Quantitative Evaluation of a First Year Seminar Program: Relationships to Persistence and Academic Success

• Published in: Journal of college student retention : Research, theory & practice Vol. 16; no. 4; pp. 593 - 606
• Main Authors: Jenkins-Guarnieri, Michael A, Horne, Melissa M, Wallis, Aaron L, Rings, Jeffrey A, Vaughan, Angela L
• Format: Journal Article
• Language: English
• Published: SAGE Publications 01.02.2015
• Subjects: Academic Achievement; Academic Persistence; Correlation; Critical Reading; First Year Seminars; Grade Point Average; Intervention; Multiple Regression Analysis; Outcomes of Education; Statistical Analysis; Student Motivation; Study Habits; Time Management; Undergraduate Students; United States (Rocky Mountain States)
• ISSN: 1521-0251; 1541-4167
• DOI: 10.2190/CS.16.4.f

In the present study, we conducted a quantitative evaluation of a novel First Year Seminar (FYS) program with a coordinated curriculum implemented at a public, four-year university to assess its potential role in undergraduate student persistence decisions and academic success. Participants were 2,188 first-year students, 342 of whom completed the FYS program designed to develop cognitive variables associated with student outcomes such as motivation and commitment to the university, as well as practical skills such as time management, critical reading, and study strategies. Results from two sequential logistic regression models suggested that participation in this FYS program was associated with increases in the odds of persisting and being in good academic standing, even after controlling for relevant background characteristics. These results suggest that FYS interventions may be effective interventions for improving student outcomes. Important implications for practice and further research are discussed.