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ERIC Number: EJ1096225
Record Type: Journal
Publication Date: 2016-May
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1521-0251
Using Multiple Sources of Data to Gauge Outcome Differences between Academic-Themed and Transition-Themed First-Year Seminars
Zerr, Ryan J.; Bjerke, Elizabeth
Journal of College Student Retention: Research, Theory & Practice, v18 n1 p68-82 May 2016
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Dakota
Identifiers - Assessments and Surveys: ACT Assessment; National Survey of Student Engagement
Grant or Contract Numbers: N/A