Estimating the Effects of First-Year Seminars on Retention and Graduation

• In Event: Examining the Effects of First-Year, Transition, and Support Programs

Abstract

The first-year seminar has been widely implemented at colleges and universities as a strategy for facilitating student success. However, empirical evidence indicates that the observed effects of FYS on retention and academic performance were mixed. Drawing on data from first-time full-time degree-seeking cohorts of fall 2010 to fall 2014, this study estimates the effects of FYS participation and FYS grades on retention and completion. Results reveal FYS participants were retained at higher rates into the sequential fall terms than FYS non-participants. FYS participation, FYS grades, first-fall attempted credits, and application submission advanced days were found significant predictors of retention and six-year graduation. Additionally, earning a higher FYS grade than a “B” substantially increases the likelihood of retention and graduation.

Authors

• Qingmin Shi, University of Nevada - Las Vegas

• Christina Drum, University of Nevada - Las Vegas

• John (Skip) Crooker, University of Nevada - Las Vegas

• Brent M Drake, University of Nevada - Las Vegas