| Autor: |
Ben-Avie, Michael., Kennedy, Marianne., Unson, Christine., Li, Jinhong., Riccardi, Richard L., Mugno, Raymond. |
| Zdroj: |
Journal of Assessment and Institutional Effectiveness (Project Muse); December 2012, Vol. 2 Issue: 2 p143-170, 28p |
| Abstrakt: |
Abstract:In 2007 Southern Connecticut State University initiated a comprehensive First-Year Experience program to promote student engagement, improve academic competencies, and boost retention rates. The program included a revamped orientation, mandatory learning communities, increased academic support, and increased campus involvement. While all students participated in these components, only 50 percent of students were enrolled in a first-year seminar. Seminar participants demonstrated significantly higher rates of retention, higher GPAs, and more credits earned than nonseminar students. These effects were still evident after three years. This study identified a psychological-educational factor—future orientation—as an important factor for explaining the difference in outcomes. |
| Databáze: |
Supplemental Index |
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