First-Year Experience: A Comparison Study
In 2007 Southern Connecticut State University initiated a comprehensive First-Year Experience program to promote student engagement, improve academic competencies, and boost retention rates. The program included a revamped orientation, mandatory learning communities, increased academic support, and...
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| Veröffentlicht in: | Journal of assessment and institutional effectiveness 2012-08, Vol.2 (2), p.143-170 |
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| container_end_page | 170 |
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| container_issue | 2 |
| container_start_page | 143 |
| container_title | Journal of assessment and institutional effectiveness |
| container_volume | 2 |
| creator | Ben-Avie, Michael Kennedy, Marianne Unson, Christine Li, Jinhong Riccardi, Richard L. Mugno, Raymond |
| description | In 2007 Southern Connecticut State University initiated a comprehensive First-Year Experience program to promote student engagement, improve academic competencies, and boost retention rates. The program included a revamped orientation, mandatory learning communities, increased academic support, and increased campus involvement. While all students participated in these components, only 50 percent of students were enrolled in a first-year seminar. Seminar participants demonstrated significantly higher rates of retention, higher GPAs, and more credits earned than nonseminar students. These effects were still evident after three years. This study identified a psychological-educational factor—future orientation—as an important factor for explaining the difference in outcomes. |
| doi_str_mv | 10.5325/jasseinsteffe.2.2.0143 |
| format | Article |
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The program included a revamped orientation, mandatory learning communities, increased academic support, and increased campus involvement. While all students participated in these components, only 50 percent of students were enrolled in a first-year seminar. Seminar participants demonstrated significantly higher rates of retention, higher GPAs, and more credits earned than nonseminar students. These effects were still evident after three years. 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| fulltext | fulltext |
| identifier | ISSN: 2160-6765 |
| ispartof | Journal of assessment and institutional effectiveness, 2012-08, Vol.2 (2), p.143-170 |
| issn | 2160-6765 2160-6757 |
| language | eng |
| recordid | cdi_projectmuse_journals_492489_S2160675712200039 |
| source | JSTOR |
| subjects | Academic achievement Academic learning College students Colleges Education General Interest Grade point average High school students High schools Public Policy School campuses Standardized tests Universities |
| title | First-Year Experience: A Comparison Study |
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