Abstract
In 2008, Emmanuel College piloted a program called “trifECta” to combine basic first-year, “core” courses-- Freshman Seminar, Intro to Communication, and English Composition I-- into a community-building learning experience. The idea was to help first-year students (particularly the “under-prepared” and others academically "at-risk") synthesize information shared by these three courses with an increased chance for academic success. Was this program a winner? What parts were put in place? What was shown in the outcomes? This presentation explores expectations, payoffs, and insights for future program development in this combination of courses, especially as they relate to student integration. We found winning ways to follow, important elements to include, and results to consider for future coordinated-course modules. Attendees can expect to learn the good, bad, and surprising about this program in a dialogue about this program's merits and the potential improvements, which might lead to even better results.
Location
Room 2911
Recommended Citation
Benson, Jennifer; McFarland, Austina; and Stark, Tim, "Trifecta: Win. Place. Show. Freshman Coordinated Studies Program" (2009). SoTL Commons Conference. 40.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2009/40
Trifecta: Win. Place. Show. Freshman Coordinated Studies Program
Room 2911
In 2008, Emmanuel College piloted a program called “trifECta” to combine basic first-year, “core” courses-- Freshman Seminar, Intro to Communication, and English Composition I-- into a community-building learning experience. The idea was to help first-year students (particularly the “under-prepared” and others academically "at-risk") synthesize information shared by these three courses with an increased chance for academic success. Was this program a winner? What parts were put in place? What was shown in the outcomes? This presentation explores expectations, payoffs, and insights for future program development in this combination of courses, especially as they relate to student integration. We found winning ways to follow, important elements to include, and results to consider for future coordinated-course modules. Attendees can expect to learn the good, bad, and surprising about this program in a dialogue about this program's merits and the potential improvements, which might lead to even better results.
