TY - JOUR
AU - Smith, Nick L.
AB - Book Reviews 111 to illustrate their principles and methods, the authors conclude with three sample classroom dialogues, which provide very graphic illustrations on how faculty become facilitators in freshman seminar and how this' 'dialogue" form of teach­ ing can be done (and with what results). For this reviewer, this last chapter was like a rich dessert after a very satisfying main course. Freshman Seminar also includes an appendix with a sample course description. The book may present only one problem for the readership and that is its failure to provide any concrete empirical evidence that freshman seminar really does meet its stated goals, for example, improved retention of freshmen, in­ creased utilization of student support services, etc. While this is not to say at all that such data do not exist, they simply were not included. Many academics are willing to consider the idea of such a course, but they, justifiably, need to be convinced. The problem here is that the reader is being asked to take "on faith" that courses like freshman seminar do achieve, in a measureable fashion, their stated goals. The authors also do not include significant or extensive enough reference to existing and successful programs 
TI - The Profession and Practice of Program Evaluation
JF - The Journal of Higher Education
DO - 10.1080/00221546.1980.11780038
DA - 1980-01-01
UR - https://www.deepdyve.com/lp/taylor-francis/the-profession-and-practice-of-program-evaluation-EppsYx2vBU
SP - 111
EP - 113
VL - 51
IS - 1
DP - DeepDyve
ER -