several examples of techniques to score essay exams and
papers efficiently and reliably. Translating all that evaluation into
grades is the topic of Chapter Twelve. We offer suggestions on which,
and how much, various assignments should count, a review of pro-
cedures to sustain a climate of academic integrity in our courses, and
brief consideration of grade inflation.
Part Three calls out three aspects of higher education that merit
special consideration because they present particular opportunities
and challenges in first-year instruction. Two of them, the issues of di-
versity and difference and the role of advising, have consequences
well beyond the first-year, but they deserve our focused attention here
because of the powerful effects they have on entering students. The re-
maining issue, large-class instruction, also warrants some extended
discussion because large-enrollment courses are heavily populated by
first-year students and present unique problems for the challenging,
supportive, and engaging instruction we advocate.
We look at the issues of inclusion in first-year courses and class-
rooms in Chapter Thirteen. Although we refer to the importance of
diversity in approaches and materials throughout our discussion, we
think that some direct attention to the roles of race, gender, sexual
orientation, religion, and more in teaching first-year students is ap-
propriate. We again revisit some of the advice of earlier chapters and
offer some suggestions for dealing with those difficult dialogues that
can emerge in our classrooms. Chapter Fourteen tackles the problem
of the large course. We offer a number of ways to overcome the aliena-
tion and disaffiliation that often infect large-enrollment courses, and
we also revisit some of the advice of earlier chapters with an eye
xvi Preface

toward encouraging engagement when there are hundreds of stu-

dents and only one of us.
Chapter Fifteen focuses on the interaction of faculty with first-year
students as advisors and in first-year seminars. The encounters stu-
dents have with faculty both in and out of the classroom are crucial to
their success. We share some ideas about how to make advising ses-
sions more productive for our students and more enjoyable for us. The
final chapter offers our commentary on how institutions can enhance
the academic experience of first-year students and how colleges and
universities can build and sustain support for those who teach them.

A Last Wordl
Naturally, we hope that faculty will read all of Teaching First-Year Col-
lege Students, but we recognize that with busy lives and numerous
demands on their time the cover-to-cover approach may not always
be feasible. The book can be sampled profitably; the practices dis-
cussed in Part Two are grounded in the discussion of Part One, but
most of them can be adopted (and adapted) on a more ad hoc basis.
We know that good teaching takes considerable time and attention.
But we also know that trying out new assignments, including new
examples, and employing new evaluation techniques is risky busi-
ness. So whether you read from beginning to end or dip in here and
there, we suggest you find one or two ideas of interest, try them out,
and once you’re comfortable with them come back later for more.
There is much more to be said about both first-year students and
how we teach them than we have had room to include. Our portrait
of first-year students could be expanded to include more discussion of
those who are nontraditional, and our examples of assignments, exam
questions, and course designs could have covered more disciplines,
more types of courses, and more kinds of campuses. Nevertheless, we
believe that the outlines of who first-year students are and what they
require from us to succeed are here. There may be factors that some-
times and in some places make some needs more acute than others,
but the basic challenge remains: to meet our first-year students with
reasonable rigor and appropriate support. If we do that, their lives—
and ours—will be richer.
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