From the Ground Floor Up: The Lasting Benefits of a First-Year Seminar

1. 1 From the Ground Floor Up: The Lasting Benefits of a First-Year Seminar Elizabeth Gullett, Mark Willoughby, Kim Campbell, and Tammi Brown The University of Tennessee

2. 2

3. 3 The University of Tennessee Located in Knoxville, TN Flagship/land grant institution 28,000 total student population 22,000 undergraduate and 6,000 graduate 5,000 students in the College of Business Administration 9 colleges 110 majors 9 majors in the College of Business Administration 85 minors CBA offers 1 minor (business administration)

4. 4 Introduction Thousands of first-year programs created over the past two decades Increased retention rates have been the primary desired outcome (Barefoot, 2000) The first-year seminar has become ubiquitous in American higher education (Porter and Swing, 2006) 94.1% of institutions in the US offer first-year seminars Second National Survey of First-Year Academic Practices (Policy Center on the First Year of College, 2002)

5. 5 Introduction Improved student retention - most commonly used measure of effectiveness (Barefoot, 2000) A large body of literature indicates that first-year seminars have a positive impact on student academic and social integration - key concepts of persistence/retention (Porter and Swing, 2006) Evidence also suggests additional positive outcomes: increased student-faculty interaction increased involvement in cocurricular activities increased academic satisfaction (Goodman and Pascarella, 2006)

6. 6 Widely Held Beliefs About First-Year Seminars First-year seminars often seek to prepare students for future collegiate decisions by planting seeds that are not expected to immediately produce fruit Seminars are often a type of insurance that all students receive key information even though it is provided through a number of other venues (Porter and Swing, 2006)

7. 7 Current Study: Why? Increased focus on retention and students� success Lack of data regarding effectiveness of first-year seminars at UT FYS 101 offered since 1990 BA 100 offered since 2003

8. 8 Structure & Evolution of BA 100 Course began in 2003, originally designed to focus on at-risk students ACT scores equal to or below 18 English and 18 composite SAT scores equal to or below 450 verbal and 900 composite Beginning in 2004, course open to all freshmen who indicated an interest in business Students recruited through new student orientation sessions in summer

9. 9 Structure & Evolution of BA 100 2003 � 2006 1 credit hour Full semester (14 weeks); one meeting per week 50 minute class period Satisfactory / No Credit grading 2007 � 2008 1 credit hour First-session (7 weeks); two meetings per week 75 minute class period Satisfactory / No Credit grading 2008 New university policy for delayed spring admission One beta section Introduction of peer mentors to course (began fall 2008, no data yet to report)

10. 10 Structure & Evolution of BA 100 ~ 25 students per section Taught by Undergraduate Programs advisors, associate directors, and other college officials e.g., Career Services Business Consultant, College Diversity Coordinator Emphasis on Integration into the university and college communities Development of student learning and sound academic practices Exploration of academic and career options Exploration of campus resources and opportunities for involvement Exploration of diversity issues

11. 11 Seminar Type Mixed format: transition and discipline themes Transition theme Focus on topics that ease the transition to college, develop skills needed for academic success, and encourage student engagement in the full range of educational opportunities Discipline theme Administered by individual academic departments or units; may serve as an introduction to a major or discipline; students recruited into course, at least in part, because of interest in a major related to the course theme (Porter and Swing, 2006)

12. 12 Current Study Research Question: Does BA 100 reinforce skills necessary to impact retention and more active participation in collegiate life? Hypotheses: Students who complete BA 100 are more likely to... Be retained at higher level Be in good academic standing Be admitted to a business major Graduate in 4 years Be more actively engaged on campus and to utilize college resources

13. 13 Current Study Empirical approach Examination of long-term benefits Examine correlation / not causality No controls for student characteristics Pre-college characteristics Volunteer effect Students who choose to participate in the course may be more intrinsically motivated and committed to college success than those who elect not to take the course.

14. 14 Method Participants: Students enrolled in a first-year seminar course specifically designed for the College of Business Administration Students enrolled during academic years of 2003 through 2007 803 Total Students

15. 15 Method � Procedure Variables examined: Retention At end of first year Academic Performance GPA and academic standing Admission into Major (based on academic performance) Graduation Rates Campus Involvement and College Resources Merit-based scholarships Study abroad experience College leadership Admission into college honors program

16. 16 Results � Comparison of Student Profiles

17. Results � Retention

18. Result-Comparison of Average GPA by Year

19. Results � Percentage of Students on Academic Probation After First Year

20. 20 Results � Percentage of Students Admitted to a Business Major

21. 21 Results � Average Admission GPA

22. 22 Results � Percentage of Students Who Graduated in 4 or 5 Years

23. 23 Results �Percentage of Students Awarded College Scholarships in Years Eligible

24. 24 Results � Percentage of BA 100 Students who Studied Abroad

25. 25 Results � Percentage of Eligible Students who Hold/Held College Leadership Position

26. 26 Results � Acceptance into Global Leadership Scholars*

27. 27 Discussion Hypothesis 1: Students who complete BA 100 are more likely to be retained at a higher level. Supported? Yes With exception of 2003, BA 100 retention rates were higher than university rates.

28. 28 Discussion Hypothesis 2: Students who complete BA 100 are more likely to be in good academic standing. Supported? Yes BA 100 academic probation rates at the end of the first year were lower than those of the university and the college. The average GPAs of students who completed BA 100 were higher than college and university averages at the end of each academic year.

29. 29 Discussion Hypothesis 3: Students who complete BA 100 are more likely to be admitted into a business major. Supported? Partially Acceptance rates were higher for students who took BA 100 in 2004 and 2005. Note: Many students who took course in 2006 have not yet applied to major.

30. 30 Discussion Hypothesis 4: Students who complete BA 100 are more likely to graduate in 4 years. Supported? Insufficient data to evaluate Comparison data only available for 2003 cohort

31. 31 Discussion Hypothesis 5: Students who complete BA 100 are more likely to be actively engaged on campus and utilize college resources. Supported? Yes Higher rates for BA 100 students for reception of merit-based scholarships, involvement in study abroad programs, college organization leadership, and acceptance into college honors program.

32. 32 Summary of Findings Students who completed BA 100 were more likely to: Return for 2nd year Perform better academically and be in good academic standing Be actively engaged on campus and take advantage of college resources Benefits are short-term and long-term Type of format seems to have impact Fall 2007 results stronger More research needed

33. 33 Limitations & Future Research Further Examination of Impact of Course Structure Only 1 year of first-session data Fall vs. spring admits Impact of peer mentors Other Variables of Interest Other types of leadership Internships and job placement Retention of university/college scholarships Volunteer Effect What if course were required?

34. 34 Questions Undergraduate Programs College of Business Administration The University of Tennessee 112 Aconda Court Knoxville, TN 37996 (865) 974-5096 busad@utk.edu http://www.bus.utk.edu/undergrad

35. 35 References Barefoot, B.O. (2000). The first-year experience: Are we making it any better? About Campus, 12-18. Goodman, K., and Pascarella, E.T. (2006). First-year seminars increase persistence and retention: A summary of the evidence from How College Affects Students. Peer Review 8(3): 26-28. Policy Center on the First Year of College. (2002). Second National Survey of First-Year Academic Practices 2002 [Web Page]. URL www.firstyear.org/survey/survey2002/index.html [2008, September 25] Porter, S.R., and Swing, R.L. (2006). Understanding how first-year seminars affect persistence. Research in Higher Education 47(1): 89-109.