First-Year Experience:

Abstract

In 2007 Southern Connecticut State University initiated a comprehensive First-Year Experience program to promote student engagement, improve academic competencies, and boost retention rates. The program included a revamped orientation, mandatory learning communities, increased academic support, and increased campus involvement. While all students participated in these components, only 50 percent of students were enrolled in a first-year seminar. Seminar participants demonstrated significantly higher rates of retention, higher GPAs, and more credits earned than nonseminar students. These effects were still evident after three years. This study identified a psychological-educational factor—future orientation—as an important factor for explaining the difference in outcomes.

A Quasiexperimental Analysis of First-Year Seminar Outcomes at a Large University

“…In one early study, Belcheir (1997) found higher retention and improved GPA for fall 1995 FYS participants compared with controls, but GPA effects disappeared over time. Other research also used the quasi-experimental approach and found higher GPA for FYS students compared with controls (Ben-Avie et al, 2012;Jamelske, 2009;Karp et al, 2017;Klatt & Ray, 2014;Shao et al, 2010;Shoemaker, 1995;Tampke & Durodoye, 2013;van Herpen et al, 2020;Vaughan et al, 2014;Wang et al, 2012). Subgroups, such as STEM-only students, had a higher first-term GPA for those that participated in an FYS (Ward et al, 2020).…”