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dc.contributor.authorSmith, Amber Zoe
dc.date.accessioned2017-11-28T19:24:05Z
dc.date.available2017-11-28T19:24:05Z
dc.date.issued2016
dc.identifier.issn2379-481X
dc.identifier.urihttp://hdl.handle.net/10919/80507
dc.description.abstractFirst-year seminars help students transition to and get involved in college faster, which can result in higher academic achievement, stronger peer relationships, and deeper self-knowledge: elements of a more successful and satisfying college experience. University Honors at Virginia Tech began offering first-year seminars in the mid-1990s but experienced difficulty maintaining them as our student population grew. This difficulty led us to reform the structure, content, and leadership of the seminars. Now they are co-led by student teaching assistants (STAs) and faculty members. The new seminars emphasize active, collaborative learning and self-reflection. We educate our STAs through pre-semester training and a fall-semester student teaching practicum. This new course model better supports our STAs and encourages students to form good habits early. Although we still have many opportunities for improvement, the new first-year honors seminar and student teaching practicum are fostering reflection, faculty and peer relationships, and campus integration.en_US
dc.language.isoen_USen_US
dc.publisherMichigan State University, in partnership with Pennsylvania State University and the Honors Education at Research Universities biennial conferenceen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.titleSupporting Peer Educators in First-Year Honors Seminars at Virginia Techen_US
dc.typeArticleen_US
dc.identifier.urlhttps://journals.psu.edu/hhe/article/view/60067
dc.title.serialHonors in Higher Educationen_US
dc.identifier.volume1en_US


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