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    Experiences of college students in a first-year seminar course

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    De La Garza_Belinda_Dissertation.pdf (822.0Kb)
    Date Issued
    2019-08
    Author
    De La Garza, Belindad
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    URI
    https://hdl.handle.net/1969.6/87846
    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.
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    This material is made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user assumes full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used should be fully credited with its source. All rights are reserved and retained regardless of current or future development or laws that may apply to fair use standards. Permission for publication of this material, in part or in full, must be secured with the author and/or publisher.
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