The Role of First-Year Seminars and First-Year College Achievement for Undeclared Students
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| Title: | The Role of First-Year Seminars and First-Year College Achievement for Undeclared Students |
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| Language: | English |
| Authors: | Pickenpaugh, Emili N. (ORCID |
| Source: | Higher Education: The International Journal of Higher Education Research. May 2022 83(5):1063-1077. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | First Year Seminars, Academic Achievement, College Freshmen, Nonmajors, At Risk Students, Student Participation, Research Universities, Grade Point Average, School Holding Power |
| DOI: | 10.1007/s10734-021-00729-0 |
| ISSN: | 0018-1560 |
| Abstract: | It is commonly stated in both literature and news outlets that undergraduate college students, who are undeclared (i.e., have not declared a major), are at a higher risk of dropping out or underperforming compared to students with declared majors. However, research supporting this belief or literature citing possible supportive interventions is scant and outdated. The small amount of research conducted thus far mostly examines the role of advising in supporting these potentially at-risk students. The present study investigated whether undeclared students at a mid-sized public research university in the USA represent a higher risk than their declared peers, as well as whether participation in a first-year seminar (FYS) minimizes these risks. Findings indicate undeclared students may be at higher risk than their declared counterparts and participation in a research-based academic FYS improved academic outcomes for these students. Results included average first-term GPAs 0.4 points higher and approximately 10% greater retention to the second year as compared to undeclared non-participants. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1333546 |
| Database: | ERIC |
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| Abstract: | It is commonly stated in both literature and news outlets that undergraduate college students, who are undeclared (i.e., have not declared a major), are at a higher risk of dropping out or underperforming compared to students with declared majors. However, research supporting this belief or literature citing possible supportive interventions is scant and outdated. The small amount of research conducted thus far mostly examines the role of advising in supporting these potentially at-risk students. The present study investigated whether undeclared students at a mid-sized public research university in the USA represent a higher risk than their declared peers, as well as whether participation in a first-year seminar (FYS) minimizes these risks. Findings indicate undeclared students may be at higher risk than their declared counterparts and participation in a research-based academic FYS improved academic outcomes for these students. Results included average first-term GPAs 0.4 points higher and approximately 10% greater retention to the second year as compared to undeclared non-participants. |
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| ISSN: | 0018-1560 |
| DOI: | 10.1007/s10734-021-00729-0 |
