Classroom to Campus: Foundational Role of First-Year Seminar Instructors in First-Year Student Transitions

• In Event: Research In Progress Roundtables Session 4
  In Invited Roundtable: Campus Culture, Climate and Student Experiences in Postsecondary Education (Table 14)

Abstract

Nearly a quarter of first-year college students in the U.S. drop out within their first year, often due to challenges transitioning to higher education. This study explores how award-winning first-year seminar instructors support students during this critical period, using Schlossberg’s Transition Theory as a framework. Through qualitative interviews and thematic analysis, the research examines how instructors address situational challenges, personal development, support networks, and coping strategies. Findings will provide evidence-based recommendations to enhance professional development and first-year seminar pedagogy, improving support for student transitions and boosting retention and success rates in higher education.

Author

• Brianna J. Doucet, University of Louisiana at Lafayette