First Year Seminars Produce Long-Term Impact

By Carolyn A. Schnell, C. Doetkott. 2003

151 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/308e4b8f5121bb246227b58667f974acf01fb125

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Citations in the corpus

Student Entitlement: Issues and Strategies for Confronting Entitlement in the Classroom and Beyond (2009, unknown): “For example, many institutions have found that offering rigorous first-year seminars that inculcate the institution’s focus on solid intellectual engagement helps set the stage for student expectations in their future classes (Hyers and Joslin 1998; Schnell and Doetkott 2003). Other schools have fou”
First-Year College Students’ Time Use (2017, background): “…semester enroll in college orientation courses (e.g., University 100), which can improve student self-regulated learning, help seeking, retention, and academic performance (Cambridge-Williams, Winsler, Kitsantas, & Bernard, 2013; Cleary & Zimmerman, 2004; Hendel, 2007; Schnell & Doetkott, 2003).”
Student Success Courses in the Community College (2009, background): “For example, Schnell and Doetkott (2003) found significantly greater retention for students who enrolled in the freshman seminar at a public 4-year university.”
Shaping Retention from Research to Practice (2007, background): “Research indicates these first year courses have a positive impact on persistence (Davig & Spain, 2003-2004, Schnell & Doetkott, 2002-2003).”
"They Never Told Me What to Expect, So I Didn't Know What to Do": Defining and Clarifying the Role of a Community College Student (2012, background): “The major theories of student persistence (Bean & Metzner, 1985; Braxton, Hirschy, & McClendon, 2004; Braxton, Sullivan, & Johnson, 1997; Pascarella & Terenzini, 2005; Tinto, 1993) argue, in various ways, that postsecondary persistence is influenced by a combination of preexisting characteristics, e”
The Prediction of College Student Academic Performance and Retention: Application of Expectancy and Goal Setting Theories (2009, background): “Urdan and Mestas (2006) found that 40% of students stated that they pursued their academic performance goals because of peer competition.”