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Exploring the Relationship between First-Year Seminars and Student Success Outcomes: A Narrative Literature Review

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Title: Exploring the Relationship between First-Year Seminars and Student Success Outcomes: A Narrative Literature Review
Language: English
Authors: Christine Harrington
Source: Journal of Postsecondary Student Success. 2025 4(3):82-117.
Availability: Center for Postsecondary Success at Florida State University. 1114 W Call Street, Tallahassee, FL 32306. Web site: https://journals.flvc.org/jpss/
Peer Reviewed: Y
Page Count: 36
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Education Level: Higher Education
Postsecondary Education
Descriptors: Correlation, First Year Seminars, Academic Achievement, Educational Benefits, Databases, Research Reports, Academic Persistence, Graduation Rate, Student Attitudes, Student Behavior, Outcomes of Education, College Freshmen
ISSN: 2769-4879
2769-4887
Abstract: I conducted a narrative literature review on first-year seminars to provide practitioners and researchers with a current, comprehensive review of the research investigating the effectiveness of this widely used, high-impact practice so that they could use this information to improve the course at their institution. I searched for peer-reviewed research articles on the first-year seminar using six library databases and limited the search to 2014-2024. I discovered 424 articles using these search parameters. After applying inclusion and exclusion criteria, I determined 72 articles met the criteria and therefore included these articles in the review. There were a substantial number of research studies illustrating the positive impact of the first-year seminar on numerous success factors, including academic achievement, persistence, graduation, beliefs, and behaviors, but some studies failed to show positive findings associated with the course. Most researchers found similar outcomes for different types of first-year seminars, though some studies illustrated that academic-focused first-year seminars had more benefits. Research studies also explored implementation variables such as the number of credits, course topics, and teaching methods. A few studies highlighted how pairing the first-year seminar with other evidence-based practices can have promising results. Based on the findings, I share recommendations for practitioners and researchers.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1473908
Database: ERIC
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  Data: Exploring the Relationship between First-Year Seminars and Student Success Outcomes: A Narrative Literature Review
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  Data: Center for Postsecondary Success at Florida State University. 1114 W Call Street, Tallahassee, FL 32306. Web site: https://journals.flvc.org/jpss/
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: I conducted a narrative literature review on first-year seminars to provide practitioners and researchers with a current, comprehensive review of the research investigating the effectiveness of this widely used, high-impact practice so that they could use this information to improve the course at their institution. I searched for peer-reviewed research articles on the first-year seminar using six library databases and limited the search to 2014-2024. I discovered 424 articles using these search parameters. After applying inclusion and exclusion criteria, I determined 72 articles met the criteria and therefore included these articles in the review. There were a substantial number of research studies illustrating the positive impact of the first-year seminar on numerous success factors, including academic achievement, persistence, graduation, beliefs, and behaviors, but some studies failed to show positive findings associated with the course. Most researchers found similar outcomes for different types of first-year seminars, though some studies illustrated that academic-focused first-year seminars had more benefits. Research studies also explored implementation variables such as the number of credits, course topics, and teaching methods. A few studies highlighted how pairing the first-year seminar with other evidence-based practices can have promising results. Based on the findings, I share recommendations for practitioners and researchers.
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 36
        StartPage: 82
    Subjects:
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: First Year Seminars
        Type: general
      – SubjectFull: Academic Achievement
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      – SubjectFull: Educational Benefits
        Type: general
      – SubjectFull: Databases
        Type: general
      – SubjectFull: Research Reports
        Type: general
      – SubjectFull: Academic Persistence
        Type: general
      – SubjectFull: Graduation Rate
        Type: general
      – SubjectFull: Student Attitudes
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      – SubjectFull: Student Behavior
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      – SubjectFull: Outcomes of Education
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      – SubjectFull: College Freshmen
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