Differences in populating first year seminars and the impact on retention and course effectiveness

C. Rogerson, Michael Poock

Research output: Contribution to journalArticlepeer-review

4 Citations (Scopus)


The purpose of this study was to examine the relationship between the methods by which first year seminars are populated at a large research institution and the impact on student retention and the perception of content, student satisfaction with the course as a vehicle for successful transition to the institution, and building relationships with peers/faculty/institution. Race and gender were considered as well. Findings suggest differences in population method have significant impact on building relationships with peers and faculty. Race and gender had minimal impact. Both implications and recommendations based on outcomes of the study focused on how the first year seminar, currently a viable retention tool, might be enhanced to yield greater student benefits resulting in increased retention.

Original languageEnglish
Pages (from-to)157-172
Number of pages16
JournalJournal of College Student Retention: Research, Theory and Practice
Issue number2
Publication statusPublished - 1 Jan 2013
Externally publishedYes

ASJC Scopus subject areas

  • Education


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