The authors answer questions and concerns of teachers and administrators involved with first-year college students, arguing that programs and classes for this cohort require reasonable vigor and appropriate support, variety and engagement. They describe typical first-year students, their intellectual development in college and learning styles, give information on effective instruction, including preparing a syllabus, supporting active study practices and evaluating learning, and examine such challenges as practicing inclusion, teaching large classes, sustaining engagement outside class, and strengthening commitment to first-year instruction. Although they do not address the needs of all students, such as those who are older or disabled, they do consider racial and gender issues in early college curriculum and instruction. They include commentary from students as well as new and experienced educators. Annotation ©2006 Book News, Inc., Portland, OR (booknews.com)