No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
“How Much Can One Book Do?”: Exploring Perceptions of a Common Book Program for First-Year University Students
Abstract
This article reports on student surveys and faculty interviews with regard to a
university pilot project of a common book program for first year students. We found that a minority of students read the book and the book was integrated into only some faculty members’ courses. First-year students varied in their perceptions of the impact the project had on selected literacy skills, with small to moderate gains reported. In addition, the program did not create a sense of community for students or faculty members. Some students and all faculty members believed the program had the potential to have a greater impact on students’ university-level skills and to create a sense of community in future years. Practical implications for common book programs and suggestions for future research are discussed.
... However, not all common book programs are successful in achieving the goal of the creation of a SoC. In our previous research at our Canadian university, we found that the common book program did not create a SoC in its pilot year with only 22% of all students and 31% of students who read the book feeling that reading the book and participating in the program made them feel like a part of the school community (Ferguson, Brown, & Piper, 2014). However, we did find that faculty members felt the program had the potential to create a SoC on campus in future years (Ferguson, Brown, & Piper, 2014). ...
... In our previous research at our Canadian university, we found that the common book program did not create a SoC in its pilot year with only 22% of all students and 31% of students who read the book feeling that reading the book and participating in the program made them feel like a part of the school community (Ferguson, Brown, & Piper, 2014). However, we did find that faculty members felt the program had the potential to create a SoC on campus in future years (Ferguson, Brown, & Piper, 2014). ...
... Our study adds to the already mixed results presented in the literature about whether common book programs promote a SoC on campus. The present study, our previous study with a different cohort of students (Ferguson, Brown, & Piper, 2014), and the anecdotal account of Cheston (2013) find that common book programs have no impact on SoC while the research of Nichols (2012), Daughterty and Hayes (2012), and Benz et al. (2013) found positive impacts from the common book programs on SoC. Since we found little impact of the common book program on SoC, it is unlikely that the common book program had an impact on first-year students' completion, their sense of commitment to the institution, or their intent to stay at the institution (Jacobs & Archie, 2008;Tinto, 1993;. ...
Many post-secondary common book programs purport to increase a sense of community on campus. This study explored whether a common book program at a Canadian university was able to create a sense of community among students. Results indicate that in-class discussions about the book, liking the Facebook page, attending the author lecture, and watching the author lecture on YouTube had significant impact on the sense of community among those who read the book. However, the program did not create an overall effect of a sense of community among first-year university students. Implications and recommendations for common book programs are discussed. [ABSTRACT FROM AUTHOR]
... A common reading experience used to facilitate a common intellectual experience is considered a high impact practice in first-year foundations courses (Young & Keup, 2016). A common read is more likely to have a positive effect if the reading is carefully selected for length and readability, if there are events outside of class and the purpose of the program is made clear, and if support is provided to instructors to assist with instruction, such as study guides and discussion questions (Ferguson et al., 2014). The common intellectual experience of a common read also creates a sense of community among those who read the book and contributes to the likelihood students will remain in school (persistence) and attain a higher GPA (Daugherty & Hayes, 2012;Huntly & Donovan, 2009 common intellectual experience, with the key being both to challenge and support students, thereby encouraging their critical thinking (Stebleton & Jehangir, 2016). ...
... It should be noted that in some cases, the book is provided at no cost to all students, which may or may not be an incentive to their reading it. A common read program has its limitations in that, in one study on a Canadian university, the common read was used in only some faculty member's courses and was read by a minority of students; consequently, it did not create the sense of community and the common intellectual experience that had been hoped for (Ferguson et al., 2014). Nevertheless, this high-impact practice is one that we attempted to implement at our university for our incoming first-year students. ...
... If the book does not appeal to students, it is unlikely that they will read it. In our previous research (Ferguson, Brown, & Piper, 2014;2105), we found that students need to read the book for the program to have an impact. Our results indicated that students who read the common book felt a greater sense of community by participating in common book events (Ferguson, Brown, & Piper, 2015) and those who read the book felt more positive about the program (Ferguson, Brown, & Piper, 2014). ...
... In our previous research (Ferguson, Brown, & Piper, 2014;2105), we found that students need to read the book for the program to have an impact. Our results indicated that students who read the common book felt a greater sense of community by participating in common book events (Ferguson, Brown, & Piper, 2015) and those who read the book felt more positive about the program (Ferguson, Brown, & Piper, 2014). More-over, book length and difficulty appear to have a significant impact on student satisfaction with common book programs. ...
... Students' satisfaction with, and active participation in, a Common Book program correlates positively with the degree to which the book is integrated in their classes (Boaz, 2005(Boaz, , 2006Liljequist & Stone, 2009;Price, 2005;Stone, Higginson, & Liljequist, 2004). Ferguson, Brown, and Piper (2014) note that student engagement can be encouraged through academic rewards, prizes, and social interaction. ...
... It is important that exceptionally keen faculty members, who can clearly identify uses for a Common Book and/or a tablet in their classes, demonstrate their successes and enthusiasm to other faculty and to the students. Ferguson et al. (2014) stress the important role of a faculty coordinator in providing support and supplementary materials and facilitating the sharing of best practices in order to maintain faculty enthusiasm in the context of a Common Book program. The same individual should be involved or consulted with regards to the Tablet program in order to coordinate activities and possibly reduce duplication of efforts. ...
This article discusses the use of Common Book and Tablet programs in post-secondary business education. We highlight methods by which each program enhances information literacy and integrative learning. We demonstrate how these programs can enhance students' communication and collaboration skills and enhance employability. We discuss classroom activities that both a Common Book and a Tablet can be used for as well as ways in which the programs offer mutual reinforcement to provide additional benefits during implementation. The article concludes with a discussion of obstacles to implementing either a Common Book or a Tablet program and methods to overcome those obstacles.
... It is relevant to discuss two issues in regards to the selection of a graphic novel for these reading programs. First, these programs have become relatively common on North American campuses (and on some UK campuses) to help freshmen transition into college life and especially to help foster a sense of community (Ferguson, Brown, & Piper, 2014), thus recognizing and attempting to utilize social reading among young people. Second, choosing graphic novels in an educational environment is not without controversy. ...
Scholars and professionals interested in the study and engagement with young people will find this project relevant to deepening their understanding of reading practices with comics and graphic novels. Comics reading has been an understudied experience despite its potential to enrich our exploration of reading in our currently saturated media landscape. This Element is based on seventeen in-depth interviews with teens and young adults who describe themselves as readers of comics for pleasure. These interviews provide insights about how comics reading evolves with the readers and what they consider a good or bad reading experience. Special attention is paid to the place of female readers in the comics community and material aspects of reading. From these readers, one begins to understand why comics reading is something that young people do not 'grow out of' but an experience that they 'grow with'.
... We have been researching various aspects of the common book program at Nipissing University, including student and faculty member satisfaction with the program, the book selection process, whether or not a common book can create a sense of community among students, and the lasting impact for students years after participating in the common book (Ferguson, Brown, & Piper, 2014, 2015, 2016, 2018. However, we wanted to delve further into faculty members' perceptions of the effect of the common book program on their teaching and learning. ...
Most research on common book programs focuses on student outcomes. This paper presents a study about
the impact of a common book program on teaching and learning practices at a small mainly undergraduate
university. This study consists of two phases. In Phase 1, we surveyed faculty members (N= 32, a response rate
of 21.3%), about the influence of the program on teaching practices and dialogue with colleagues as well as
their perceptions of the program’s impact on student learning. In Phase 2, we conducted interviews with
business faculty, who were early program adopters (N=8). Most respondents believed that students benefited
from the program. Faculty members perceived the common book program as a tool that facilitated course
content and enhanced students’ literacy. While responses were mixed about the perceived impact on teaching
practices, faculty members interviewed felt that the common book program created opportunities for
discussion about teaching and learning.
Long-standing criteria for Common Reads (CR) programs recognize the value of diversity in the book selection process. This study, examining 1,801 books chosen over a four-year period (2017–20), explored the extent to which these programs have embodied this spirit. In particular, this work focused on the diversity of the books (through genre and subject headings) and the authors (gender, nationality, ethnicity and race). We also looked at characteristics of participating institutions and publishers. Initial data was gathered from an annual list of CR selections posted online by Penguin Random House. Findings revealed a notable presence of diverse topics in the titles selected and an examination of a subset of authors showed that 58% of these authors were people of color. Possible areas of improvement are noted, including expanding the geographic focus of books as well as potential implications for CR programs.
If the book in common is truly an institutional endeavor, campus stakeholders (i.e., faculty, staff, and administrators) should feel some sense of ownership during the development phase of common book programs. Faculty, staff, and administrators play a crucial role in student development, and to ignore the voice of those campus stakeholders would do a disservice to common book programs and the overarching goal of student development. Thus, the purpose of this research, and the goal of this forum submission, is to explore faculty, staff, and administrator perceptions of the book in common on the campus of a small private liberal arts institution and to provide a voice for faculty, staff, and administrators regarding book in common proceedings moving forward.
This white paper presents an overview of qualitative research that provides a fundamental knowledge of the methods of inquiry, the approaches to data collection, and the ethics associated with using qualitative and/or conducting qualitative research. Overviews of methods include Narrative, Phenomenology, Grounded Theory, Ethnography, Case Study, Autoethnography, Content/Document Analysis, and Life/Oral History. Data Collection and analysis procedures in brief that are covered include surveys, interviews, focus groups, archival text and document resources, visual data, and stimulated recall/verbal protocol approaches. Recognizing personal bias and strengthening analysis is discussed along with reflective journaling, memo-ing, trustworthiness, and triangulation. Coverage of the ethics of qualitative inquiry follows. While this white paper was written for those in postsecondary student success programs, it serves as a useful primer for any individual.
The desire to be a part of a wider social network is a basic human need and research has found that possessing a strong 'sense of community' is associated with a range of positive outcomes, both in terms of physical and mental health. In adults and adolescents alike, it has been argued that four factors contribute to an individual's sense of community, namely; membership, influence, shared emotional connection, and reinforcement of need (McMillan & Chavis, 1986). Given that pupils' sense of community in primary school has been relatively neglected by the literature, a new measure of the construct was developed for this age group. The impact of pupils' gender and year group on sense of community was also explored. A focus group with Year 5 and 6 pupils was used to develop the Sense of Community Index-Primary (SCI-P) and following piloting, 452 Year 5 and Year 6 pupils completed the measure in school. Exploratory factor analysis revealed a two-factor model of sense of community, which represents a departure from McMillan and Chavis's (1986) framework. A significant main effect of gender was found, while a year group hypothesis was only partially supported. Practical applications and limitations of this research are also discussed. Keywords: Psychological sense of community; school; sense of community index; school belonging; children; citizenship; community cohesion; inclusive schools.
For several years many of us at Peabody College have participated in the evolution of a theory of community, the first conceptualization of which was presented in a working paper (McMillan, 1976) of the Center for Community Studies. To support the proposed definition, McMillan focused on the literature on group cohesiveness, and we build here on that original definition. This article attempts to describe the dynamics of the sense-of-community force — to identify the various elements in the force and to describe the process by which these elements work together to produce the experience of sense of community.
About Campus asked Dorothy Fidler at the University of South Carolina to do an informal survey of colleges to learn more about their summer reading programs. Here is what she found.
The abstract for this document is available on CSA Illumina.To view the Abstract, click the Abstract button above the document title.
College and university adoption and use of books as common reads has increased over the last several years. The growing popularity has also brought to light significant variations in how colleges and universities select and use common read texts. In some higher educational institutions, one tome is selected for all freshmen to read and discuss primarily during the initial orientation program; such programs are often referred to as "freshman read" or "first-year read." Other institutions adopt a "common read," "campus read," or "one book" program, which involves selecting a book for the entire campus to read and discuss throughout the academic year. Regardless of how common reads are selected, implemented, or what they are called, there are a variety of goals that are consistent among common read practices. This article focuses on a discussion of several variables to consider that increase the chances of a successful common read program.
Students were surveyed about a first-year summer reading program (SRP) at Murray State University, a regional, comprehensive university, for five consecutive years. Data are presented on how well the program met five stated goals: (a) providing a common academic experience for incoming first-year students, (b) introducing students to intellectual life at the university, (c) creating a greater sense of community, (d) emphasizing the value of reading, and (e) establishing the connection between reading and other cultural events on campus. Overall, students valued the SRP when they perceived the reading level of the book to be easier, (r = 0.11, p r = 0.23, p r = 0.13, p Document Type: Research Article Publication date: January 1, 2009 More about this publication? The Journal of The First-Year Experience and Students in Transition is a semiannual refereed journal providing current research on the first college year and other significant student transitions. The primary purpose of the Journal is to disseminate empirical research findings on student transition issues that inform practice in all sectors of postsecondary education, such as explorations into the academic, personal, and social experiences (including outcomes related to success, learning, and development) of students at a range of transition points throughout the college years; transition issues unique to specific populations (e.g., non-traditional, traditional, historically underrepresented students, transfer students, commuters, part-time students); and explorations of faculty development, curriculum, and pedagogical innovations connected to college transitions. Editorial Board Information for Authors Submit a Paper Subscribe to this Title Index Contact ingentaconnect is not responsible for the content or availability of external websites (document).ready(function() { var shortdescription = (".originaldescription").text().replace(/\\&/g, '&').replace(/\\, '<').replace(/\\>/g, '>').replace(/\\t/g, ' ').replace(/\\n/g, ''); if (shortdescription.length > 350){ shortdescription = "" + shortdescription.substring(0,250) + "... more"; } (".shortdescription a").click(function() { (".originaldescription").slideDown(); return false; }); }); Related content In this: publication By this: publisher In this Subject: Social Sciences , Education By this author: Liljequist, Laura ; Stone, Staci GA_googleFillSlot("Horizontal_banner_bottom");
Why do students leave college and how can colleges retain them? Researchers and administrators have been asking these questions for decades and have discovered that student persistence is a complex phenomenon. First-year student departure from postsecondary institutions is a concern for most colleges and universities. U.S. colleges and universities experience an average departure rate for first-year students of 25% (Braxton, 2000). University administrators have responded to this problem by developing a variety of first-year success programs designed to increase student retention. Despite the creation and implementation of orientation programs, freshmen introductory courses, support groups, and other retention methods, however, student departure remains an important issue among college administrators and researchers. The purpose of this study was to determine what influence first-year college students' sense of community had on their intent to return to college. In addition, this study examined what influence various first-year college student characteristics had on both their sense of community and their intent to return. This study was meant to be exploratory in terms of identifying possible influences of sense of community with the intent of exploring significant influences in more depth in future research.
This paper outlines a large urban community college's first attempt at implementing a common book program, in which all members of a campus read a designated work of literature. An overview is provided of the first-year experience, along with ideas for overcoming obstacles, involving faculty and staff, and obtaining sponsors. The paper gives the following step-by-step guide for the establishment of common book program: (1) establish a program philosophy--for example, the common book enhances student/staff/faculty learning via the establishment of a true learning community and partnerships; (2) establish selection criteria (e.g., the book has clear ties to the college's mission and is appropriate for a wide variety of disciplines and classes); (3) determine the common book by requesting nominations, convening a selection committee, and distributing a ballot of final options; (4) announce the book selection; (5) implement the common book by soliciting faculty and department chair support for common book assignments and bookstore sponsorship; (6) celebrate the common book by hosting a celebration and planning conference that highlights the year's past achievements and provides an opportunity to finalize the next year's book selection; and (7) evaluate the project and the process through internal and external evaluations. The majority of the document is made up of the following appended materials: nomination forms; Top Five Ballot; Request for Proposals Form; Conference Announcement; Conference Welcoming Speech; sponsor correspondence letters; trustee correspondence letters; conference participant correspondence letters; conference summary; sample course syllabus; and the conference program. (Author/RC)
2005 summer reading program: A summary and analysis of the student and instructor surveys. The College at Brockport
- C Boaz
Boaz, C. (2005). 2005 summer reading program: A summary and analysis of the student and
instructor surveys. The College at Brockport, State University of New York. Retrieved
from http://www.brockport.edu/adp/srp/2005report.html
2006 summer reading program: A summary and analysis of the student and instructor surveys. The College at Brockport
- C Boaz
Boaz, C. (2006). 2006 summer reading program: A summary and analysis of the student and
instructor surveys. The College at Brockport, State University of New York. Retrieved
from http://www.brockport.edu/adp/srp/2006.html
Social and academic correlates of reading a common book
- T K Daugherty
- M W Hayes
Daugherty, T. K., & Hayes, M. W. (2012). Social and academic correlates of reading a
common book. Learning Assistance Review, 17(2), 33-41.
Creating common ground: Common reading for the first year of college
- M Ferguson
Ferguson, M. (2006). Creating common ground: Common reading for the first year of
college. Peer Review, 8(3), 8-10.
Evaluation of the common reading experience pilot program for first-year students. Institute for Psychological Research and Application
- J A Fuller
- A G Walker
- M D Hakel
Fuller, J. A., Walker, A. G., & Hakel, M. D. (2002). Evaluation of the common reading
experience pilot program for first-year students. Institute for Psychological Research and
Application, Department of Psychology, Bowling Green State University. Retrieved
from http://www.bgsu.edu/colleges/library/infosrv/cre/itfass.pdf
Educational research: Competencies for analysis and application
- L R Gay
- P Airasian
Gay, L. R., & Airasian, P. (2000). Educational research: Competencies for analysis and
application (6th ed.). Upper Saddle River, NJ: Prentice-Hall.
Uncommon reading. The Writer's Chronicle
- S Kean
Kean, S. (2007). Uncommon reading. The Writer's Chronicle, 40(1), 33-35.
The uncommon in common reading programs: The freshman reading program at Brooklyn College
- J Moser
Moser, J. (2010). The uncommon in common reading programs: The freshman reading
program at Brooklyn College. Currents in Teaching and Learning, 2(2), 89-97.
The institutional impact of honors through a campus-community common read. Honors in Practice
- T J Nichols
Nichols, T. J. (2012). The institutional impact of honors through a campus-community
common read. Honors in Practice, 8. Retrieved from http://digitalcommons.unl.edu/
nchchip/161
Qualitative evaluation and research methods
- M Q Patton
Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury
Park, CA: Sage.
2004 summer reading program: A summary and analysis of the student and instructor survey. The College at Brockport
- C Price
Price, C. (2005). 2004 summer reading program: A summary and analysis of the student and
instructor survey. The College at Brockport, State University of New York. Retrieved
from http://www.brockport.edu/adp/srp/2004/report.html
Research methods in education: A practical guide
- R E Slavin
Slavin, R. E. (1984). Research methods in education: A practical guide. Englewood Cliffs,
NJ: Prentice Hall.
Summer reading programs: Perceptions of a university freshman reading experience. College Reading Association Yearbook
- S Stone
- B Higginson
- L Liljequist
Stone, S., Higginson, B., & Liljequist, L. (2004). Summer reading programs: Perceptions
of a university freshman reading experience. College Reading Association Yearbook
2004, 26, 423-437.
Completing college: Rethinking institutional action
- V Tinto
Tinto, V. (2012). Completing college: Rethinking institutional action. Chicago, IL: University
of Chicago Press.
Common reading programs in higher education. A Patricia Lindell Scholarship research project
- A Twiton
Twiton, A. (2007). Common reading programs in higher education. A Patricia Lindell
Scholarship research project, Gustavus Adolphus College. Retrieved from http://
gustavys.edu/library/Pubs/Lindell2007.html
University of Kentucky. (2009). Common reading experience. Retrieved
from the University of Kentucky website: http://uky.edu/StudentAffairs/
NewStudentPrograms/CRE2/pdf/mission.pdf