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Understanding Two Decades of Research on First-Year Seminar Effectiveness: A Qualitative Meta-Synthesis

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Title: Understanding Two Decades of Research on First-Year Seminar Effectiveness: A Qualitative Meta-Synthesis
Language: English
Authors: Jennifer Browne, Masha Krsmanovic
Source: Journal of The First-Year Experience & Students in Transition. 2025 37(1):55-70.
Availability: National Resource Center for The First-Year Experience and Students in Transition. University of South Carolina, 1728 College Street, Columbia, SC 29208. Tel: 803-777-6229; Fax: 803-777-4699; e-mail: fye@sc.edu; Web site: http://sc.edu/fye/journal/
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Education Level: Higher Education
Postsecondary Education
Descriptors: First Year Seminars, Program Effectiveness, Student Characteristics, Institutional Characteristics, Grade Point Average, Academic Persistence, Educational Research, College Freshmen, Courses
ISSN: 1542-3077
2373-0153
Abstract: Scholarship on first-year seminar (FYS) courses is rapidly growing and diversifying. However, the available knowledge, for the most part, remains fragmented and limited to only one institutional setting, seminar type, or student group. Accordingly, this meta-synthesis was designed to examine 2 decades of research on FYS courses to determine the student, institution, and course characteristic themes associated with the academic success factors of GPA, retention, and completion of FYS course takers. In addition, this meta-synthesis was conducted to gain a comprehensive understanding of the state of the research on FYS courses and to provide implications for future research. This comprehensive review of the literature sets the path forward for the development and delivery of FYS courses as a high-impact practice, providing abundant room for further progress as FYS scholarship continues.
Abstractor: As Provided
Entry Date: 2025
Access URL: https://www.ingentaconnect.com/contentone/fyesit/fyesit/2025/00000037/00000001/art00004
Accession Number: EJ1473726
Database: ERIC
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  Data: National Resource Center for The First-Year Experience and Students in Transition. University of South Carolina, 1728 College Street, Columbia, SC 29208. Tel: 803-777-6229; Fax: 803-777-4699; e-mail: fye@sc.edu; Web site: http://sc.edu/fye/journal/
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  Data: Scholarship on first-year seminar (FYS) courses is rapidly growing and diversifying. However, the available knowledge, for the most part, remains fragmented and limited to only one institutional setting, seminar type, or student group. Accordingly, this meta-synthesis was designed to examine 2 decades of research on FYS courses to determine the student, institution, and course characteristic themes associated with the academic success factors of GPA, retention, and completion of FYS course takers. In addition, this meta-synthesis was conducted to gain a comprehensive understanding of the state of the research on FYS courses and to provide implications for future research. This comprehensive review of the literature sets the path forward for the development and delivery of FYS courses as a high-impact practice, providing abundant room for further progress as FYS scholarship continues.
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      – Text: English
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        PageCount: 16
        StartPage: 55
    Subjects:
      – SubjectFull: First Year Seminars
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Institutional Characteristics
        Type: general
      – SubjectFull: Grade Point Average
        Type: general
      – SubjectFull: Academic Persistence
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      – SubjectFull: Educational Research
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      – SubjectFull: College Freshmen
        Type: general
      – SubjectFull: Courses
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      – TitleFull: Understanding Two Decades of Research on First-Year Seminar Effectiveness: A Qualitative Meta-Synthesis
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