Research-Based Academic First-Year Seminars: First-Year College Achievement and Graduation Rates for Hispanic Students

• In Event: Exploring First-Year Experiences

Abstract

Attrition rates for college students, especially underrepresented students, continue to be a concern for universities. One strategy to increase persistence is providing first-year seminars (FYS) for entering students. Although there has been consistent research presenting positive outcomes for students who participate in FYS, many times, the research is based on short-term outcomes, or the analysis is less rigorous. The purpose of this study was to assess differences in short- (first-term GPA; one-year persistence) and long-term (5-year graduation) outcomes for Hispanic students (n = 456) and Hispanic first-generation students who participated (n = 350) in a research-based academic FYS. There were significantly higher outcomes (more than 0.4 differences in GPA; 18% higher one-year persistence; 15% higher graduation rates) for FYS participants.

Authors

• Angela L. Vaughan, University of Northern Colorado
  Presenting Author

• Jordan Martell, University of Northern Colorado
  Presenting Author