Effectiveness of freshman seminars

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EFFECTIVENESS OF EFFECTIVENESS OF FRESHMAN SEMINARSFRESHMAN SEMINARS

AND FIRST-YEAR AND FIRST-YEAR PROGRAMSPROGRAMS

ON STUDENT ON STUDENT RETENTIONRETENTION

Thesis Proposal DefenseThesis Proposal DefensePRESENTER: DEBRA JOHNSONPRESENTER: DEBRA JOHNSON

ADVISOR: DR. DAVID ROBINSONADVISOR: DR. DAVID ROBINSON

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CONTENTSCONTENTS

I.I. INTRODUCTIONINTRODUCTION

II.II. PURPOSES OF THE STUDYPURPOSES OF THE STUDY

III.III. RESEARCH QUESTION & RESEARCH QUESTION &

IV.IV. RESEARCH HYPOTHESISRESEARCH HYPOTHESIS

V.V. LITERATURE REVIEWLITERATURE REVIEW

VI.VI. METHODOLOGYMETHODOLOGY

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INTRODUCTIONINTRODUCTION

Background of the StudyBackground of the Study

Retaining students has always been important Retaining students has always been important to institutions of higher education to institutions of higher education (Henderson, 1998; Rudolph, 1990/1962; (Henderson, 1998; Rudolph, 1990/1962; Thelin, 2004). Thelin, 2004).

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BackgroundBackground

With the development of enrollment With the development of enrollment management as a distinct discipline management as a distinct discipline over the past 30 years, scholarly over the past 30 years, scholarly contributions to understanding contributions to understanding retention have grown. (Henderson, retention have grown. (Henderson, 2001)2001)

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introductionintroductionBackgroundBackground One approach to increasing retention is the One approach to increasing retention is the

first-year seminar.first-year seminar.

Introduced by John Gardner at the University Introduced by John Gardner at the University of South Carolina in 1972 as “University of South Carolina in 1972 as “University 101”101”

Adopted by 95% of America’s colleges and Adopted by 95% of America’s colleges and universities (Barefoot, 2002) (Cited by universities (Barefoot, 2002) (Cited by Pascarella & TerenziniPascarella & Terenzini, 2005), 2005)

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introductionintroduction

BackgroundBackground

During the same time, external and internal During the same time, external and internal pressures have intensified the need for pressures have intensified the need for practical ideas for improving retention practical ideas for improving retention rates (Hossler, Ziskin, Moore, & rates (Hossler, Ziskin, Moore, & Wakhungu, 2008).Wakhungu, 2008).

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Statement of the problemStatement of the problem

Studies of college student Studies of college student retention/attrition are based on data from retention/attrition are based on data from four-year residential colleges or four-year residential colleges or universities (Web, 1988).universities (Web, 1988).

Retaining a student is fundamental to the Retaining a student is fundamental to the ability of an institution to carry out its ability of an institution to carry out its missionmission

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Statement of the problemStatement of the problem

There is a significant fiscal impact:There is a significant fiscal impact: Loss of tuitionLoss of tuition Loss of majors in some departmentsLoss of majors in some departments Loss of highly trained individuals to enter Loss of highly trained individuals to enter

the workforce or perform civic dutiesthe workforce or perform civic duties Symbolic failure of an institution to Symbolic failure of an institution to

achieve its purpose (National Center for achieve its purpose (National Center for Education Statistics,2001) .Education Statistics,2001) .

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Purpose for the studyPurpose for the study

To examine the To examine the effectiveness effectiveness of freshman of freshman seminars and first-year programs on the seminars and first-year programs on the persistencepersistence and and retention retention of freshman of freshman students to their sophomore yearstudents to their sophomore year

To determine if there is a To determine if there is a correlationcorrelation between freshman seminars and first-year between freshman seminars and first-year programs on student retention and programs on student retention and persistence persistence

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Research QuestionResearch Question ““What are the correlation of freshman What are the correlation of freshman

seminars and first-year experiences on seminars and first-year experiences on student persistence and retention?”student persistence and retention?”

Research HypothesisResearch Hypothesis

““Students who participate in freshman Students who participate in freshman seminars and first-year experiences tend to seminars and first-year experiences tend to persist to the sophomore year.”persist to the sophomore year.”

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Literature reviewLiterature review

Theoretical Framework

Student AttributesAffecting Persistence

Review of Empirical Literature First-Year Experiences

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Literature reviewLiterature reviewTinto’s Theory of Student DepartureTinto’s Theory of Student Departure

The “failure to negotiate the rites of The “failure to negotiate the rites of passage” (Cited in Braxton, Elkin, & James, passage” (Cited in Braxton, Elkin, & James, 2000, p. 251)2000, p. 251)

Unsuccessful negotiation:Unsuccessful negotiation: the individual the individual fails to become integrated into the fails to become integrated into the intellectual and/or social structure of the intellectual and/or social structure of the institution (Boyle, 1989)institution (Boyle, 1989)

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Tinto (1993) states students must go through Tinto (1993) states students must go through Three stages as they enter college:Three stages as they enter college:

SeparationSeparation -occurs prior to and at the outset of the college experience in both the academic and social system. Students must separate themselves from membership in communities of the past, such as family, friends, high school, and local areas of residence.

Transition –Students must pass through or transition themselves into the social environment.

Incorporation –The process of student persistence Students is similar to becoming incorporated into the life of human communities. This stage ultimately influences the student departure decision

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LITERATURE REVIEWLITERATURE REVIEW

Astin’s Theory of Student InvolvementFirst PostulateFirst Postulate::

The amount of physical and The amount of physical and psychological energy that the student psychological energy that the student devotes to the academic experience devotes to the academic experience (Astin, 1984).(Astin, 1984).

Refers to what the student actually Refers to what the student actually does, rather than he student’s does, rather than he student’s feelings or thoughts.feelings or thoughts.

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Literature reviewLiterature review Second PostulateSecond Postulate

Involvement occurs along a continuumInvolvement occurs along a continuum

Different students manifest different Different students manifest different degrees of involvement in a given objectdegrees of involvement in a given object

Third PostulateThird Postulate

Involvement has both qualitative (whether Involvement has both qualitative (whether the student reviews and comprehends the student reviews and comprehends reading assignments, or stares at books) reading assignments, or stares at books) and quantitative features (how many and quantitative features (how many hours the student spends studying). hours the student spends studying).

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Fourth Postulate:Fourth Postulate:The amount of student learning and The amount of student learning and

personal development associated with any personal development associated with any educational program is directly educational program is directly proportionalproportional

Fifth PostulateFifth PostulateThe effectiveness of any educational policy The effectiveness of any educational policy

or practice is directly related to the or practice is directly related to the capacity of that policy or practice to capacity of that policy or practice to increase student involvementincrease student involvement

(Astin, 1984)(Astin, 1984)

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Literature review

Student Student Attributes Attributes Affecting Affecting

PersistencePersistence Nontraditional Nontraditional

StudentsStudents First Generation First Generation

StudentsStudents GenderGender Full-time/Part-time Full-time/Part-time

StudentsStudents Race/EthnicityRace/Ethnicity

Takes 12 or Takes 12 or More hoursMore hours

Takes less thanTakes less than12 hours12 hours

More womenMore womenattending attending

CollegeCollegethan menthan men

25 Years 25 Years or olderor older

First in familyFirst in familyTo attend To attend

collegecollege

46% of total 46% of total Student populationStudent populationWill be students ofWill be students of

colorcolor

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Literature reviewLiterature reviewReview of Empirical Review of Empirical

LiteratureLiterature Astin’s (1993) 4-year Astin’s (1993) 4-year

longitudinal study found longitudinal study found the only variable that had the only variable that had positive effects on positive effects on student outcome was a student outcome was a “true core curriculum” “true core curriculum” where students took the where students took the same courses. same courses.

Findings indicated that Findings indicated that particular courses which particular courses which included different general included different general education courses had no education courses had no significant effect on a significant effect on a wide range of wide range of educational outcomes.educational outcomes.

College experience College experience variable having the variable having the most significant most significant impact on students’ impact on students’ educational educational development was the development was the frequency of frequency of student-student-student student and and student-student-faculty interaction.faculty interaction.(Astin, 1993).(Astin, 1993).

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Review of Empirical Review of Empirical LiteratureLiterature

Effective academic Effective academic advising is an advising is an important important institutional factor institutional factor influencing student influencing student retention (Beal & retention (Beal & Noel, 1980; Tinto, Noel, 1980; Tinto, 2002).2002).

High quality High quality advising had advising had significant but significant but indirect effect on indirect effect on retention through retention through increased student increased student satisfaction, higher satisfaction, higher GPAs, and a GPAs, and a decreased intent decreased intent to leave.to leave.

(Metzer, 1989).(Metzer, 1989).

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Literature reviewLiterature reviewReview of Empirical LiteratureReview of Empirical Literature

Mohr, Eiche, and Sedlaeck (1989) found students’ Mohr, Eiche, and Sedlaeck (1989) found students’ negative perceptions of advising and teaching to negative perceptions of advising and teaching to significant predictors of dropout among college significant predictors of dropout among college students.students.

Direct impact of receiving aid toward a bachelor’s Direct impact of receiving aid toward a bachelor’s degree is marginal. When financial aid and work-degree is marginal. When financial aid and work-study is combined with grant-aid, it has a positive study is combined with grant-aid, it has a positive and direct and positive impact on persistence (Perna, and direct and positive impact on persistence (Perna, 1998) .1998) .

Cabrea, Nora, and Castaneda (1992) found that Cabrea, Nora, and Castaneda (1992) found that having financial aid helps students fit into the having financial aid helps students fit into the academic and social setting of the institution, thus academic and social setting of the institution, thus influencing students’ commitment to stay in college.influencing students’ commitment to stay in college.

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Literature review

First-Year First-Year ExperiencesExperiences

Freshman Orientation

Primary Purpose of Primary Purpose of Orientation:Orientation:

To ease the transition to To ease the transition to college and to the college and to the components of the components of the environmentenvironment

Give them information Give them information necessary to explore the necessary to explore the environment and discover environment and discover how it can meet their needs how it can meet their needs

(Titley, 1985)(Titley, 1985)

Orientation programs prior to Orientation programs prior to enrolling and during the first enrolling and during the first year of college, prepares year of college, prepares students, meets their needs for students, meets their needs for adjustment to college life adjustment to college life (Brophy, 1984) (Brophy, 1984)

Retention rates of students Retention rates of students enrolled in an orientation enrolled in an orientation course is higher than for course is higher than for students who do not enroll in students who do not enroll in the course.the course.

Dropout rates for freshman Dropout rates for freshman seminar participants were seminar participants were significantly lower than non-significantly lower than non-participantsparticipants

(Shanley & Witten, 1990; Cone, (Shanley & Witten, 1990; Cone, 1991)1991)

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Literature reviewLiterature reviewFirst Year Experiences

Freshman SeminarsFreshman Seminars

Major Purpose:Major Purpose: To connect students To connect students to the institution, its key to the institution, its key educational agents, support educational agents, support services, and co-curricular services, and co-curricular opportunities.opportunities.

First introduced by John Gardner First introduced by John Gardner (1989) at the University of South (1989) at the University of South Carolina as “University 101”Carolina as “University 101”

Gardner’ study found that Gardner’ study found that students who participated in first-students who participated in first-year seminars tended to persist to year seminars tended to persist to their sophomore year in college; their sophomore year in college; There were differences noted in There were differences noted in students who did not participate in students who did not participate in first-year seminars.first-year seminars.

Most cited goals of first-Most cited goals of first-year seminars are to year seminars are to increase student use of increase student use of campus resources and campus resources and facilities.facilities.(Barefoot & Fidler, (Barefoot & Fidler, 1996).1996).

Dropout rates for Dropout rates for freshman seminar freshman seminar participants were participants were significantly lower than significantly lower than non-participants.non-participants.

(Shanley & Witten, 1990; (Shanley & Witten, 1990; Cone, 1991).Cone, 1991).

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4-Year Private 4-Year Private Colleges and Colleges and UniversitiesUniversities

Attrition is attributed Attrition is attributed more to student more to student characteristics characteristics than they are to than they are to institutional institutional characteristicscharacteristics

(Habley & (Habley & McClanahan, 2004)McClanahan, 2004)

Student Student CharacteristicsCharacteristics

Amount ofAmount ofFinancialFinancial

Aid Aid availableavailable

Student Student InstitutionInstitution

FitFit

SocialSocialEnvironmentEnvironment

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Retention Practices Retention Practices responsible for the responsible for the greatest contribution greatest contribution to persistenceto persistence

(Habley & McClanahan, (Habley & McClanahan, 2004)2004)

Retention Retention PracticesPractices

First-year First-year ProgramsPrograms

FreshmanFreshmanSeminarsSeminars

UniversityUniversity101101

CreditCreditOr Or

noncreditnoncredit

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Retention Practices Retention Practices that had the that had the greatest impactgreatest impact

(Habley & (Habley & McClanahan, 2004)McClanahan, 2004)

Freshman Freshman Seminar/UniversitySeminar/University

10110116%16%

Advising Advising InterventionsInterventions

16.2%16.2%

InternshipsInternships13.5%13.5%

Integration of Integration of Academic Academic

Advising withAdvising withFirst-yearFirst-yearProgramsPrograms

12.7%12.7%

Pre-enrollmentPre-enrollment

OrientationOrientation

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Literature reviewLiterature review4-Year Private Colleges and Universities

69% of full-time freshman at private for-69% of full-time freshman at private for-profit two year colleges return for the profit two year colleges return for the sophomore year Most recent estimate sophomore year Most recent estimate (2008).(2008).

79% of full-time freshmen at private not for-79% of full-time freshmen at private not for-profit four-year colleges return for the profit four-year colleges return for the sophomore year (2008). sophomore year (2008).

No change from 2007-2008.No change from 2007-2008.(College Board Advocacy Center, 2008)(College Board Advocacy Center, 2008)

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Retention rates depict a complex Retention rates depict a complex interaction between both the interaction between both the characteristics of a school and the characteristics of a school and the students attending school (Bean, 1990).students attending school (Bean, 1990).

Retention rates change as the Retention rates change as the demographics, student experiences, demographics, student experiences, academic, social and psychological academic, social and psychological changes occur (Bean, 1990).changes occur (Bean, 1990).

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Retention rates are as individual as Retention rates are as individual as the institutions themselves (Bean, the institutions themselves (Bean, 1990).1990).

Retention and persistence studies Retention and persistence studies often examine one institution and often examine one institution and should not be generalized to a larger should not be generalized to a larger population (Bean, 1990). population (Bean, 1990).

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It is important to know the student’s It is important to know the student’s goal before retention can effectively be goal before retention can effectively be measuredmeasured

(Bean, 1990).(Bean, 1990).

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methodologymethodology

Researchdesign instrument procedure

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QUANTITATIVE STUDY

Survey ResearchSurvey Research

Utilizes surveys and questionnaires to collect numerical data

(Creswell, 2009)

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ParticipantsParticipants

Sophomore Students Sophomore Students at at

George Fox University George Fox University

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ParticipantsParticipants

Sophomore students Sophomore students George Fox UniversityGeorge Fox University

Demographic Demographic informationinformation

AgeAge GenderGender Race/EthnicityRace/Ethnicity Attendance StatusAttendance Status Attendance Status in Attendance Status in FamilyFamily Freshman seminarFreshman seminar

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InstrumentInstrument On-line Survey On-line Survey

5-Point Likert Scale5-Point Likert Scale

1= Strongly disagree 1= Strongly disagree 2= Disagree2= Disagree3= Neither disagree nor agree3= Neither disagree nor agree4= Agree4= Agree5= Strongly Agree5= Strongly Agree

Sophomore Sophomore StudentsStudents

George Fox George Fox University University

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Procedure

Online SurveyOnline Surveycreated on created on

SurveyMonkey.comSurveyMonkey.com

Data AnalysisData Analysis

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DATA ANALYSISDATA ANALYSIS

Research QuestionResearch Question

““What are the What are the correlation of correlation of Freshman Freshman Seminars and First-Seminars and First-Year Programs on Year Programs on Student Student Retention?”Retention?”

Research Research HypothesisHypothesis

““Students who Students who participate in participate in Freshman Seminars Freshman Seminars and First-Year and First-Year programs tend to programs tend to persist to the persist to the sophomore year”sophomore year”

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Data analysisData analysis

Independent Independent VariablesVariables

Student Student

InvolvementInvolvement Academic Academic

AdvisingAdvising OrientationOrientation Financial AidFinancial Aid

Dependent Dependent VariablesVariables

RetentionRetention PersistencePersistence

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methodologymethodology Data AnalysisData Analysis

Descriptive StatisticsDescriptive Statistics Inferential Inferential StatisticsStatistics

Spearman RSpearman R

One-tail test 0.05One-tail test 0.05

(Alpha)95% (Alpha)95%

Confidence Confidence intervalinterval

(Healey, 2002)(Healey, 2002)

modemode

medianmedian

meanmean

Standard deviationStandard deviation

rangerange

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Thank you !