First Year Experience Seminars: How Contrasting Models Impact the College Transition and Retention PDF Download
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Author: Matthew R. Holliday
Publisher:
ISBN:
Category :
Languages : en
Pages : 152
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Book Description
Most institutions of higher education utilize First Year Experience (FYE) coursework to facilitate college adjustment and student retention. FYE courses are designed to support the college transition by introducing freshman to campus resources that can help them achieve their educational and career goals; however, there is much variation in instructional design across college campuses depending on students' needs and institutional goals. This dissertation examined the differences in student outcomes based on enrollment in either academic content-specific or broad introductory FYE coursework. The first study used a qualitative method to examine resilient Honors students' perceptions of how their introductory FYE course impacted their college transition at the end of their first semester. The second study utilized several quantitative models to longitudinally assess the difference between FYE course enrollment and students' cumulative GPAs, retention, and perceptions during their junior year of college. Thematic analysis of questionnaire responses revealed that the resilient Honors students believed their broad introductory FYE course supported their social and academic transition to college by relieving stress that is commonly associated with the beginning of higher education. The quantitative study found that students who were enrolled in academic content-specific FYE courses had higher grades, retention, and scored higher on college success strategies and first-year satisfaction factor scores, compared to students who were enrolled in the broad introductory FYE courses. These findings were discussed in relation to the current literature on college adjustment, followed by a discussion of the implications for academic units, limitations of the study, and future directions for research in this area.
Author: Matthew R. Holliday
Publisher:
ISBN:
Category :
Languages : en
Pages : 152
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Book Description
Most institutions of higher education utilize First Year Experience (FYE) coursework to facilitate college adjustment and student retention. FYE courses are designed to support the college transition by introducing freshman to campus resources that can help them achieve their educational and career goals; however, there is much variation in instructional design across college campuses depending on students' needs and institutional goals. This dissertation examined the differences in student outcomes based on enrollment in either academic content-specific or broad introductory FYE coursework. The first study used a qualitative method to examine resilient Honors students' perceptions of how their introductory FYE course impacted their college transition at the end of their first semester. The second study utilized several quantitative models to longitudinally assess the difference between FYE course enrollment and students' cumulative GPAs, retention, and perceptions during their junior year of college. Thematic analysis of questionnaire responses revealed that the resilient Honors students believed their broad introductory FYE course supported their social and academic transition to college by relieving stress that is commonly associated with the beginning of higher education. The quantitative study found that students who were enrolled in academic content-specific FYE courses had higher grades, retention, and scored higher on college success strategies and first-year satisfaction factor scores, compared to students who were enrolled in the broad introductory FYE courses. These findings were discussed in relation to the current literature on college adjustment, followed by a discussion of the implications for academic units, limitations of the study, and future directions for research in this area.
Author: Dallin George Young
Publisher: Stylus Publishing, LLC
ISBN: 1942072708
Category : Education
Languages : en
Pages : 205
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Book Description
Rethinking Student Transitions: How Community, Participation, and Becoming Can Help Higher Education Deliver on its Promise, presents a reimagined theory of student transitions in college. The authors contend that while previous theorizations have helped move the practice of supporting student success forward through the latter half of the twentieth century, earlier conceptualizations and models have led to an inconsistent and incomplete picture of students’ experiences in transition. The book offers both a review and critique of current models of transition and then develops a new conceptual viewpoint based in the ideas of situated learning and transitions as becoming. The second half of the book is dedicated to using this new theoretical perspective to illustrate how higher education professionals can create conditions to support students in transition more intentionally, with a particular view toward supporting historically marginalized students, including racially and ethnically minoritized students, first-generation students, and post-traditional students.
Author:
Publisher:
ISBN:
Category : College freshmen
Languages : en
Pages : 254
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Book Description
Author: John N. Gardner
Publisher: Arden Shakespeare
ISBN: 9780534550554
Category : Education
Languages : en
Pages : 288
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Book Description
Author:
Publisher:
ISBN:
Category : College freshmen
Languages : en
Pages : 238
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Author: Jennifer LaVera Wycoff
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 131
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Book Description
Matriculating to college is a critical time in the life of transitioning students. Students in their first year of college face change the transition to being independent and meeting people from diverse backgrounds. Colleges and universities recognize the first year of college as one of the most impressionable aspects of student life. Colleges and universities have created experiences designed around the concept of assisting in the integration of students in their first year of college. First-year experience (FYE) courses or first-year seminars (FYSs) were designed to provide students with tools and skills they needed as first-year students in college, as well to help students persist from one year to the next. This study sought to determine which aspects of a FYS demonstrate the best approach to assisting students with successful integration to college, which can affect increased persistence to the sophomore year or increase persistence to graduation using secondary data from the 2006 National Survey on First-Year Seminars (NSFYS). Descriptive statistics and binary logistic regressions were employed to analyze the data and to answer the research questions. The sample used for this study included respondents who participated in the 2006 NSFYS and agreed to release their responses anonymously for research purposes. Results indicated course topics are a significant predictor of persistence to the sophomore year for moderate-selective institutions. When examining the persistence to graduation model, course topics, course objectives, and other course characteristics are significant for low-selectivity institutions.
Author: Shannon Walsh
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
The purpose of the proposed study was to investigate the relationship of personal and contextual variables with the first-year experience of full-time undergraduate students during the COVID-19 pandemic. Drawing upon Astin's (1970) input-environment-output model of change, first-year students' active engagement, sense of belonging, and personal experience with COVID-19 as predictors of staying in school, college adjustment, and flourishing. Data were drawn from the Fall 2020 Student Experience Survey distributed by the Student Affairs Research and Assessment (SARA) office at a public land-grant research university. Full-time first-year students at the flagship campus were included in each analysis sample (N = 152). Multiple hypotheses were tested regarding the effect of environment on college adjustment and flourishing as well as the likelihood of first-year students staying in school during a pandemic. Sense of belonging emerged as a meaningful predictor of college adjustment and flourishing, while active engagement and personal experience with COVID-19 did not. The findings of the current study may guide recruitment and retention efforts for first-year students as well as assist student affairs professionals as they develop and implement future college transition programming.
Author:
Publisher:
ISBN:
Category : College dropouts
Languages : en
Pages : 210
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Book Description
Each fall first-year college students have met and overcome many challenges and transitions. However, one-third of first-year students who enter college in the U.S. do not return for their second-year. Making the first-year a critical juncture for students, administrators, and institutions. First-Year Seminars were created to help assist students with their transition to college and have been identified as an effective initiative to aid in first-year retention. What role do institutions play in addressing the issue of retention? Some say that those who teach the Seminars matter. The purpose of this study is to explore the relationship among Seminar characteristics and instructor type. Ultimately, the goal is to further administrators' understanding of how Seminar characteristics and who is teaching them are associated. There were statistically significant results that indicated that there were relationships among some of the Seminar program characteristics and who taught the Seminar. These results further indicated that administrators looking to enhance their first-year retention rates need to explore specific Seminar characteristics along with instructor type to better address challenges of first-year retention.
Author: Barbara F. Tobolowsky
Publisher: National Resource Center for the
ISBN: 9781889271507
Category : Education
Languages : en
Pages : 193
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Book Description
Author:
Publisher: First-Year Experience and Students in Transition University of South Carolina
ISBN:
Category : Education
Languages : en
Pages : 142
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Book Description
Since the first National Survey on Freshman Seminar Programs was conducted in fall 1988, the National Resource Center for The First-Year Experience and Students in Transition has continued to investigate, triennially, the extent to which first-year seminars are offered on college campuses across the United States. Data in this publication provide information on the number and variety of seminars; the administrative, structural, and instructional characteristics of seminars; and the goals and topics addressed by seminar content. Responses were received from 1,013 colleges and universities (overall response rate, 39.9%). Of these institutions, 749 offer some kind of freshman seminar. The monograph contains these chapters: (1) "Introduction" (Carrie W. Linder); (2) "A Historical and Theoretical Framework for the First-Year Seminar" (James S. Gahagan); (3) "Survey Results and Analyses" (Tracy L. Skipper); (4) "Program Examples" (Jessica L. Mercer); and (5) "Reflections and Recommendations" (Tracy L. Skipper). One appendix contains the survey instrument, and the other lists colleges and universities reporting first-year seminars. (Contains 88 tables.) (SLD).
