Do First-Year Seminars Improve College Grades and Retention? A Quantitative Review of Their Overall Effectiveness and an Examination of Moderators of Effectiveness

Permzadian, Vahe; Credé, Marcus

doi:10.3102/0034654315584955

Cited by 67 publications

(78 citation statements)

References 62 publications

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“…By including both assessment of student learning, and long-term data analysis, our implementation process supported previous research that indicates one of the roles of orientation is increasing awareness of the self as a learner, establishing social support networks, and increasing retention (Boening & Miller, 2005;Hunter, 2006;Jamelske, 2009;Mayhew et al, 2010;Permzadian & Credé, 2016). The significant assessment process built into the program also helped create a convincing case for dedicating increased resources to the program.…”

Section: Discussionsupporting

confidence: 52%

“…In addition, community colleges struggle to reach first year retention rates of fifty percent (Derby & Smith, 2004;Hollins, 2009;Permzadian & Credé, 2016). Community colleges have often failed to make the connection between orientation, and student retention, success, and graduation (Derby & Smith, 2004;Martin et al, 2014;Permzadian & Credé, 2016). Rather than viewing orientation as the opportunity to set students on the path to success, and impact student completion outcomes, community colleges are too often concerned that requiring participation in orientation presents an enrollment barrier for students.…”

Section: Orientationmentioning

confidence: 99%

“…Community colleges often find successfully transitioning students to college to be challenging (Fontaine, 2014;Hollins, 2009). In addition, community colleges struggle to reach first year retention rates of fifty percent (Derby & Smith, 2004;Hollins, 2009;Permzadian & Credé, 2016). Community colleges have often failed to make the connection between orientation, and student retention, success, and graduation (Derby & Smith, 2004;Martin et al, 2014;Permzadian & Credé, 2016).…”

Section: Orientationmentioning

confidence: 99%

See 2 more Smart Citations

Co-Curricular Learning and Assessment in New Student Orientation at a Community College

Sandoval-Lucero¹,

Antony²,

Hepworth³

2017

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With increased public pressure to impact student success, assess student learning and increase completion outcomes at community colleges, mandatory orientation can be an important first step on the path to success. Colleges also need to identify opportunities for assessing co-curricular learning in student affairs programs and functions. This study describes the process of implementing a mandatory new student orientation at a community college in Colorado. The program assessment included data collection at the individual student level to document student learning, and more broadly to demonstrate that the program contributed to increases in student retention outcomes and documented student learning from the beginning of the college transition process. The authors found statistically significant differences in student learning about key on boarding topics following orientation and the new student orientation also contributed to a seventeen percent increase in fall to spring retention of new students.

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Section: Discussionsupporting

confidence: 52%

Section: Orientationmentioning

confidence: 99%

Section: Orientationmentioning

confidence: 99%

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Co-Curricular Learning and Assessment in New Student Orientation at a Community College

Sandoval-Lucero¹,

Antony²,

Hepworth³

2017

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“…Previously, many FCS institutions had student life skills (SLS) courses required for DE students, but since implementing SB 1720, some colleges have eliminated the requirement. Although Permzadian and Credé (2015) found only small effect sizes on increasing first-year GPAs and first-year retention rates for similar courses, they provided recommendations for improving the courses' success. Courses should include all students, not merely those with limited academic preparedness; have faculty, as compared to undergraduate or graduate students, instruct the courses; and focus on orienting the students to college by providing the relevant college knowledge that Conley (2008) recommends.…”

Section: Recommendations For Institutional Practicementioning

confidence: 99%

Scaffolding Mathematics Remediation for Academically At-Risk Students Following Developmental Education Reform in Florida

Brower

Woods

Jones

et al. 2017

Community College Journal of Research and Practice

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The purpose of this qualitative study is to understand how educational scaffolding may explain changing patterns of student success in mathematics in the era of developmental education (DE or remediation) reform in Florida College System (FCS) institutions. Specifically, we apply the concept of scaffolding to underprepared FCS students who are at risk of dropping out or failing gateway courses (the first credit-bearing college-level class in a course sequence) because they lack the academic skills necessary to succeed in college-level coursework, particularly in mathematics. We present data from focus groups conducted at 10 FCS institutions, suggesting that a reduction of scaffolding in math remediation occurred in the areas of course sequencing, instruction, and coordination with academic support services following state-level policy changes. In light of these findings, we offer a discussion of practical recommendations for college administrators related to academic advising, instructional strategies in DE courses, coordination between developmental and college-level instructors, student success courses, and the integration of DE instruction with academic support. We also suggest directions for continued research on the effects of policy changes in the FCS and DE reform efforts across the country.

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“…Of course the instructors must also use interactive exercises and adult learning styles if boredom is to be reduced. The moves on a broader front to build first year seminars that prepare students for engaging in university studies (see Permzadian & Crede, 2015) may also assist. But our study confirmed for the current 2012-2015 psychology students in our Australian sample that class attendance in tutorials relates significantly to subject performance just as attendance at associated labs had for economics students (Adair & Swinton, 2012).…”

Section: Limitations Summary and Future Researchmentioning

confidence: 99%

Does Class Attendance Predict Academic Performance in First Year Psychology Tutorials?

Alexander¹,

Hicks²

2015

IJPS

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Student absenteeism is common across universities. Learning through attending lectures and tutorials is still expected in our technological age, though there are major changes in how information in lectures and tutorials can be transmitted via the use of iLearn and related packages, by video streaming of classes and by online technology generally. Consequently, availability of these supplementary resources and, in general terms, the issue of physical absence from classes, raises the question of whether missing class impacts on student learning. Does it matter if students attend classes or not? The aim of the current study was to assess whether student attendance in tutorials in first year subjects in psychology was associated with academic performance, that is, was attendance linked with improved performance? We took data from tutor held records on attendance and on results for article review assignments and laboratory reports for a total of 383 students who completed introductory psychology courses in classes over the years 2012-2015. The hypothesis that class attendance and performance would be significantly related was supported in 13 of the 14 class relationships examined separately, and, in the class that was the exception the correlation was in the expected direction. These results suggest that attending class continues to have a positive impact on student learning in this technological age. The limitations of the current study are discussed as are implications regarding instructor resource applications and/or compulsory class attendance policies.

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Do First-Year Seminars Improve College Grades and Retention? A Quantitative Review of Their Overall Effectiveness and an Examination of Moderators of Effectiveness

Cited by 67 publications

References 62 publications

Co-Curricular Learning and Assessment in New Student Orientation at a Community College

Co-Curricular Learning and Assessment in New Student Orientation at a Community College

Scaffolding Mathematics Remediation for Academically At-Risk Students Following Developmental Education Reform in Florida

Does Class Attendance Predict Academic Performance in First Year Psychology Tutorials?

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