Knowledge and Community: The Effect of a First-Year Seminar on Student Persistence

Abstract

This study explores the effects of an academic seminar on the persistence of first-year college students, including effects on students most at risk of dropping out. A secondary interest was demonstrating the utility of using classification and regression tree analysis to identify relevant predictors of student persistence. The results of the study showed that persistence rates improved for all students who took the seminar and, most importantly, that the persistence rate for higher-risk students showed double the improvement of that of lower-risk students. Results also suggest that changes in student perception of the value of a college education and engagement in classroom discussion are factors for improving the persistence of higher-risk students.

Course Redesign: Implementing Project-Based Learning to Improve Students’ Self-Efficacy

“…With that regard, recent empirical evidence has demonstrated that FYSs effectively promoted students' GPA within the first semester (Karp et al, 2017;Swanson et al, 2017) and first year (Permzadian & Crede, 2016). In terms of retention, most evidence has been produced for course effects on improving students' progress to second semester (Karp et al, 2017;Vaughan et al, 2014), second year (Cambridge-Williams, 2013;Karp et al, 2017;Pittendrigh et al, 2016;) and third year (Swanson et al, 2017).…”

Making Major Decisions

“…A growing literature base explores the role of first-year seminars, considered high-impact practices, in supporting a positive transition to college, helping institutions meet retention goals, and providing students with resources and opportunities they may not otherwise receive (Jaijairam, 2016;Kuh, 2008). For example, Pittendrigh et al (2016) found that persistence increased for students who took an FYS and doubled for students considered high-risk. Although support for FYS courses across higher education is strong, Porter and Swing (2006) found that influence on student persistence is dependent on course content and the skills students feel like they gain from it.…”

Why do students leave university? Qualitative research at an Italian higher education institution

“…Peers also provide psychological support when anxiety, frustration and doubts emerge. Following Tinto's social integration model; education institutions vary in terms of support to meaningful social contacts among students (Pittendrigh et al, 2016;Yorke & Longden, 2004). Focus groups revealed that lectures with many students, the typical form of university teaching in Italy, made it difficult for some students to socialise with their peers.…”

“…Similarly, Davies and Elias (2003) point out that Tinto's model does not account well for how students experience teaching and learning. Lecture size and interactions with teachers are key factors for the overall satisfaction of students with the programme they have chosen (Pittendrigh, Borkowski, Swinford, & Plumb, 2016; Tinto, 1997).…”