First Year Seminars: An Assessment

of Goal Three

Prepared by: Alexandra Kadell

First Year Experience Office
Purpose
• To analyze if FYS are implementing goal
three
• To gain a better understanding of students
perspective of goal three
• Uncover areas of goal three that are
lacking and develop new initiatives that the
FYE Office can use to strengthen its
impact on students
Literature on First Year Seminars
• The impact of one-hour freshmen seminars on student success at a research
university (Babbitt, 2007)
– University of New Mexico
– Freshman Interest Groups (FIG) v. non-FIG students in retention, GPA, and campus involvement
– FIG students preformed higher
• Do first-year seminars improve college grades and retention? A quantitate
review overall effectiveness and examination of moderator of effectiveness
(Permzadian & Credé, 2016)
– 284 independent samples and 89 samples on GPA and 195 samples on rendition rate
– Using current literature the process of decoding the samples
– FYS are having an influence of students experiences
• The problem of first-year seminars: Risking disengagement through market
place ideals (Hickinbottom –Brawn & Burns, 2015)
– Recognize the importance seminars, but disagree about the design
– Stronger emphasis on delivering the curriculum, proactive faculty, and value of education
• Exploring the evidence: Reporting research on first-year seminars volume IV.
(Griffin, 2008)
– Collected through the National Research Center for the First Year Experience & Student transition
– 21 colleges and universities
First Year Seminars at Salem State
University
• All incoming first-year and transfer students
– Taken fewer than 15 credits
– 3 credit academic based course
– General education requirement within the first year
– Are not connected to students majors

• Creatively and critical think academically while

also developing relationships and practice as
members of our campus community.
 Goals & Objectives of the First Year
Seminars
The first year seminar The FYS will aid The FYS will help
(FYS) will actively students in students begin to
encourage students developing their develop relationships
to develop their own ability to express and practices that
academic interests themselves and their will support their
and learn how to ideas effectively and success in college.
pursue them through appropriately in a
critical thinking about college setting.
one or more
compelling questions
or issues.

Goal 1 Goal 2 Goal 3

 A Deeper look at Goal Three
Upon successful completion of the course students will have:

• Knowledgeable of the various person, opportunities, activities

Resources offices and serviced that are available through the university.

• Learn about the overall academic structure and

Academic opportunities in the SSU core and the resources
Structure available to them

• Demonstrate familiarity with the

Liberal general purposes of liberal educations
Arts and the categories of the general
education curriculum at SSU
MAP-Works Fall 2016 Survey
Report
Research Question and
Methodology
• From a student perspective is the current
structure of FYS fulfilling goal 3?

• Quantitative analysis
– Survey send via email & social media to all
students who completed their FYS in the Fall
of 2016
– All answers were confidential
Limitations
• Student Perspectives
– Students may not remember/absent
– Only the Class of 2020
– 63 Seminar Classes offered
– 1,063 invitations, 449 responded overall & 200
responded to the questions analyzed in this
presentation
– Level of Expectation

• Survey was sent during Finals and Winter

Break
As part of Goal 3, the seminar should
ideally incorporate student transition and
support topics along with the specific
academic content. Please rate each area:
 Survey Results
Covered in Mentioned Not Discussed Would like (no label) Total
my seminar briefly more of this Respondents
topic
Purpose of an 61.87% 28.64% 6.53% 5.03% 0.05% 199
academic
(faculty) advisor
& what to talk
about with them

Purpose of a 37.69% 33.17% 25.13% 4.02% 2.01% 199

liberal arts
education

Selecting a 42.93% 31.31% 24.24% 5.56% 1.01% 198

major/minor

Financial 30.96% 31.98% 32.99% 9.64% 0.5% 197

Literacy
Understanding the
academic flow
45.73% 27.64% 24.62% 8.04% 0.50% 199
sheet and
requirements

Using Degree
Tracker 41.71% 31.66% 25.13% 4.02% 1.51% 199
Registering for
spring classes 52.04% 29.08% 16.33% 4.08% 1.53% 196
How to access
campus resources
62.31% 21.61% 15.58% 3.02% 0.50% 199
(mental health,
advocacy, tutoring,
Navigation Center,
roommate issues)
 Survey Results
Covered in Mentioned Not Discussed Would like (no label) Total
my seminar briefly more of this Respondents
topic
Purpose of an 61.87% 28.64% 6.53% 5.03% 0.05% 199
academic
(faculty) advisor
& what to talk
about with them

Purpose of a 37.69% 33.17% 25.13% 4.02% 2.01% 199

liberal arts
education

Selecting a 42.93% 31.31% 24.24% 5.56% 1.01% 198

major/minor

Financial 30.96% 31.98% 32.99% 9.64% 0.5% 197

Literacy
Understanding the
academic flow
45.73% 27.64% 24.62% 8.04% 0.50% 199
sheet and
requirements

Using Degree
Tracker 41.71% 31.66% 25.13% 4.02% 1.51% 199
Registering for
spring classes 52.04% 29.08% 16.33% 4.08% 1.53% 196
How to access
campus resources
62.31% 21.61% 15.58% 3.02% 0.50% 199
(mental health,
advocacy, tutoring,
Navigation Center,
roommate issues)
 Survey Results
Covered in Mentioned Not Discussed Would like (no label) Total
my seminar briefly more of this Respondents
topic
Purpose of an 61.87% 28.64% 6.53% 5.03% 0.05% 199
academic
(faculty) advisor
& what to talk
about with them

Purpose of a 37.69% 33.17% 25.13% 4.02% 2.01% 199

liberal arts
education

Selecting a 42.93% 31.31% 24.24% 5.56% 1.01% 198

major/minor

Financial 30.96% 31.98% 32.99% 9.64% 0.5% 197

Literacy
Understanding the
academic flow
45.73% 27.64% 24.62% 8.04% 0.50% 199
sheet and
requirements

Using Degree
Tracker 41.71% 31.66% 25.13% 4.02% 1.51% 199
Registering for
spring classes 52.04% 29.08% 16.33% 4.08% 1.53% 196
How to access
campus resources
62.31% 21.61% 15.58% 3.02% 0.50% 199
(mental health,
advocacy, tutoring,
Navigation Center,
roommate issues)
 Survey Results
Covered in Mentioned Not Discussed Would like (no label) Total
my seminar briefly more of this Respondents
topic
Purpose of an 61.87% 28.64% 6.53% 5.03% 0.05% 199
academic
(faculty) advisor
& what to talk
about with them

Purpose of a 37.69% 33.17% 25.13% 4.02% 2.01% 199

liberal arts
education

Selecting a 42.93% 31.31% 24.24% 5.56% 1.01% 198

major/minor

Financial 30.96% 31.98% 32.99% 9.64% 0.5% 197

Literacy
Understanding the
academic flow
45.73% 27.64% 24.62% 8.04% 0.50% 199
sheet and
requirements

Using Degree
Tracker 41.71% 31.66% 25.13% 4.02% 1.51% 199
Registering for
spring classes 52.04% 29.08% 16.33% 4.08% 1.53% 196
How to access
campus resources
62.31% 21.61% 15.58% 3.02% 0.50% 199
(mental health,
advocacy, tutoring,
Navigation Center,
roommate issues)
 Survey Results
Covered in Mentioned Not Discussed Would like (no label) Total
my seminar briefly more of this Respondents
topic
Purpose of an 61.87% 28.64% 6.53% 5.03% 0.05% 199
academic
(faculty) advisor
& what to talk
about with them

Purpose of a 37.69% 33.17% 25.13% 4.02% 2.01% 199

liberal arts
education

Selecting a 42.93% 31.31% 24.24% 5.56% 1.01% 198

major/minor

Financial 30.96% 31.98% 32.99% 9.64% 0.5% 197

Literacy
Understanding the
academic flow
45.73% 27.64% 24.62% 8.04% 0.50% 199
sheet and
requirements

Using Degree
Tracker 41.71% 31.66% 25.13% 4.02% 1.51% 199
Registering for
spring classes 52.04% 29.08% 16.33% 4.08% 1.53% 196
How to access
campus resources
62.31% 21.61% 15.58% 3.02% 0.50% 199
(mental health,
advocacy, tutoring,
Navigation Center,
roommate issues)
 Survey Results
Covered in Mentioned Not Discussed Would like (no label) Total
my seminar briefly more of this Respondents
topic
Purpose of an 61.87% 28.64% 6.53% 5.03% 0.05% 199
academic
(faculty) advisor
& what to talk
about with them

Purpose of a 37.69% 33.17% 25.13% 4.02% 2.01% 199

liberal arts
education

Selecting a 42.93% 31.31% 24.24% 5.56% 1.01% 198

major/minor

Financial 30.96% 31.98% 32.99% 9.64% 0.5% 197

Literacy
Understanding the
academic flow
45.73% 27.64% 24.62% 8.04% 0.50% 199
sheet and
requirements

Using Degree
Tracker 41.71% 31.66% 25.13% 4.02% 1.51% 199
Registering for
spring classes 52.04% 29.08% 16.33% 4.08% 1.53% 196
How to access
campus resources
62.31% 21.61% 15.58% 3.02% 0.50% 199
(mental health,
advocacy, tutoring,
Navigation Center,
roommate issues)
Research Findings
1. With no set curriculum for goal three FYSs are on a
positive track forward in addressing specific topics.

2. Students identified several areas that could use

greater attention in the seminars.

3. After completing the seminars students continue

needing more information about college success
topics.

4. There is a connection between what students are

struggling with in Mapworks and what students want
more information about post-seminar.
Implications
• Deeper Assessment
– Qualitative research such as focus groups with students
– A longitudinal analysis of the surveys
• FYS Manual
– Provides consistent support materials for all FYS Faculty
• Furman University Example
• Develop support materials so that faculty have easy access to
resources such as guest speakers and Plug and Play Modules
• Construction of the Syllabus
– Incorporate areas of goal 3
– Define the value of a liberal arts education and articulate within
• Curriculum
– Pre-developed Survey to administer to help inform the structure of
topics within the course
• Acting on the survey
– Ethical responsibility to aid students in their success at SSU
– Develop stronger partnerships with campus resources
 References
Association of American Colleges & Universities. (2017). Liberal Education & American Universities. Retrieved from
http://www.aacu.org/leap

Babbitt, T. (2007). The impact of one-hour freshman seminars on student’s success at a research university. The University of
New Mexico, 1-24. Retrieved from
http://search.proquest.com/docview/304828960/previewPDF/81EEAF6932844B1APQ/1?accountid=13661

Cuseo, J. Effective Teaching Strategies for the First Year-Year Seminar & First-Year Courses. Retrieved from
file:///C:/Users/Stu_akadell/Downloads/Cuseo%20Effective%20Teaching%20Strategies.pdf

Encyclopedia of Education (2016) College Seminars for First-Year Students. Retrieved from
http://www.encyclopedia.com/education/encyclopedias-almanacs-transcripts-and-maps/college-seminars-first-year-
students

Griffin, M. A., and Romm, J. (2008). Exploring the evidence: Reporting research on first-year seminars volume IV. (National
Resource Center for The First-Year Experience & Student in Transition: University of South Carolina). Retrieved from:
http://sc.edu/fye/resources/fyr/pdf/MExpEvid_IV.pdf

Hickinbottom- Brawn, S., and Burns, P. D. The problem of first-year seminars: Risking disengagement through market-place
ideals. (2015). Canadian Journal of Higher Education, 45, 154-167.

Faculty Association for the First Year Experience. First Year Seminar Faculty Resource Guide. Mansfield University of
Pennsylvania. Retrieved from http://www.mansfield.edu/fye/upload/MU-FYS-Faculty-Resource-Guide.pdf

Faculty Director for First Year Seminars (2013) Teaching First Year Seminars A Guide (2013 – 2014). Furman University.
Retrieved from http://www.furman.edu/academics/fys/Documents/FYS_Teaching%20Guide_2013_2014.pdf

Permzadian, V., and Credé, M. (2016). Do first-year seminars improve college grades and retention? A quantitate review of
their overall effectiveness and an examination of moderators of effectiveness. Review of Educational Research, 89 (1),
277-316.
Questions?