Impact on Freshmen Retention of Orientation Course Content: Proposed Persistence Model

This study examined the effectiveness of different topics/activities included in a freshman orientation course in enhancing the students' perception of their successful adjustment to college life and the impact of these subjects on the student level of persistence. The results support the Tinto...

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Bibliographic Details
Published in:Journal of college student retention : Research, theory & practice theory & practice, 2004, Vol.5 (3), p.305
Main Authors: Davig, William B, Spain, Judith W
Format: Article
Language:English
Subjects:
Academic Persistence
Adjustment
College campuses
College Freshmen
College students
Colleges & universities
Course Content
Curriculum development
Educational research
Higher education
Nontraditional students
Program Effectiveness
Research Design
Schematic Studies
School Holding Power
School Orientation
Seminars
Sensitivity Training
Social Networks
Student Adjustment
Student Attitudes
Student Attrition
Student retention
Theory
Topics
Undergraduate Students
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Summary:This study examined the effectiveness of different topics/activities included in a freshman orientation course in enhancing the students' perception of their successful adjustment to college life and the impact of these subjects on the student level of persistence. The results support the Tinto stage model of persistence since the elements of the orientation course most highly correlated to persistence were topics and activities dedicated to: 1) the development of strong social networks (with both faculty and students) and 2) integration into the institution. Results also suggest that certain topics/activities should be included in orientation courses in order to help students become more effective in dealing with their external relationships as specified in the Astin attrition model. Specifically, results indicate that if a student did not have exposure to study skills, advising information, curriculum planning, group activities, and campus tours, they were less likely to re-enroll. (Contains 4 tables.)
ISSN:1521-0251
1541-4167