Annotated Bibliography
Permzadian, V. & Crede, M. (2015) Do First
Year Seminars Improve College Grades and
Retention? A Quantitative Review of Their Overall
Effectiveness and an Examination of Moderators of Effectiveness. Review of Education Research, 86 (1)
277-316. doi:3102/0034654315584955
According to the article first-year seminars are currently being
offered at almost 90% of institutions in the country. Narrative reviews show
these courses are effective while the data in regards to sustained performance
and retention are mixed. As a statewide
institution we see both of these results vary by region. This study discusses entry stress, adjustment
to college, college knowledge and motivation as well as FYE characteristics,
course length, grading, target population and moderator effectiveness among
other criteria.
Hill, L.
Maier-Katkin., & Kinsley, K. (2015). Everything Old is New Again: The
Criminology/Criminal Justine Freshman Research Seminar. Journal of Criminal Justice Education,
26(4), 493-506. doi:10.1080/10511253.2015.1052002
A first-year seminar
with traditional objectives of study skills, research basics, critical thinking
has been infused with contextualized curriculum of criminal justice. While this
is not one of the areas we have a select course, criminal justice is under the
public service course, this would be great to use going forward in tracking the
success of this type of major specific coursework. The study did find that this approach had a
positive impact on the students, their skills and comfort level in the topics
at hand moving forward in their studies.
Building on the Tennessee Promise. (Aug 18 2016) Community College Daily. American
Association of Community Colleges ProQuest.
Retrieved Sept. 8 2016 from, http://search.proquest.com.allstate.libproxy.ivytech.edu/pqrl/docview/1812335177/fulltext/E92725A83F064A1BPQ/1?accountid=40920
The Tennessee Higher Education Commission has
awarded $800,000 in grants to five community colleges across the country to
build high impact practices on their campuses.
One of these practices is intrusive advising while another is first-year
seminar courses. The following point connects with future research, “For
example, Cleveland State Community College, which received Tennessee Promise
Forward funding in the first year, retained Tennessee Promise students at a
rate that was 9 percentage points higher than the overall population through
its case management approach to student advising. The college's work with
first-year seminars incoming students yielded an increase from 31 percent to 60
percent of students completing college level writing, according to THEC.
Example studies to review:
Friedman, D., & Marsh B. (2008). Appalachian State University.
In A.M. Griffin & J. Romm
(Eds.),
Exploring the evidence, vol. IV:
Reporting Research on first-year seminars (pp.7-10) Columbia, SC: University
of South Carolina, National Resource Center for The First Year Experience and
Students in Transition. Retrieved Sept. 8 2016 from, http://www.sc.edu/fye/resources/fyr/index.html
Major, R., & Brown M. (2008). Babson College. In A.M. Griffin
& J. Romm
(Eds.),
Exploring the evidence, vol. IV:
Reporting Research on first-year seminars (pp.7-10) Columbia, SC:
University of South Carolina, National Resource Center for The First Year Experience
and Students in Transition. Retrieved Sept. 8 2016 from, http://www.sc.edu/fye/resources/fyr/index.html
