Using Multiple Sources of Data to Gauge Outcome Differences Between Academic-Themed and Transition-Themed First-Year Seminars

Students in two different types of first-year experience seminar courses at a moderately sized public university were compared using a large variety of measures—both direct and indirect. One of these first-year experience types was a three-credit academic-themed course offered in sections with varia...

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Bibliographic Details
Published in:Journal of college student retention : Research, theory & practice theory & practice, 2016-05, Vol.18 (1), p.68-82
Main Authors: Zerr, Ryan J., Bjerke, Elizabeth
Format: Article
Language:English
Subjects:
ACT Assessment
College Entrance Examinations
College Freshmen
College Seniors
Comparative Analysis
First Year Seminars
Focus Groups
Grade Point Average
Learner Engagement
Mixed Methods Research
National Survey of Student Engagement
National Surveys
North Dakota
Outcomes of Education
Qualitative Research
School Holding Power
State Universities
Statistical Analysis
Student Attitudes
Student Surveys
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Summary:Students in two different types of first-year experience seminar courses at a moderately sized public university were compared using a large variety of measures—both direct and indirect. One of these first-year experience types was a three-credit academic-themed course offered in sections with variable content; the other was a two-credit transition-themed course. In terms of direct measures such as retention to the second year, first-year grade point average, and number of earned credits during the first year, no significant differences were found. The academic-themed seminar did rate significantly better according to certain indirect measures related to academic engagement. These quantitative findings were consistent with qualitative information obtained from focus groups conducted with the students in the academic-themed seminar. The overall picture from across the data sources suggests that students were realizing a greater benefit from the academic-themed first-year seminar.
ISSN:1521-0251
1541-4167
DOI:10.1177/1521025115579673