scholarly journals First-Year Seminars: A Comparison of Course Characteristics and High Impact Practices at Two-Year Colleges

2019 ◽  
Vol 2 (Volume 2, Issue 1) ◽  
pp. 25-34
Keyword(s):  
College Students ◽  
Contemporary Literature ◽  
High Impact ◽  
Underprepared Students ◽  
First Year ◽  
Academically Underprepared ◽  
Two Year Colleges ◽  
Course Characteristics ◽  
First Year Seminars ◽  
First Year Seminar

Contemporary literature underscores the salience of First-Year seminars (FYS) in supporting the success of college students. The problem is that the research outlining the characteristics of FYS at two-year colleges is sparse, particularly when certain populations are required to enroll in these courses. There is little information about how these seminars vary to meet the needs of certain students. This study examined the characteristics of FYS at two-year institutions where academically underprepared students were required to enroll in a first-year seminar. The results and implications for practice are discussed in this study.

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

2018 ◽  
Vol 10 (1) ◽  
pp. 15-30 ◽  
Author(s):  
Bothaina A. Al-Sheeb ◽  
Mahmoud Samir Abdulwahed ◽  
Abdel Magid Hamouda
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Positive Impact ◽  
First Year ◽  
Content Type ◽  
College Of Law ◽  
First Year Seminars ◽  
Campus Resources ◽  
The Impact ◽  
First Year Seminar

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 χ2 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 associated with student success and retention. The results from this study can act as a guide for universities intending to introduce a first-year seminar course as it gives clear guidelines on design, content, and course implementation, which can be useful in enhancing general student motivation and attitudes toward academic study and higher education in general.

scholarly journals A Proposed Plan to Implement Core Competencies and High-Impact Educational Practices in Saudi Universities in Light of The Experiences of Some International Universities

2021 ◽  
Vol 14 ◽  
pp. 223-240
Author(s):  
Hisham Saad Zaghloul ◽  
Jehan Abd-Alwahab Alandejani ◽  
Yousef Khader Sanajlawe
Keyword(s):  
Teaching And Learning ◽  
Undergraduate Research ◽  
Core Competencies ◽  
High Impact ◽  
First Year ◽  
Educational Practices ◽  
Survey Analysis ◽  
Indiana University ◽  
First Year Seminars ◽  
The Impact

Although first-year seminars and experiences have been widely considered as a high-impact educational practice, which is used to enhance academic performance, retention, and acquisition of critical 21st Century outcomes, first-year seminars and experiences tend to be loosely defined and assessed in prior studies to highlight its importance in improving the education process as a whole; therefore, this study aims to assess the impact of highimpact educational practices (HIEPs) in preparatory years in Saudi Arabia and international universities, then proposing a plan for efficiently implementing HIEPs in higher education institutions. To achieve that, case-based analysis and the survey analysis method were used wherein qualitative examination of practices in University of California and Indiana University and quantitative assessment of (130) faculty members and students’ perception of Northern Border University was conducted. Case analysis revealed that international universities implement practices suited for their institution and not the stated one i.e., Health Professional Advising Center, undergraduate research programs, or Capital academic internship program in University California, while undergraduate research, service-learning practices, or learning community in Indiana University. Survey analysis on the other hand stated that consisting of the above (20_ years respondents, implementation of core competencies and HIEPs helps in exploring relevant issues and controversies, linking of knowledge and skills, and better students and faculty bond which raise teaching and learning experience. Results revealed that core competencies and HIEPs have a significant influence on the teaching and learning outcomes. As result, an efficient implementation the plan is proposed to activate HIEPs and core competencies in the preparatory year at Saudi universities.

The Impact of Clustering First Year Seminars with English Composition Courses on New Students' Retention Rates

2001 ◽  
Vol 3 (2) ◽  
pp. 137-152 ◽  
Author(s):  
Jennifer L. Crissman
Keyword(s):  
Retention Rates ◽  
English Composition ◽  
Future Research ◽  
First Year ◽  
Independent College ◽  
Composition Course ◽  
New Students ◽  
First Year Seminars ◽  
The Impact ◽  
First Year Seminar

Research has shown that two effective programs that positively impact upon new students' retention are first year seminars and clustering two or more academic courses together. This article discusses the results of one institution's approach to increasing student retention. The study analyzed the impact of clustering a first year seminar with an English composition course on new students' retention rates at a small, independent college in the northeast. The study, using multivariate regression models, showed no statistical difference in retention rates between students taking a clustered first year seminar and students taking a nonclustered first year seminar. This article discusses reasons that may account for the inconsistency with the literature, and closes with implications of the study and future research ideas.

First Year Seminars Produce Long-Term Impact

2003 ◽  
Vol 4 (4) ◽  
pp. 377-391 ◽  
Author(s):  
Carolyn A. Schnell ◽  
Curt D. Doetkott
Keyword(s):  
Student Retention ◽  
Comparison Group ◽  
First Year ◽  
Comparison Groups ◽  
First Year Seminars ◽  
Long Term Impact ◽  
Matched Comparison ◽  
First Year Seminar ◽  
Insight Into

In an effort to provide insight into a strategy for increasing student retention, students enrolled in a first year seminar were paired with a matched comparison group, and retention of the 1,853 students in the two groups was compared over a period of four years. Results indicated significantly greater retention over a period of four years for students enrolled in the seminar. Review of the literature indicates that while such seminars are gaining in popularity, longitudinal studies of their effectiveness using matched comparison groups are lacking. In addition to expanding the research base of the first year seminars, this article also presents the background of the seminar and studies regarding the first year seminar that are relevant to retention.

scholarly journals Everyone is Responsible for Everything: Corequisites and the First-Year Seminar

2020 ◽  
Vol 2 (Volume 2, Issue 2) ◽  
pp. 9-19
Keyword(s):  
Student Support ◽  
South Texas ◽  
Underprepared Students ◽  
First Year ◽  
State Legislation ◽  
First Year Seminar

Following state legislation mandating corequisite support in lieu of remedial prerequisites for underprepared students, this article tells the story of a specific corequisite program piloted in South Texas. Our model transformed certain sections of our institution􏰀s first-year seminar into corequisite courses, which were paired with required gateway classes. We argue, this model helped to extend existing networks of student support beyond classrooms and beyond advising.

scholarly journals Prioritizing Reflection and Integrative Learning in First-Year Seminar Courses

2018 ◽  
Vol 25 (2) ◽  
Author(s):  
Dianna Z. Rust ◽  
Ryan Korstange
Keyword(s):  
College Students ◽  
Academic Skills ◽  
Transition To College ◽  
First Year Experience ◽  
First Year ◽  
Integrative Learning ◽  
First Year Retention ◽  
College Learn ◽  
First Year Seminar

First-Year Seminar (FYS) or First-Year Experience (FYE) courses help college students transition to college, learn valuable academic skills, and create successful habits. This research analyzes the benefit of reorganizing FYS curriculum around reflection and integrative learning, by comparing students who participated in this redesigned curriculum with those who participated in a skills-based, extended orientation first-year seminar course. The two groups were compared on several measures, including perception about the utility of reflective and integrative thinking, first year retention, and first year GPA. Our findings suggest that prioritizing reflection and integrative learning in a FYS seminar is beneficial.

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