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Direct linkPickenpaugh, Emili N.; Yoast, Summer R.; Baker, Amanda; Vaughan, Angela L. – Higher Education: The International Journal of Higher Education Research, 2022
It is commonly stated in both literature and news outlets that undergraduate college students, who are undeclared (i.e., have not declared a major), are at a higher risk of dropping out or underperforming compared to students with declared majors. However, research supporting this belief or literature citing possible supportive interventions is…
Descriptors: First Year Seminars, Academic Achievement, College Freshmen, Nonmajors
Graham, Michael; Wayne, Ivan; Moore, Susannah M.; Coffey, Brittany; Vaughan, Angela L. – Journal of The First-Year Experience & Students in Transition, 2023
The purpose of this study was to assess differences in four-year persistence and graduation rates between students who participated in a research-based academic first-year seminar (n = 385) and a matched quasi-control group who did not (n = 385). Although research has consistently identified positive outcomes for students who participate in these…
Descriptors: First Year Seminars, School Holding Power, Graduation Rate, College Students
Ward, Christopher J.; Ohde, Kaitlin; Rose, Jason S.; Critchlow, Claire; Park, Jiyoung; Vaughan, Angela L. – Journal of The First-Year Experience & Students in Transition, 2020
To examine the relationship between participation in a research-based, academic first-year seminar (FYS) and the first-year achievement of STEM students, university data sets were collected from four cohorts (N = 2,543) of incoming STEM students of whom 581 were FYS participants over the four years. Chi-square tests of homogeneity were used to…
Descriptors: First Year Seminars, College Freshmen, STEM Education, Academic Achievement
Jenkins-Guarnieri, Michael A.; Horne, Melissa M.; Wallis, Aaron L.; Rings, Jeffrey A.; Vaughan, Angela L. – Journal of College Student Retention: Research, Theory & Practice, 2015
In the present study, we conducted a quantitative evaluation of a novel First Year Seminar (FYS) program with a coordinated curriculum implemented at a public, four-year university to assess its potential role in undergraduate student persistence decisions and academic success. Participants were 2,188 first-year students, 342 of whom completed the…
Descriptors: Statistical Analysis, Academic Achievement, Academic Persistence, Intervention
