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This paper argues that many FYS unintentionally reinforce the disengagement they aim to reduce by relying on a narrow, instrumental conception of education. 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Burns  \nKwantlen Polytechnic University  \nAbstract  \nFirst-year seminars (FYS) have become increasingly prevalent in North American postsecondary institutions. The popularity of such initiatives owes much to the belief that providing unprepared students general life and academic skills can bolster engagement and thereby improve retention. In this paper we argue that, despite their good intentions, many FYS actually perpetuate the kind of disengagement they were designed to alleviate due to their reliance on a narrow, instrumental view of education. To demonstrate, we briefly outline the history and curricula of the FYS movement to draw attention to its dependence on marketplace ideals, rationales, and strategies.  \nWe demonstrate some of the ways this vision of education impoverishes the university experience and suggest that, in order to be robust, FYS must focus first and foremost on cultivating rich understandings ofthe broader purposes of higher education and its relation to the good life, both for and beyond one’sown fulfillment.  \nRésumé  \nLes séminaires de première année sont devenus de plus en plus répandusdans les énstitutions d post-secondaires en Amérique du Nord. La popularité de telles initiatives doit beaucoup à l’idée que le fait de fournir des aptitudesgénérales et académiques aux étudiants non préparés peut renforcer leur engagement et ainsi améliorer leur taux de rétention. Dans cet article, nous soutenons que, malgré leurs bonnes intentions, beaucoup de sention. Dans cet aère année perpétuent le même genre de désengagement qu’ils essaient  \nCJHE / RCES Volume 45, No. 2, 2015  \nFirst-Year Seminars / S. Hickinbottom-Brawn & D. P. Burns 155  \nd’atténuer en raison de leur dépendance envers une vision instrumentalemais étroite de l’éducation. Pour le démontrer, nous décrivons brièvementl’histoire et les programmes de ce mouvement qui vise à attirer l’attention sur sa dépendance à l’égard des idéaux de marché, des justifications et des stratégies. Nous démontrons quelques-unes des façons par lesquelles cette vision de l’éducation appauvrit l’expérience universitaire et nous suggérons que pour être robustes, les séminaires de première année doivent d’abord seconcentrer à cultiver la richesse de compréhension des objectifs plus larges de l’enseignement supérieur et de sa relation au bien-vivre, pour la r ur n-viv personnelle des étudiants et au-delà .  \nOver the past few decades, the notion that freshmen are unprepared for the rigours of postsecondary education has become increasingly prevalent throughout North American institutions of higher learning. Critiques (e.g., Cote & Allahar, 2007) abound outlining the various ways in which contemporary university students’ abilities to read, write, speak, and think logically, along with their willingness to put in the effort to do so, appear tobe in short supply when compared to previous generations. As a side effect of this perception, many who work in postsecondary environments feel caught in a perplexing dilemma of failing, and perhaps losing, the students who constitute their enrolment—and, by extension, their livelihoods—versus compromising academic standards to accommodate these seemingly widespread deficits.  \nFirst-year seminars (FYS) have become one of the most popular efforts to combat this perceived trend of declining student abilities and motivation. Devised to address the needs of what is frequently referred to as the “unprepared learner,” FYS aim to increase recruitment and retention by providing the necessary foundations for student success. The content of these seminars generally takes one of two forms. The first involves training students in a variety of skills associated with high academic achievement (e","cbCaip9E7HrnDm2P","https://ap.wps.com/l/cbCaip9E7HrnDm2P","pdf",476186,14,"English","# Introduction\n# History and Curricula of FYS\n## Marketplace Ideals and Instrumental Education\n# Consequences for University Experience\n## Engagement and Retention\n# Proposed Direction for Robust FYS","[{\"question\":\"Why have first-year seminars become popular in North American postsecondary institutions?\",\"answer\":\"They are promoted as a way to support unprepared students by teaching general life and academic skills to increase engagement and improve retention.\"},{\"question\":\"What does the paper argue about the effects of many first-year seminars?\",\"answer\":\"Despite good intentions, many FYS perpetuate disengagement due to their reliance on a narrow, instrumental view of education.\"},{\"question\":\"What change does the paper recommend for making first-year seminars more robust?\",\"answer\":\"FYS should first cultivate richer understandings of the broader purposes of higher education and its relation to the good life, for and beyond students’ personal fulfillment.\"}]","The Problem of First-Year Seminars - Risking Disengagement Through Marketplace Ideals | PDF",1792083424,35]