Experiences of college students in a first-year seminar course
Abstract
The purpose of this study was to gain an understanding of the lived experiences of
college students enrolled in a first-year seminar course. This study addressed three areas: (a)
what were college students’ experiences in the first-year seminar course? (b) how will college
students apply experiences gained from the first-year seminar course? and (c) what additional
resources do first year students need to be successful in college?
A phenomenological qualitative design was utilized in this study that included seven
volunteer participants enrolled in a first-year seminar class. Data was collected in the form of
individual interviews, a focus group, and written statements. Eight themes and two subthemes
emerged from the use of an inductive analysis: course satisfaction, value of the instructor, course
components, friends/social networks, knowledge of resources, study review/study habits and
techniques, structure of the triad, and transition from high school to college.
Conclusions emphasized the importance for colleges to create a learning environment
that can assist first-year students transitioning from high school. First-year seminar programs
were viewed as capable of preparing students so they can address educational and personal live
challenges. In addition, beyond enhancing academic skills, first-year seminars were seen as
providing opportunities for students to build relationships that create a sense of belonging,
leading to the development of social and educational networks.