First-Year Seminars

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Material Information

Title:
First-Year Seminars The Impact on Academic Engagement, Social Engagement, Grade Point Average, and Discipline Persistence
Physical Description:
1 online resource (107 p.)
Language:
english
Creator:
Ehlers, Karen Janine
Publisher:
University of Florida
Place of Publication:
Gainesville, Fla.
Publication Date:

Thesis/Dissertation Information

Degree:
Doctorate ( Ed.D.)
Degree Grantor:
University of Florida
Degree Disciplines:
Higher Education Administration, Human Development and Organizational Studies in Education
Committee Chair:
SANDEEN,CARL A
Committee Co-Chair:
TYREE,LAWRENCE W
Committee Members:
CAMPBELL,DALE FRANKLIN
LINDNER,ANGELA S

Subjects

Subjects / Keywords:
attrition -- engagement -- first-year -- freshmen -- fye -- persistence -- retention -- seminar
Human Development and Organizational Studies in Education -- Dissertations, Academic -- UF
Genre:
Higher Education Administration thesis, Ed.D.
bibliography   ( marcgt )
theses   ( marcgt )
government publication (state, provincial, terriorial, dependent)   ( marcgt )
born-digital   ( sobekcm )
Electronic Thesis or Dissertation

Notes

Abstract:
While students fail to persist at all points within a college career, researchers agree that the first year in college is the most critical to student success and retention. Therefore, institutions must be enterprising and strategic in the creation of first-year experience programming to ensure students assimilate into their academic and social cultures and achieve success. Institutional innovations, specifically first-year seminars, have become one of the most prominent mechanisms in first-year experience programming. Although previous first-year seminar research demonstrates positive impacts student success, retention and persistence, how or why a particular first-year seminar may influence those outcomes remains somewhat of a mystery. In particular, there has been little research conducted on the impact of first-year seminar structure, specifically format, type, and content. This study examined the impact of first-year seminar type on college students' success comparing two different seminars types offered within the same institution. Four outcomes were identified for measures of student success, i.e. student learning outcomes. Using the First Year Initiative (FYI) Assessment, the outcomes of academic engagement and social engagement were measured. In addition, student record data measured changes in grade point average and discipline persistence. A regression model, univariate general linear model (GLM), did not reveal differences between the two first-year seminar types in academic engagement, social engagement, grade point average, or discipline persistence. However, in the predictive model, race resulted in a significant effect on social engagement score, and those findings suggest that the impact of first-year seminars on student outcomes may not be the same for all students. Consequently, the structure of a first-year seminar may not impact all student groups equally.
General Note:
In the series University of Florida Digital Collections.
General Note:
Includes vita.
Bibliography:
Includes bibliographical references.
Source of Description:
Description based on online resource; title from PDF title page.
Source of Description:
This bibliographic record is available under the Creative Commons CC0 public domain dedication. The University of Florida Libraries, as creator of this bibliographic record, has waived all rights to it worldwide under copyright law, including all related and neighboring rights, to the extent allowed by law.
Statement of Responsibility:
by Karen Janine Ehlers.
Thesis:
Thesis (Ed.D.)--University of Florida, 2014.
Local:
Adviser: SANDEEN,CARL A.
Local:
Co-adviser: TYREE,LAWRENCE W.
Electronic Access:
RESTRICTED TO UF STUDENTS, STAFF, FACULTY, AND ON-CAMPUS USE UNTIL 2014-11-30

Record Information

Source Institution:
UFRGP
Rights Management:
Applicable rights reserved.
Classification:
lcc - LD1780 2014
System ID:
UFE0046654:00001