Impact on Freshmen Retention of Orientation Course Content: Proposed Persistence Model

Abstract

This study examined the effectiveness of different topics/activities included in a freshman orientation course in enhancing the students' perception of their successful adjustment to college life and the impact of these subjects on the student level of persistence. The results support the Tinto stage model of persistence since the elements of the orientation course most highly correlated to persistence were topics and activities dedicated to: 1) the development of strong social networks (with both faculty and students) and 2) integration into the institution. Results also suggest that certain topics/activities should be included in orientation courses in order to help students become more effective in dealing with their external relationships as specified in the Astin attrition model. Specifically, results indicate that if a student did not have exposure to study skills, advising information, curriculum planning, group activities, and campus tours, they were less likely to re-enroll. / DAVIG AND SPAIN

What works in student retention?: All survey colleges

“…The results of an empirical study, conducted by Davig andSpain (2003-2004) to identify those topics/activities in a freshman seminar that were most effective, found… …support [for] the Tinto stage model of persistence since the elements of the orientation course most highly correlated to persistence were topics and activities dedicated to: 1) the development of strong social networks (with both faculty and students) and 2) integration into the institution. Results also suggest that certain topics/activities should be included in orientation courses in order to help students become more effective in dealing with their external relationships as specified in the Astin attrition model.…”

The impact of participation in a first-year seminar on increased usage of campus resources, academic and social integration and first-to-second-semester persistence at a two-year community and technical college.

“…Studies conducted on first-year seminars reached similar conclusions in 2005, finding that first-year seminars provide positive and statistically significant advantages to students who enroll in such courses ( Porter & Swing, 2006). Numerous studies have indicated that first-year seminar participation promotes persistence into the second year and over longer periods of time ( Davig & Spain, 2004;Porter & Swing, 2006;Wild & Ebbers, 2002;Zimmerman, 2000). Other findings indicated that first-year seminars positively affect grade point averages, student involvement in campus activities, and utilization of campus resources (Barefoot, 1993a; Davis, 1992;Fidler & Hunter, 1989;Hunter, Skipper, & Linder, 2003;Hyers & Joslin, 1998;Maisto & Tammi, 1991;Zeidenberg et al, 2007).…”

“…Hoachlander, Sikora, and Horn (2003) noted that fostering student success in the first year is pivotal for student persistence. One of the most pervasive programs implemented to improve student persistence is the first-year orientation seminar (Davig & Spain, 2004;Fidler & Hunter, 1989;Gordon & Grites, 1984;Hunter, Skipper, & Linder, 2003;Hyers & Joslin, 1998;Starke, Harth, & Sirianni, 2001;Stovall, 2002;Zeidenberg, Jenkins, & Calcagno, 2007).…”

“…Students become aware of what potential careers might be most compatible with their personal interests, abilities, and values. Additionally, students are encouraged to explore, investigate, plan, and prepare for career success, which impacts their graduation and persistence rates (Davig & Spain, 2004;Fidler, 1991;Fike & Fike, 2008;Habley & McClanahan, 2004;Skipper, 2005). Career planning is paramount for helping first-year students make career decisions and develop plans of action.…”

“…A substantial body of empirical research has noted that student engagement leads to increased student learning (Kuh, 2005;Pascarella & Terenzini, 2005), college persistence (Davig & Spain, 2004;Stovall, 2002), and graduation rates (ACT, 2012;Hoachlander, Sikora, & Horn, 2003). Other researchers have found that the first-year seminar contributes to the social integration of first-year students and that the course provides opportunities for first-year students to develop academic skills necessary to function effectively in a college environment (Boylan, 2002;Levin & Calcagno, 2008;Summers, 2003).…”