Understanding How First-year Seminars Affect Persistence

By Stephen R. Porter, R. Swing. 2006

272 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/dc7466cda64fa8088f786e13e13ab47675be83e5

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Citations in the corpus

The Influence of Institutional Retention Climates on Student Persistence to Degree Completion: A Multilevel Approach (2009, background): “Porter and Swing (2006) reviewed the effects of various aspects of first-year seminars including study skills and academic engagement, college policies, campus engagement, peer connections, and health education on student persistence, and found institutional environments that improved study skills…”
Assessing the Effectiveness of a College Freshman Seminar Using Propensity Score Adjustments (2011, background): “social integration, study skills, healthy lifestyle) were related to increased retention (Nora et al. 1996; Porter and Swing 2006); therefore, it is possible that the effects of the program on retention are small, but not negligible.”
Measuring the impact of a university first-year experience program on student GPA and retention (2009, background): “Therefore, higher retention rates improve national and regional rankings and are therefore extremely important to recruitment efforts (Porter and Swing 2006).”
Academic Engagement and Student Success: Do High-Impact Practices Mean Higher Graduation Rates? (2018, background): “A national study of more than 20,000 undergraduates revealed that first-year seminars had a positive impact on students’ intent to return in their second year (Porter & Swing, 2006).”
Bridging the gap: supporting student transitions into higher education (2010, background): “Induction should be a process rather than a one-off event to ensure that students are supported to ‘fit in’ (Reay 2002; Holdsworth 2006; Porter and Swing 2006), especially during their first semester at university.”
The Effects of Faculty Demographic Characteristics and Disciplinary Context on Dimensions of Job Satisfaction (2008, background): “Although this may seem to be a trivial amount of between discipline variance, Porter and Swing (2006) argued that in higher education research, in which it is common to explain only 30% of the total variance, explaining even a small amount of between-group variance can increase our understanding of ”