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

• 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
• ISSN: 1521-0251; 1541-4167
• DOI: 10.1177/1521025115579673

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.