What Matters in First-Year Seminars:
Findings from a Multi-Institutional Study
Maryland Higher Education Retention Conference
October 31, 2005 Columbia, MD
Randy L. Swing, Ph.D.
The Evidence Is Clear
• First-Year Seminars and Learning
Communities CAN have a positive impact
on retention. . .
What is NOT Clear. . .
Why they have impact.
Why there is wide variance in impact.
How to structure FYC & LC.
First-Year Initiative Survey
(FYI)
• Administered in the last week of fall term.
• 62 institutions
limited to 4-year institutions*
• Over 30,000 students
• 7- point scale
• Learning Outcome Factors
*4-year or 2-year regional campuses a 2-year version is in development.
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FYS
Delivery
Structures
Course Goals
Fixed
FYS
Structures
Out of Class
Environments
FYS
Delivery
Structures
Course Goals
Future Enrollments
Fixed
FYS
Structures
Institutional
Context
Outcomes
Out of Class
Environments
Model for Measuring the Achievement of FYS Course Goals
Student Prior Experiences
&
Characteristics At Entry
Institutional
Context
Outcomes
Student Prior Experiences
&
Characteristics At Entry
Model for Measuring the Achievement of FYS Course Goals
Randy L. Swing, 2003 - Adapted from works by Astin and Terenzini
Randy L. Swing, 2003 - Adapted from works by Astin and Terenzini
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Randy L. Swing Policy Center on the First Year of College swing@fyfoundations.org
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Four Types of Academic Seminars
______________________________
1. COLLEGE TRANSITION THEME
orientation/study skills/managing transitions
______________________________
2. SPECIAL ACADEMIC THEME
interdisciplinary/problem-focused/selected topic
3. DISCIPLINE BASED
4. REMEDIAL/STUDY SKILLS
______________________________
study skills for a high risk population
______________________________
______________________________
Two ways to “see” the meaning:
Bottom
______________________________
______________________________
introduction to major/department/discipline
______________________________
1/2
Top
Understanding the mean
1/4
______________________________
3/4
______________________________
______________________________
1
2
2.50 =
¼ of scale
3
4
5
6
7
4.00 =
______________________________
½ of scale 5.50 =
¾ of scale
Group A
Group B
______________________________
Group C
______________________________
Group D
Percent of students in each group
Course Themes
2001 FYI Pilot Administration
% of institutions (N = 62)
Themes
Percent
College Transition
73%
Special Academic
14%
Discipline
8%
Remedial
0%
Unknown (mixed)
5%
totals
100%
Group D
Theme Format:
Percent of students with mean 5.50 or greater
Transition
Study Strategies
Academic Skills
Critical Thinking
Faculty Connections
Peer Connections
Out-of-Class
Policies/Procedures
Campus Services
Time/Priorities
Wellness/Spirituality
Belonging
Course Satisfaction
Engaging Pedagogy
19.2
13.3
27.9
28.2
34.4
18.0
34.1
39.4
26.4
23.0
58.5
33.6
30.5
Special
Academic
17.3
16.0
31.1
27.7
32.1
12.7
19.2
22.5
23.1
15.5
55.1
37.0
36.5
Discipline
9.7
9.1
16.8
19.7
17.2
10.0
35.9
32.2
15.3
10.7
52.8
21.3
18.3
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Randy L. Swing Policy Center on the First Year of College swing@fyfoundations.org
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Group D
FYI Finding
Why?
Transition-theme and Special Academictheme courses were about equal on
learning outcomes and student
satisfaction.
Discipline-theme courses produced lower
learning outcomes and student
satisfaction.
Engaging Pedagogy explains the difference.
Transition – 30.5%
Special Academic - 36.5%
Discipline – 18.3%
Remedial courses – too few in the study to
draw valid conclusions.
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Credit Hours
2001 Pilot Administration
% of institutions (N=62)
No
credit
2
credits
4 or more
credits
6% 6%
24%
40%
24%
3
credits
1 contact hour courses
Orientation to Services
1
credit
Percent of students
mean 5.50 or greater
Group D
1 Hr
Study Strategies
Academic Skills
Critical Thinking
Faculty Connections
Peer Connections
Out-of-Class
Policies/Procedures
Campus Services
Time/Priorities
Wellness/Spirituality
Belonging
Course Satisfaction
Engaging Pedagogy
15.9
10.9
23.1
24.9
26.1
14.8
33.3
35.9
24.6
18.5
55.3
28.1
24.1
Contact Hour(s)
2 Hrs
3 Hrs
20.6
12.7
26.1
28.3
35.5
18.5
35.3
41.0
27.7
24.0
58.5
34.9
30.1
19.4
17.3
34.2
29.6
37.3
18.6
30.4
35.4
25.2
23.0
60.2
35.4
37.0
______________________________
______________________________
______________________________
2 contact hour courses
Study Strategies
Peer Connections
Faculty Connections
3 contact hour courses
______________________________
______________________________
______________________________
______________________________
Academic Skills
Critical Thinking
Randy L. Swing Policy Center on the First Year of College swing@fyfoundations.org
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Percent of students
mean 5.50 or greater
2001 Pilot Administration
% of institutions (N = 62)
37%
11%
17%
35%
37% No students in any section required to enroll
11% Some students in some sections required to enroll
35% All/most students in every section required to enroll
17% Mixed formats – no one format constitutes 80%
Factor Means for Required/not required
MEANS
Controlled for Contact Hrs, Theme-types, and Grade-formats
Study Strategies
Academic Skills
Critical Thinking
Faculty Connections
Peer Connections
Out-of-Class
Policies/Procedures
Campus Services
Time/Priorities
Wellness/Spirituality
Belonging
Course Satisfaction
Engaging Pedagogy
Required
4.18
3.47
4.36
4.35
4.31
3.36
4.28
4.35
4.27
3.59
5.41
4.29
4.43
Not Required
4.43
3.76
4.56
4.66
4.84
3.76
4.66
4.93
4.57
4.14
5.51
4.88
4.74
FYI Finding
Courses that are NOT REQUIRED
. . . produced greater outcomes
than required courses.
Study Strategies
Academic Skills
Critical Thinking
Faculty Connections
Peer Connections
Out-of-Class
Policies/Procedures
Campus Services
Time/Priorities
Wellness/Spirituality
Belonging
Course Satisfaction
Engaging Pedagogy
16.1
12.7
27.8
24.8
27.4
12.9
25.9
27.7
22.6
16.7
56.0
27.9
29.0
19.5
14.0
28.1
29.4
38.0
17.8
34.4
42.4
26.7
24.0
58.2
37.7
31.9
Factor Means for Required/not required
MEANS
Controlled for student characteristics (gender, race/ethnic, HS
Grades, and commuter/residential)
Study Strategies
Academic Skills
Critical Thinking
Faculty Connections
Peer Connections
Out-of-Class
Policies/Procedures
Campus Services
Time/Priorities
Wellness/Spirituality
Belonging
Course Satisfaction
Engaging Pedagogy
Required
4.18
3.51
4.39
4.37
4.34
3.36
4.21
4.29
4.26
3.55
5.43
4.32
4.47
Not Required
4.43
3.72
4.55
4.65
4.83
3.77
4.72
4.98
4.59
4.18
5.51
4.86
4.70
______________________________
______________________________
______________________________
______________________________
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Why?
Engaging Pedagogy mean
Required
4.48*
Group D
d
re
ui
q
Re
N
R ot
(E equ
le ir
ct ed
iv
e)
Required/ Not Required
Not Required
4.71*
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* after controlling for differences
in grading and contact hours
Randy L. Swing Policy Center on the First Year of College swing@fyfoundations.org
4
MEANS
% of institutions (N = 62)
82%
16%
2%
82% Letter Graded
16% Pass/Fail
2% Mixed
Study Strategies
Academic Skills
Critical Thinking
Faculty Connections
Peer Connections
Out-of-Class
Policies/Procedures
Campus Services
Time/Priorities
Wellness/Spirituality
Belonging
Course Satisfaction
Engaging Pedagogy
4.25
3.63
4.40
4.49
4.56
3.68
4.51
4.70
4.38
3.93
5.48
4.56
4.58
G
ai
l
d
de
ra
/F
controlling for Contact Hrs,
Required, UGTAs, & Themes
ss
2001 Pilot Administration
Mean Scores *
4.33
3.45
4.39
4.54
4.45
3.44
4.79
4.79
4.50
3.81
5.41
4.62
4.43
Pa
Grading
FYI Finding
Overall, grading format produces
mixed results, even when controlled
for Contact Hours, Theme-types,
Required, and UGTAs.
Key Finding:
Graded courses are associated with
higher scores on Engaging Pedagogy
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Randy L. Swing Policy Center on the First Year of College swing@fyfoundations.org
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Few or no sections linked
73%
11%
16%
Some Linked
Most Linked
Study Strategies
Academic Skills
Critical Thinking
Faculty Connections
Peer Connections
Out-of-Class
Policies/Procedures
Campus Services
Time/Priorities
Wellness/Spirituality
Belonging
Course Satisfaction
Engaging Pedagogy
4.46
3.78
4.62
4.60
5.02
3.63
4.55
4.75
4.60
4.02
5.55
4.89
4.76
ed
Li
nk
nk
Li
ed
MEANS
controlling for Required, Grading,
Contact, & Theme
4.38
3.64
4.50
4.65
4.63
3.81
4.70
4.91
4.57
4.15
5.50
4.72
4.66
ot
% of institutions (N = 62)
Mean Scores
N
Linked Courses
2001 Pilot Administration
FYI Finding
Linking the seminar to other courses
produced greater learning outcomes for:
Academic Skills
Study Skills
Critical Thinking
Engaging Pedagogy
Limitations in this study reduce the capability
to make definitive statements about the
impact of linking courses.
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Randy L. Swing Policy Center on the First Year of College swing@fyfoundations.org
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Mean Scores
32%
38%
30%
38% No sections have UTAs
30% Less than 80% of sections have UTAs
32% More than 80% of sections have UTAs
FYI Finding
Undergraduate Teaching Assistants are
associated with higher mean learning
outcomes - except for academic skills,
critical thinking skills, and engaging
pedagogy.
.... even after controlling for:
Required/Not
Grading format
Theme
Contact Hours
MEANS
TA
G
G
U
U
TA
o
controlling for Required, Grading,
Contact, & Theme
N
Use of Undergraduate
Teaching Assistants
Study Strategies
Academic Skills
Critical Thinking
Faculty Connections
Peer Connections
Out-of-Class
Policies/Procedures
Campus Services
Time/Priorities
Wellness/Spirituality
Belonging
Course Satisfaction
Engaging Pedagogy
4.28
3.56
4.40
4.54
4.66
3.73
4.51
4.83
4.47
4.04
5.48
4.57
4.57
4.31
3.74
4.58
4.44
4.42
3.23
4.21
4.23
4.30
3.49
5.41
4.51
4.60
______________________________
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______________________________
______________________________
______________________________
______________________________
______________________________
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Summary:
Engaging Pedagogy best predicts the
learning outcomes and student satisfaction
with the seminar
______________________________
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Student rating of Engaging Pedagogy:
______________________________
• No significant difference by gender
______________________________
• African-Americans, Latino, and Native
Americans gave higher ratings than Whites
and Asians
______________________________
• “A” high school students gave lower ratings
Randy L. Swing Policy Center on the First Year of College swing@fyfoundations.org
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