Published in partnership with the Washington Center for Improving the Quality of Undergraduate EducationFirst-year seminars and learning communities are two of the most commonly offered high-impact practices on U.S. campuses. The goals of these initiatives are similar: helping students make connections to faculty and other students, improving academic performance, and increasing persistence and graduation.
The present study investigated whether undeclared students at a mid-sized public research university in the USA represent a higher risk than their declared peers, as well as whether participation in a first-year seminar (FYS) minimizes these risks.
The high-school-to-college transition can be difficult as students are adapting to a multitude of academic and social changes simultaneously. The University of Wyoming has created a first-semester program targeted at development of student skills for at-risk students using paired first-year seminar classes.
The first-year seminar Why Are We Here? Student Culture and the Problem of College (WAWH) helps high-achieving students become motivated agents in their education by changing attitudes toward themselves, college, and their roles as students.
This research examined the effects of a first-year seminar course redesign on promoting students' self-efficacy. By implementing a project-based approach in the course curriculum, the study investigated if, and to what extent, did such redesign improve student belief in their ability to master course-related outcomes.
This chapter draws from national data to explore unique attributes of first-year seminars in community college contexts as well as high-impact practices that are often connected to them. Findings point to areas of opportunity for practice and directions for future research to better understand how community colleges can be poised to meet the increasing number of demands to support student success in effective ways.
The present study investigated whether undeclared students at a mid-sized public research university in the USA represent a higher risk than their declared peers, as well as whether participation in a first-year seminar (FYS) minimizes these risks. Findings indicate undeclared students may be at higher risk than their declared counterparts and participation in a research-based academic FYS improved academic outcomes for these students.
First-year seminars are frequently designed to help students adjust to and succeed in college. Although considerable literature has explored this topic, many previous studies may have notable problems with self-selection, since students who choose to participate are likely more motivated academically than those who do not. Therefore, this study used quasi-experimental analyses within a large, longitudinal, multi-institutional dataset to explore the link between seminar participation and several student success outcomes.
