University 100 Orientation Courses and Living-Learning Communities Boost Academic Retention and Graduation via Enhanced Self-Efficacy and Self-Regulated Learning

Cambridge-Williams, Tiffany; Winsler, Adam; Kitsantas, Anastasia; Bernard, E

doi:10.2190/cs.15.2.f

Cited by 44 publications

(50 citation statements)

References 19 publications

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“…Students also use these settings to talk about transition concerns and ways to manage academics as well as social aspects of the undergraduate student experience. These living-learning programs are often supported by institutional staff and faculty members who serve as mentors (Cambridge-Williams, Winsler, Kitsantas, & Bernard, 2013). In addition, students are expected to benefit from peer mentoring in these communities, as discussed later in this chapter.…”

Section: Program Form and Structurementioning

confidence: 99%

Mentoring Undergraduate Students

Crisp¹,

Baker²,

Griffin³

et al. 2017

ASHE Higher Education Report

103

142

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Section: Program Form and Structurementioning

confidence: 99%

Mentoring Undergraduate Students

Crisp¹,

Baker²,

Griffin³

et al. 2017

ASHE Higher Education Report

103

142

View full text Add to dashboard Cite

“…Recent studies that have explored the impact on student GPA and retention are Winnie (2012), Berry (2014), Vaughan et al (2014), and Newman (2016). Some other studies (Williford et al, 2001;Lang, 2007;Cambridge-Williams et al, 2013;Miller and Lesik, 2014) have found that seminar participation increased student retention and graduation rates. Overall, therefore, most research has reported a positive impact on student performance and retention from first-year seminars.…”

Section: General Attitudes Toward Higher Educationmentioning

confidence: 91%

Impact of first-year seminar on student engagement, awareness, and general attitudes toward higher education

Al-Sheeb¹,

Abdulwahed²

2018

JARHE

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Purpose-This study intends to add to the existing body of literature on the impact of a newly implemented first year seminar in the College of Law and Business. The purpose of this paper is to evaluate the effects the course have on students in regard to three aspects: student awareness and utilization of resources, interaction patterns, as well as, general interests and attitudes toward higher education. Design/methodology/approach-The methodology of the assessment included analysis of a survey that has been conducted by the end of Spring 2014 semester. A quasi-experimental design was implemented to measure the impact of the intervention on students' awareness and utilization of resources, interactions, general interests, and attitudes toward higher education. Through the SPSS application, the Mann Whitney U Test, and χ 2 tests were used to check for significant differences while comparing the means or frequencies for both groups. For the three questions, the authors have used the 90 percent confidence level and the standard significance level p-value of 0.05 or less for statistical analysis. Findings-The results indicated that the course had a highly significant positive impact on student attitudes and awareness of campus resources but had less significant impact on student interactions and utilization of resources. The results in this study reveal a positive impact for the first-year seminar course on student satisfaction and attitudes toward higher education as well as their awareness of campus resources. However, in terms of the course impact on student interaction, results conveyed that students who have participated in the first-year seminar course show a slightly better interaction rate with instructors, academic advisors, and close friends than those in the control group. Research limitations/implications-The main limitation of this study was that the sample was small. Nonetheless, it has provided valuable insights into the understanding of the social and academic impact of first-year seminars on student engagement; through the use of comparison groups, this study increased the validity of prior research. Practical implications-The first-year seminar course evaluated in this study demonstrated the potential to support and enhance student social and academic engagement during the first year of college. Based on the results in this study, the study team recommended some revisions to the current first-year seminar model (UNIV P100 Skills for University Success). The team proposed three models for subsequent first-year seminars at this university. Originality/value-This study adds to the existing literature by examining the impact of a newly implemented first-year seminar course at the College of Law and Business at this university on both academic and non-academic aspects from the students' perspective. These aspects were selected as retention and GPA effects have been widely explored; therefore, the focus is on the less studied emotional and social factors

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“…For some universities, FYS courses were most effective in either improving 4-year graduation rates (McGrath & Burd, 2012;Miller & Lesik, 2014;Schnell, Louis & Doetkott, 2003) or enhancing degree attainment within 5-years (Cambridge-Williams, Winsler, Kitsantas & Bernard, 2013;McGrath & Burd, 2012;Noble, Flynn, Lee & Hilton, 2007, Schnell, Louis & Doetkott, 2003. For other institutions, however, positive course effects were recorded for 4, 5, and 6-year graduation rates simultaneously (Lang, 2007;Starke, Harth, & Sirianni, 2001;Tuckman & Kennedy, 2011;Williford, Chapman, & Kahrig, 2001).…”

Section: Metric 2: Four Year Ftic Graduation Ratementioning

confidence: 99%