First Year Seminars Produce Long-Term Impact

Abstract

In an effort to provide insight into a strategy for increasing student retention, students enrolled in a first year seminar were paired with a matched comparison group, and retention of the 1,853 students in the two groups was compared over a period of four years. Results indicated significantly greater retention over a period of four years for students enrolled in the seminar. Review of the literature indicates that while such seminars are gaining in popularity, longitudinal studies of their effectiveness using matched comparison groups are lacking. In addition to expanding the research base of the first year seminars, this article also presents the background of the seminar and studies regarding the first year seminar that are relevant to retention.