The Freshman Year Experience: Student Rotation and Student Success

Sidle, Meg Wright; McReynolds, Janet

doi:10.2202/1949-6605.1092

Cited by 29 publications

(1 citation statement)

References 3 publications

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“…A few studies, such as those by Hendel (2001), Hendel (2007), and Erickson and Stone (2012) found that first-year seminars had no direct impact on student retention in the second year. However, most research has reported a positive impact on student retention and performance (Fidler,1991;Fidler and Moore,1996;Strake et al, 2001;Lang, 2007;Jamelsk, 2009;Sidle and McReynolds, 1999). Recent studies that have explored the impact on student GPA and retention are Winnie (2012), Berry (2014), Vaughan et al (2014), and Newman (2016).…”

Section: General Attitudes Toward Higher Educationmentioning

confidence: 99%

Impact of first-year seminar on student engagement, awareness, and general attitudes toward higher education

Al-Sheeb¹,

Abdulwahed²

2018

JARHE

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Purpose-This study intends to add to the existing body of literature on the impact of a newly implemented first year seminar in the College of Law and Business. The purpose of this paper is to evaluate the effects the course have on students in regard to three aspects: student awareness and utilization of resources, interaction patterns, as well as, general interests and attitudes toward higher education. Design/methodology/approach-The methodology of the assessment included analysis of a survey that has been conducted by the end of Spring 2014 semester. A quasi-experimental design was implemented to measure the impact of the intervention on students' awareness and utilization of resources, interactions, general interests, and attitudes toward higher education. Through the SPSS application, the Mann Whitney U Test, and χ 2 tests were used to check for significant differences while comparing the means or frequencies for both groups. For the three questions, the authors have used the 90 percent confidence level and the standard significance level p-value of 0.05 or less for statistical analysis. Findings-The results indicated that the course had a highly significant positive impact on student attitudes and awareness of campus resources but had less significant impact on student interactions and utilization of resources. The results in this study reveal a positive impact for the first-year seminar course on student satisfaction and attitudes toward higher education as well as their awareness of campus resources. However, in terms of the course impact on student interaction, results conveyed that students who have participated in the first-year seminar course show a slightly better interaction rate with instructors, academic advisors, and close friends than those in the control group. Research limitations/implications-The main limitation of this study was that the sample was small. Nonetheless, it has provided valuable insights into the understanding of the social and academic impact of first-year seminars on student engagement; through the use of comparison groups, this study increased the validity of prior research. Practical implications-The first-year seminar course evaluated in this study demonstrated the potential to support and enhance student social and academic engagement during the first year of college. Based on the results in this study, the study team recommended some revisions to the current first-year seminar model (UNIV P100 Skills for University Success). The team proposed three models for subsequent first-year seminars at this university. Originality/value-This study adds to the existing literature by examining the impact of a newly implemented first-year seminar course at the College of Law and Business at this university on both academic and non-academic aspects from the students' perspective. These aspects were selected as retention and GPA effects have been widely explored; therefore, the focus is on the less studied emotional and social factors

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Section: General Attitudes Toward Higher Educationmentioning

confidence: 99%

Impact of first-year seminar on student engagement, awareness, and general attitudes toward higher education

Al-Sheeb¹,

Abdulwahed²

2018

JARHE

View full text Add to dashboard Cite

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Measuring Determinants of Student Return VS. Dropout/Stopout VS. Transfer: A First-to-Second Year Analysis of New Freshmen

2005

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To more accurately reflect student attributes and enrollment patterns of today's freshmen, and to account for the impact of a new state-funded scholarship, this study expands the set of variables typically found in retention studies by putting greater focus on first-year academic performance, concurrent enrollment, financial aid support, and second-year transfer-out versus dropout/stopout behavior. Using multi-year cohorts at a public research university with a liberal undergraduate admissions policy, results confirm the importance of including first-year math experience, level of academic challenge in major, concurrent enrollment, and second-year financial aid offers when measuring freshmen retention. The positive impact of a large-scale scholarship program in widening access and evening out retention across income background must be balanced against findings that show academic performance and readiness to take on and pass difficult subject matter to be more important in explaining new freshmen dropout and transfer-out during both first and second semesters. Similarly, examining the influence of changing financial aid support between the first and second semester yields additional insight into why students progress to the second year. Specifically, middle-income students with greater levels of unmet need face an elevated departure risk, while academically well-prepared freshmen with unmet need are more likely to transfer to other institutions.3

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Intervention effects on college performance and retention as mediated by motivational, emotional, and social control factors: Integrated meta-analytic path analyses.

Robbins¹,

Oh²,

Le³

et al. 2009

Journal of Applied Psychology

201

150

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Using both organizational and educational perspectives, the authors proposed and tested theoretical models on the mediating roles that psychosocial factors (PSFs; motivational, emotional, and social control factors) play between college interventions (academic skill, self-management, socialization, and First-Year-Experience interventions) and college outcomes (academic performance and retention). They first determined through meta-analysis of 404 data points the effects of college interventions on college outcomes and on PSFs. These meta-analytic findings were then combined with results from S. B. Robbins et al.'s (2004) meta-analysis to test the proposed models. Integrated meta-analytic path analyses showed the direct and indirect effects (via PSFs) of intervention strategies on both performance and retention outcomes. The authors highlight the importance of both academic skill and self-management-based interventions; they also note the salience of motivational and emotional control mediators across both performance and retention outcomes. Implications from organizational and educational perspectives, limitations, and future directions are addressed.

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The Freshman Year Experience: Student Rotation and Student Success

Cited by 29 publications

References 3 publications

Impact of first-year seminar on student engagement, awareness, and general attitudes toward higher education

Impact of first-year seminar on student engagement, awareness, and general attitudes toward higher education

Measuring Determinants of Student Return VS. Dropout/Stopout VS. Transfer: A First-to-Second Year Analysis of New Freshmen

Intervention effects on college performance and retention as mediated by motivational, emotional, and social control factors: Integrated meta-analytic path analyses.

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