Retention, bonding, and academic achievement: Success of a first-year seminar

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Author(s): Starke, M. C., Harth, M., & Sirianni, F.

Citation: Starke, M. C., Harth, M., & Sirianni, F. (2001). Retention, bonding, and academic achievement: Success of a first-year seminar. Journal of The First-Year Experience & Students in Transition, 13(2), 7-36.

 

Abstract

This study followed the progress of eight cohorts of first-year students exposed to a college seminar between 1986 and 1993 and to compare their college careers with those of students who did not take the course. The data indicate that students who enrolled in a three-credit first-year orientation course fared significantly better than students who did not take the course on measures of retention. The data also showed significantly higher scores for students enrolled in a college seminar on many academic, personal, and social skills.

 

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