First-Year Experience Seminars: A Benchmark Study of Targeted Courses for Developmental Education Students

Presenters Andrew Miller Academic Advisor/PROSPER Coordinator Concordia University Wisconsin Forrest Lane, Ph.D. Assistant Professor, Developmental Education Administration Sam Houston State University

Problem Literature suggests first-year seminars (FYS) are connected to many student outcomes (e.g., Keup & Barefoot, 2005; Miller, 2016; Padgett, Keup, & Pascarella, 2013). Research outlining the characteristics of FYS for students who are academically underprepared is sparse. Students who are academically underprepared have different needs. Not all FYS are the same. Different types of FYS are correlated with different outcomes.

Research Question What are the characteristics of the First-Year Seminar for colleges that offer a separate section to students who are academically underprepared? Information about these sections may better guide colleges looking to use the FYS seminar as a tool to support academically underprepared students.

Presentation Aims Briefly review history and guiding theory behind FYS Introduce available data on FYS (i.e., National Survey of First Year Seminars) Present characteristics of FYS at institutions with special sections for academically underprepared students Compare these characteristics to recommendations in the literature (i.e. Permzadian & Crede, 2016).

First-Year Seminars (FYS)

FYS in the Literature “Nearly ubiquitous fixtures in American higher education, and research has documented their positive effect on student persistence” (Porter & Swing, 2006, p. 89) Developed in response to internal and external expectations about retention - financial benefit, national ranking, marketing, federal funding May be most highly researched topic in higher education (Barefoot et al. 1998)

Theoretical Approaches Guiding FYS Adjustment to College Knowledge & Motivation Support the social and academic integration into the institution Academic adjustment Social adjustment Personal-emotional adjustment Institutional attachment Develop the knowledge and behaviors to maximize learning and academic performance. Awareness of knowledge deficits. Learning strategies Willingness to expend high levels of effort for long periods on performance relevant tasks.

Types of First-Year Seminars Five (5) primary types of FYS 1. Extended Orientation 2. Academic seminars with generally uniform academic content across sections 3. Academic seminars on various topics 4. Pre-professional seminars 5. Basic study skill seminars “intended to enhance the academic and/or social integration of first-year students.” Adjustment Knowledge & Motivation

Recommendations for Increasing Retention Have an orientation focus Targeted to all incoming first-year students Not limited to only students who are academically underprepared Created as a stand-alone course rather than linked to a learning community Recommendations taken from Permzadian & Crede (2016)

Recommendations for Increasing Academic Performance Have an academic component (e.g., hybrid seminar that includes academic content) Not orientation focus Recommendations taken from Permzadian & Crede (2016)

National Survey of First Year Seminars

National Survey of First-Year Seminars (NSFYS) 82 questions, 8 primary topics: Characteristics Types of FYS offered Specific Seminar Information Student & Instructor Characteristics Administration of the Seminar The Course High Impact Educational Practices Assessment and evaluation

2012-13 Survey Participants 3,753 schools were invited and 896 responded (~25%) 54.1% of institutions were public 73.3% of institutions were four-year institutions (26.7% two-year)

Pop Quiz Of those who responded, what percentage did not offer a FYS? Funding 2. Faculty buy-in

National Results 90% of institutions offer a FYS 42.5% require all first-year students to enroll (90% offer a FYS) Some institutions also require enrollment for certain populations (e.g., academically underprepared)

National Results Top 3 seminar objectives: Top 3 seminar types: Connect students with the school (44.9%) Orient students to campus resources (37.8%) Develop academic skills (36.5%) Top 3 seminar types: Extended Orientations - 70% student affairs professionals Seminars for specific discipline, academic major, or professional themes - tenure track faculty Basic Skills seminars - 80% adjunct instructors

Current Study

Problem Students who are academically underprepared may have different needs. Some institutions offer special sections to serve this population but there is little information about how these sections differ from other sections.

FYS for Academically Underprepared Students Two-Year Colleges 28% require students who are academically underprepared to enroll in a first-year seminar. 18% offer a special section for academically underprepared students. Four-Year Colleges & Universities 8% require students who are academically underprepared to enroll in a first-year seminar. 16% offer a special section for academically underprepared students.

Sample Sampled two-year colleges (n = 120) Compared two-year colleges who offered special sections for academically underprepared students (n = 35) to those that did not offer special section (n = 85) Type of seminar Seminar objectives Seminar topics High Impact Practices (learning communities & writing intensive courses) Groups were compared using chi-square tests.

Seminar Type Seminar Type Not Required Required Diff % Basic Study Skills 8 8.9 11 28.9 20.0 Hybrid 6 6.7 5 13.2 6.5 Academic – Various Topics 1 2.6 Academic – Uniform Content 17 18.9 21.1 2.2 Pre-professional or discipline linked 1.1 -1.1 Extended Orientation 53 64.4 13 34.2 -30.2 Institutions that offered a special section of the FYS for academically underprepared students were 4 times more likely to implement a basic study skills type seminar.

Course Objective Course Objective Not Required Required Diff Freq % Develop academic skills 28 32.9 18 51.4 18.5* Self-exploration or personal development 20 23.5 14 40 16.5 Develop Study Skills 34 11.4 Develop critical thinking skills 10 11.8 6 17.1 5.3 Develop writing skills 1 2.9 Increase student-faculty interaction 7.1 3 8.6 1.5 Develop a connection with the institution 36 42.4 15 42.9 0.5 Improve second-year return rates 12 14.1 5 14.3 0.2 Develop oral communication skills Institutions that offered a special section of the FYS for academically underprepared students were 2 times more likely to include developing academic skills as a course objective.

Course Objective Course Objective Not Required Required Diff Freq % Develop oral communication skills Develop intercultural competence 1 1.2 -1.2 Introduce the liberal arts Provide pre-professional preparation Introduce a discipline 2 2.4 -2.4 Other 7 8.2 5.7 -2.5 Provide career exploration 12 14.1 4 11.4 -2.7 Develop support network or friendships Develop information literacy 6 7.1 2.9 -4.2 Develop financial literacy -8.2 Provide orientation to campus resources and services 39 45.9 34.3 -11.6 Create common first-year experience 19 22.4 -16.7* All other institutions were 5 times more likely to implement a seminar that focused on creating a common first-year experience.

Course Topics Course Topics Not Required Required Diff Freq % Time Management 28 32.9 17 48.6 15.7 Academic Planning 34 40 19 54.3 14.3 Relationship Issues 7 8.2 5 6.1 Other 4 4.7 3 8.6 3.9 Career exploration or preparation 21 24.7 9 25.7 1 Oral communication skills Global learning Institutions that offered a special section of the FYS for academically underprepared students were 2 times more likely to focus on topics related to time management.

Course Topics Course Topics Not Required Required Diff Freq % Health and Wellness 1 1.2 -1.2 Information literacy 6 7.1 2 5.7 -1.4 Critical Thinking 14 16.5 5 14.3 -2.2 Writing Skills 2.4 -2.4 Specific disciplinary topic Diversity issues 3 3.5 -3.5 College policies and procedures 17 20 9 -5.7 Financial literacy 8 9.4 -9.4 Study skills 40 52.9 42.9 -10 Campus Engagement 21 24.7 -10.4 Campus resources 45 -12.9 All other institutions were 2 times more likely to focus on campus resources

High Impact Practices – Learning Communities 33% reported that students co-enrolled in one or more courses 15% reported that students co-enrolled in all courses 18% reported that course content was coordinated by FYS and other linked course instructor

High Impact Practices – Learning Communities Role of the learning community Connect students with their peers (15%) Connects students with university resources (3%) Linked with common courses (15%) Linked with a developmental reading, writing or mathematics course (6%)

High Impact Practices – Writing Skills 21% reported that students co-enrolled in one or more courses Assignment related to writing include: Academic or professional development Journals and reflections Projects and presentations

Conclusions Few institutions offer special sections of FYS to academically underprepared students. Those that do tend to focus more on academic knowledge and motivation but many still frame FYS largely as extended orientations. If academic performance is goal, FYS may need to focus on academic skill development and include academic course components.

Discussion For those of you who offer special sections of FYS for developmental students, what are the primary outcomes? How are students needs assessed at the beginning of the semester? How are outcomes and course topics aligned to the institution’s goals? Student’s goals?