Academic Skills, Community Engaged, Leadership, and Global Themed First-Year Seminars: Comparisons in Student Success

Autor/inn/en	Boettler, Lynn M.; Goldfine, Ruth A.; Leech, Don W.; Siegrist, Gerald R.
Titel	Academic Skills, Community Engaged, Leadership, and Global Themed First-Year Seminars: Comparisons in Student Success
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 24 (2022) 1, S.213-233 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Boettler, Lynn M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.1177/1521025120912696
Schlagwörter	Academic Achievement; Community Involvement; Leadership; Global Approach; First Year Seminars; College Freshmen; Instructional Effectiveness; Predictor Variables; School Holding Power + Suchen Sie Ihr Suchwort? Schulleistung; Führung; Führungsposition; Globales Denken; Studienanfänger; Unterrichtserfolg; Prädiktor
Abstract	In this study, retention and academic performance of students enrolled in four different versions of a first-year seminar at a large, public 4-year university were compared for a 2-year period. The first-year seminars examined were 3-credit courses with either traditional, global, community engagement, or leadership themes and were essentially required of all first-year, full-time students. Statistical analysis using logistic regression and analysis of covariance were employed to determine whether differences existed. In addition, the variables of gender, race, high school grade point average, American College Testing/Scholastic Aptitude Test scores, type of instructor (full time or part time), and enrollment in a learning community were considered covariates in data analysis. The study revealed no significant differences in first-year to second-year retention rate or in academic performance as measured by college grade point average for the four different versions of the seminar; however, enrollment in a learning community did have significant impact on retention, even after controlling for covariates known to strongly affect retention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01