Welcome to the Block: Developing Freshman Learning Communities That Work

Soldner, Laura; Lee, Yvonne; Duby, Paul B.

doi:10.2190/ql13-7qwa-vdxf-pjhl

Cited by 34 publications

(47 citation statements)

References 4 publications

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“…The structure of the FLC being evaluated here has components that are similar across other campuses in the U.S. (for example, see Soldner et al 1999). The main components of the FLC program on this campus are:…”

Section: A Academic Structurementioning

confidence: 99%

Freshman Learning Communities, College Performance, and Retention

2005

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in

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Section: A Academic Structurementioning

confidence: 99%

Freshman Learning Communities, College Performance, and Retention

2005

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“…There is now considerable evidence that FLCs enhance student retention rates and academic performance (Baker andPomerantz, 2000/2001;Hotchkiss, Moore, and Pitts 2003;Johnson 2000Johnson /2001Pike, Schroeder, and Berry 1997;Soldner, Lee, andDuby 1999/2000;Tinto 2000), student engagement (Zhao and Kuh 2004), and student motivation and cognitive development (Stefanou and Salisbury-Glennon 2001).…”

Section: (Flc) or Freshman Interest Group (Fig)mentioning

confidence: 99%

Peer Cohorts and the Unintended Consequences of Freshman Learning Communities

Jaffee

2007

College Teaching

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“…In response, institutions have implemented a wide array of programmatic efforts designed to increase rates of first-to-second year retention (Adrande, 2008;Soldner, Lee, Duby, 1999;Dill, Gilbert, Hill, Minchew, Sempier, 2011). The most prevalent of these efforts is the first year seminar; a course intended to enhance the academic and/or social integration of first-year students by building skills essential for college success (Barefoot, 1992).…”

Section: Chapter V Discussionmentioning

confidence: 99%

“…In response to empirical and theoretical findings highlighting the unique nature of the first year there has been wide recognition of the need for concentrated efforts to ease the transition from high school to college (Adrande, 2008;Soldner, Lee, Duby, 1999;Dill, Gilbert, Hill, Minchew, Sempier, 2011). Curricular and co-curricular interventions have taken many forms but have typically shared the common goals of promoting academic success, social integration, and ultimately retaining students.…”

Section: The First Yearmentioning

confidence: 99%

“…Other common objectives of first year interventions include increasing student-to-student interaction, faculty-to-student interaction outside of class, increasing student involvement and time on campus, linking the curriculum and co-curriculum, increasing academic expectations, promoting engagement, and assisting academically underprepared students in their transition (Barefoot, 2000). These efforts have been labeled with the moniker of First Year Experience (FYE) programs (Soldner, et al, 1999). FYE programs can include learning communities, orientation programs, student development interventions, course support initiatives and first-year seminars (Andrade, 2008).…”

Section: The First Yearmentioning

confidence: 99%

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The effectiveness of extended orientation first year seminars : a systematic review and meta-analysis.

Berry¹

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DEDICATIONThis dissertation is dedicated to Leshy.iv ACKNOWLEDGEMENTS I love teams. I always have. There is nothing better to me than working as hard as possible toward a common goal with a dedicated group of self-sacrificing people.Unfortunately, I have been told time and time again, writing a dissertation is a lonely process. For me, this was gladly not the case. This has been a team event and any success I have had in this endeavor has been due to the extraordinary talents and generosity of the people that surround me. While I have received support from countless friends and family during this process I would like to specifically acknowledge a few members of my team without whom this accomplishment would not have been possible. v Finally, I would also like to thank by office buddy, Dr. Devon Twyford. It was a long journey and I'm glad we got to make it together.I wish to express my thanks and love to my Mom, Dad, and big brother for a list of things too long to include here. All three of you were "non-traditional" college students and understanding the guts and grit it took each of you to get where you are made all the long days and late nights working on this project seem just a little easier.Like we do with everything else in our family you all made this goal seem important without letting me take myself too seriously. Thanks for all the love and laughs. Thanks to my in-laws as well for supporting me wholeheartedly and for never seeming to doubt that I really did have to miss out on family events because I was "working on my Previous research has shown that while nearly 40% of all students who enter postsecondary institutions leave without ever obtaining a degree, nearly two-thirds of students who persist to their second year eventually obtain a degree. Given the impact of the first year, a multitude of initiatives designed to promote first-to-second year persistence developed. The most popular initiative has been the first year seminar and particularly the extended orientation model of first year seminar. Given its prominence in the undergraduate curriculum, a large body of research has developed in recent decades investigating the first year seminar. However, the predominance of this literature has been conducted as single institution studies thus limiting the generalizability of previous findings. Therefore, in this study I used a systematic review and meta-analysis to move beyond information provided by single institution studies and gain a broader understanding of the overall effectiveness of extended orientation first year seminars.The results indicated that voluntary participation in an extended orientation first year seminar had a statistically significant, positive effect on first term GPA, first year GPA, and first-to-second year retention. For each of these three outcomes, a significant degree of heterogeneity was observed between study effect size estimates. Moderator vii tests did not identify patterns in this heterogeneity but did indicate that, for the first term GPA outcome, courses taught b...

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Welcome to the Block: Developing Freshman Learning Communities That Work

Cited by 34 publications

References 4 publications

Freshman Learning Communities, College Performance, and Retention

Freshman Learning Communities, College Performance, and Retention

Peer Cohorts and the Unintended Consequences of Freshman Learning Communities

The effectiveness of extended orientation first year seminars : a systematic review and meta-analysis.

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