Making a First-Year Reading
Experience Work:
A Step-By-Step Guide to Planning,
Implementing, and Assessing Common
Reading Programs
Stephanie M. Foote
Annual Conference on The First-Year Experience
February 17, 2008
Session Overview
I.
First-Year and Common Reading Programs
II.
Steps to Create/Enhance Programs
III. Case Study
IV. Wrap-Up and Q&A
First-Year Reading Programs
First-Year or Common Reading Programs can be
defined as:
“ …educationally purposeful programs that engage
students in a variety of in- and out-of-class academic
and social experiences.”
Laufgraben, J. L. (2006). Common reading programs: Going beyond the book (Monograph No. 44).
Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience
and Students in Transition.
First-Year Reading Programs
What are First-Year or Common Reading
Programs?
• Often focused around first-year students read a book or
article
• May require students to complete readings in the summer
before fall semester begins
• Readings may be introduced during orientation or welcome
events
• Sometimes used in common first-year classes
Steps to Create/Enhance Programs
Step 1:
Assess Readiness
Step 2:
Identify Program Goals and Support
Step 3:
Develop Book Selection Criteria and
Timeline
Step 5:
Select the Book
Step 6:
Distribute and Use the Book
Step 7:
Conduct Assessment and Use Data
USC Aiken Case Study
Institutional Profile
• Baccalaureate general, public
• 670 residential
• NCAA Division II
• Mean SAT: 990s
• Mean HS class rank: 70-75th percentile
USC Aiken Case Study
• Approximately 3,200 undergraduates, and 670 of them
are new freshmen
• Factors indicated by freshmen on 2007 CIRP Survey
as “very important” in choosing USCA:
- Academic reputation
- Cost
- Size
- Graduates get good jobs
USC Aiken Case Study
Timeline for Implementation of FYRE
Spring 2005-Fall 2005
− Assessed campus readiness
− Identified group for book selection (FYE Committee)
− Gathered information about other FYRE programs
− Began developing program goals
Fall 2005
− Identified potential titles for selection
− Developed initial budget and identified funding
sources
USC Aiken Case Study
Timeline for Implementation of FYRE
Spring 2006
− Finalized program goals
− Created timeline for FYRE
− Finalized list of potential titles
Fall 2006
− Identified book selection criteria and created online survey
to measure criteria
− Began selection process for book
− Determined how book would be distributed and
used
USC Aiken Case Study
Timeline for Implementation of FYRE
Spring 2007
− FYE Committee chose FYRE, The Color of Water by
James McBride
− Received contribution for program
− Identified Faculty Discussion Leaders for FYRE
discussion at Freshman Convocation
− Ordered books and distributed to discussion leaders
− Convened committee to assist with Freshman
Convocation planning
− Developed materials and training for discussion
leaders
USC Aiken Case Study
Timeline for Implementation of FYRE
Summer 2007
− Created brief reading guide and bookmark to distribute
to students with the book
− Developed assessment plan
− Launched website with online nomination form
− Provided copies of the book and materials to
orientation leaders
− Distributed book, reading guide, and bookmark to
first-year students at orientation (students received
information about the FYRE and Freshman
Convocation throughout orientation)
USC Aiken Case Study
Timeline for Implementation of FYRE
Summer 2007
− Trained discussion leaders during faculty workshop series
− Created faculty resources to promote use of book in
common first-year courses
− Launched FYRE during Freshman Convocation
− Collected student and faculty feedback
Fall 2007
− Used book in selected common first-year classes
− Analyzed data
− Selected first-year reading for 2008-09
USC Aiken Case Study
Goals of the FYRE
• Provide an academic experience that promotes learning with
and from others.
• Set expectations for student success by emphasizing the
importance of reading, writing, and critical thinking in the
university setting.
• Establish an opportunity for first-year students to understand
their responsibility as engaged learners in an academic
community.
• Create an academic and ceremonial beginning to the FirstYear Experience at USC Aiken.
USC Aiken Case Study
Selection Process
The FYRE is selected annually by the First-Year Experience
Committee. USC Aiken faculty, staff, and students are invited
to nominate a book for consideration for the FYRE. All
nominations are reviewed by the First-Year Experience
Committee and evaluated based on relevance to first-year
students, current society, and local community, including
themes identified by the American Democracy Project, genre,
length, readability, and cost. Nominations should be
submitted using the online form available at:
http://www.usca.edu/fyre/recommendation.html.
USC Aiken FYRE Budget (Year 1)
Item
Approximate Cost
Books
(Copies for students, AFYS 101
Instructors, and Faculty Discussion
Leaders)
$7731.90
Promotional Materials
Reading guides
Bookmarks
Mounted posters
$450
Postage
$400
Program Materials
Discussion materials
Materials for discussion leaders
$300
Total
$8881.90
USC Aiken Case Study
FYRE Discussion/Convocation Schedule
9:00-10:00 a.m.
Check-in in the Etherredge Center Lobby
10:10-10:50 a.m.
Small group discussions of The Color of Water
(various locations)
10:50-11:10 a.m.
Discussion leaders will walk student groups to the
Etherredge Center
11:10-12:00 p.m.
Convocation ceremony
Optional lunch/service activities immediately following
USC Aiken Case Study
FYRE Promotion
USC Aiken FYRE Findings
Summary of Student Responses
Did you read The Color of Water?
531 - Yes
18 - No
If you read the book, how much did you read?
360 - All of it
128 - About 50%
48 - 25% or less
How do you think reading and discussing The Color of
Water may impact your personal development or
interaction with others?
USC Aiken FYRE Findings
Category
Subcategory
Frequency
Personal impact (1)
Personal development (1a)
263
Personal or family
experiences (1b)
29
Relationships with others
(1c)
27
Perceptions of others (2a)
185
Empathy (2b)
44
Understanding of different
cultures (2c)
10
Understanding of different
races (2d)
33
Impact on interactions
with others (2)
USC Aiken FYRE Findings
Category
Subcategory
Frequency
Impact on college
experience (3)
Transition to college (3a)
29
Transition to college-level
learning
9
No impact (4)
Value of book (5)
31
Valuable (5a)
51
Not valuable (5b)
4
Value of discussion (6) Valuable (6a)
Not valuable (6b)
89
12
USC Aiken FYRE Findings
Summary Comments
“It really reminded me that I need to keep an open
mind when I start my college career.”
“It made me realize that others deal with similar
problems.”
“I really don’t think it had an effect on me. But it was
a good book.”
USC Aiken FYRE Findings
Summary Comments
“Discussing helped me better understand the
personal struggle the author was going through. My
discussion leader also did a great job of relating this
book to us and showing us we must deal with
personal problems and stress when they hit us this
first year of college.”
USC Aiken FYRE Findings
Summary Comments
“I think for me personally it was not beneficial
because I am able to think for myself and form my
own opinions. However, I am able to understand
how it would help others.”
“I now see how this book relates to beginning my
college experience and entering a new world. If I try
my best and push myself to the limit, if I want to
succeed I will, even if I started with the worst
circumstances. I have the power to change and
improve.”
USC Aiken FYRE Findings
• First-Year Seminar feedback (instructor and student)
• Facebook group
• Orientation follow-up survey
• Faculty response and impact on planning for 2008
References
Laufgraben, J. L. (2006). Common reading
programs: Going beyond the book
(Monograph No. 44). Columbia, SC:
University of South Carolina, National
Resource Center for The First-Year
Experience and Students in Transition.
Additional resource: Summer Reading Listserv and
First-Year Reading Resources on the National
Resource Center for The First-Year Experience and
Students in Transition website: www.sc.edu/fye
Contact Information
Stephanie M. Foote
Director, Academic Success Center and
First-Year Experience
University of South Carolina Aiken
[email protected]
(803) 641-3321