Lafferty, Kaye 1964-, "The impact of participation in a first-year seminar on increased usage of campus resources, academic and social integration and first-to-second-semester persistence at a two-year community and technical college." (2015). Eric, you are truly the APA king and I will be forever grateful to you for all your writing and editing advice.I will be forever thankful for Dr. Suzette Scheuermann's positive optimism and passion, insightful discussions, and suggestions. Her enthusiasm is truly contagious. Dr.Scheuermann, I will cherish you and all you have done for me during this dissertation journey. You have sacrificed many hours of your life to help me accomplish my goal.Words cannot express the gratitude that I have for you. Please continue to be a supporter to doctoral students as they embark on this long journey. I hope this is the beginning of many special future working opportunities coming our way together. Student attrition has been a focus of college administrators for many years and will remain a critical concern for higher education (Bean, 1985; Tinto, 1987). The problem of student attrition is more severe at community colleges than at four-year institutions (Andreu, 2002;Lundberg, 2002;McCabe, 2000). Many institutions are implementing first-year seminar programs to increase persistence during the first year of college. The purpose of this study was to ascertain whether participating in a first-year seminar course will increase a student's academic engagement and attachment to the environment, usage of campus resources and participation in campus events, use of the counseling center, and commitment to complete, as well as decrease outside barriers compared to students that do not participate in a first-year seminar course. This study utilized the theoretical frameworks from Tinto's (1993) student integration model, Bean benefits from the first-year seminar than Caucasian students and that greater benefits were reported by full-time students and older students (>25) than part-time and younger students (18-25). Limitations, implications for practice, and recommendations for future study are presented.