First Year Programming: A Key to Success 1

First Year Programming: A Key to Success

Amanda O’Connor

CAHE 503

Dr. Jaekel

November 27, 2016

First Year Programming: A Key to Success 2

First Year Programming: A Key to Success

Majority of colleges and universities throughout the nation have developed some

sort of first year programming strategies to help promote success amongst their first-

year students. While first year programs may be implemented differently amongst each

college and university, these programs are in place due to the significant benefits that

research presents. It is believed that first year programming provides first year students

with the foundation to build upon their college experience. Most first year programs do

not solely focus on the academic component of college, instead these programs take a

more holistic approach. First year programs are in place to inform, develop, and

engage first year student success from the minute students step on to campus. This

paper will in detail explain the blue print of first year programs as well as the history of

them. This paper will also explain the holistic benefits of first year programs, not only

for the student, but at the university level. Research will also be presented to help

prove the significance of first year programming, as well as any sort of promising

practices.

Literature Review

First year experience programs are in place to aide students in the transition from high

school to college. These programs take a holistic approach when it comes to helping

first year students become acclimated to their new higher education environment and

lifestyle. Jamelske (2009) helps explain the goals of majority first year experience

(FYE) programs. Jamelske states formal FYE program goals:

Introduce students to a liberal education and to awaken intellectual curiosity.

They also enhance skills needed for academic success: reading, writing,
First Year Programming: A Key to Success 3

speaking, listening, thinking, inquiry and analysis, use of information

technology, library skills, and time management. As well as strengthen student

connections to the University and engage students in meaningful academic and

non-academic out-of-class activities. They also enhance student accountability

for their education. (as cited in Jamelske, 2009 p. 23)

It is important to understand the goals of first year programs because they allow for a

better understanding of the outcomes. Although, each college and university designs

their first year programs differently, they all similarly reflect the same goals/outcomes.

History of First Year Programming

Colleges and Universities started to turn their attention on first year students in

the late 1970’s- early 1980’s. It is believed that due to the lack of diversity, retention,

persistence, and academic success throughout the nation’s colleges and universities,

there needed to be more focus and attention on first year students. Majority of early

first year programs solely spoke to their first year students about academic success.

Furthermore, not all colleges and universities participated in first year programs

(Barefoot, 2000, p.12). Today, first year programming across the nation’s colleges and

universities look a lot different. According to Padgett (2013), “National data indicated

that 94% of accredited four-year colleges and universities in the United States offer a

first-year seminar to at least some students, and more than half offer a first-year

seminar to 90% or more of their first-year students” (p. 134). Although it took thirty

years for majority of colleges and universities to catch on, they eventually did and first

year college students are now reaping the benefits.

Benefits of First Year Programming

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There are more than just a few benefits to first year programs for first year

students. One of the most important benefits to first year programs, or in this case first

year experience programs, is academic success. Academic success is important for

the students’ confidence throughout their college journey as well as their persistence

through their college career. Another benefit to first year programming is student

engagement. As mentioned before, first year programs help develop first year students

holistically. Promoting the importance of engagement on campus and within the college

or university community is important to a student’s development throughout their college

experience. Aiding underserved groups of first year students is also a benefit of first

year programming, as we start to see some first year programming aimed directly for

underserved students. Finally, retention and persistence not only for the first year

student, but for the college or university is another benefit to first year programming. It

is important to thoroughly examine the benefits of first year programming to better

explain the need for first year programming throughout nationwide institutions.

Academic Success

One of the most common benefits of first year programming is first year student’s

academic success. In a study conducted by George Kuh, there was a comparison

between student engagement and academic success. As mentioned before, a large

component of first year programming is aiming for students to feel connected and

engaged at their college or university. Therefore, it is in hopes that through first year

programming, students will be engaged on campus, whether through a

club/organization, as a student worker, or within the community. To gather participants

for this study, Kuh looked at student background/ pre-college experiences, student
First Year Programming: A Key to Success 5

engagement date, and student academic and financial aid information. The study of

participants looked at first year experiences, first year grades, and met needs were

variables that impacted engagement effects on first year students’ GPA. Kuh (2008)

found, “specifically, a one-standard deviation increase in “engagement” during the first

year of college increased a student’s GPA by about .04 points” (p. 547). The data

findings in Kuh’s study explains the importance of first year programs connecting

students to their colleges and universities and shows a direct correlation to academic

success.

While first year programming takes a holistic approach to developing the entirety

of the first-year student, it also has a presence in the class room. Most first year

programs include study skills assistance and allow students to discover the type of

learner they are. First year programs can also be described as first year experience

courses. Some colleges and universities mandate students to take one first year

experience course during their first semester of college (Starke, 2001, p. 7). This

course is usually a lecture hall course that is broken down into a smaller class size to

allow for a more intimate student to professor ratio. First year experience courses are in

place to help acclimate first year students to the college class room, work load, and help

develop study skills some first year students may be lacking. The smaller class size is

in place to help break the barrier between student versus professor. First year students

today express feelings of anxiety and fear when it comes to asking their professors for

assistance. Smaller class sizes allow for a more one on one relationship with the

professor (Starke, 2001, p. 8-17). Therefore, by mandating that students take one first
First Year Programming: A Key to Success 6

year experience course during their first semester, the university is helping promote

relationships between faculty and students, overall promoting academic success.

Student Engagement

Everyone knows the importance of getting involved on a college campus.

Alexander Astin created an entire theory based off the importance of campus

involvement. Astin’s involvement theory believes that those students that have

meaningful engagement throughout their college careers will stimulate better learning

and developmental outcomes of themselves and others. (Patton). As mentioned

previously, one of the overhead goals of first year programming is to connect students

to their college or university as well as engage students both in the classroom and

outside of the class room. When first year students arrive to campus there’s usually the

signature involvement fair for students to participate in. As well as chalking around

campus with club/organization names and meeting times. However, the big question is

how many first year students really attend the involvement fair or read an advertisement

and actually show up to a club/ organization meeting? First year programming provides

an extra push for students to discover campus clubs/ organizations as well as help

promote engagement within the academic setting.

First year programming is not only important for student engagement, but also

the college/ university engagement with their students. Getting to know first year

students through first year programming allows for the university to understand where

students are interested in getting involved. According to Kuh (2005), “assuming

students today come to college with entitlement mentality what they expect to do in

college and what faculty members and institutions of higher education are providing
First Year Programming: A Key to Success 7

could result in a problematic mismatch of sizeable proportion, advantaging neither

party” (p. 88). Having professors, student affairs professionals, and administrators

facilitating first year programs elevate miscommunication and in turn end up helping

each other. Working together helps provide a clear understanding of what engagement

opportunities students want to get involved in, as well as creates an avenue for students

to do so.

First year programs emphasis on student engagement has a direct correlation to

student persistence through college. When first year students feel connected to their

university they develop a sense of pride and connection to their new environment and

culture. (Kuh, 2005, p. 89). Engagement also takes place when they discover a “like

group.” For example, if a student expresses interest in scuba diving and joins the

scuba club they are bound to form new relationship with peers, resulting in a new

connection to their college/ university. Relationships between peers is just another way

for students to feel connected and involved on their college/ university campus.

Underserved Students

First year programs are sometimes used as an outlet to target aide for

underserved student populations. Underserved student populations can include

minority groups, first generation students, international students, nontraditional

students, veteran students, and transfer students. There are questions surrounding the

idea that if creating first year programs solely for these individuals, is it segregating?

According to Barefoot (2000), “women, students of color; first-generation students, and

other nontraditional students benefit from getting to know others who share their innate

characteristics and who have been successful in higher education” (p. 15). First year
First Year Programming: A Key to Success 8

programs geared toward underserved student populations do not segregate, instead

they help promote relationships and create an inner circle for students to feel

comfortable and successful in. Building these relationships within first year programs

will also allow underserved students to branch out and feel more comfortable

connecting to certain departments and clubs and organizations on campus.

Targeting first year programs towards specific underserved students also helps

with student retention. It is a common belief that underserved students are less likely to

retain after their first year and not persist through college. According to Schnell (2003),

“students enrolled in a first year seminar were paired with an underserved comparison

group, and retention of the 1,853 students in the two groups was compared over a

period of four years. Results indicated significantly greater retention over a period of

four years for students enrolled in the seminar” (p. 377). Students strive to feel

connected and have a sense of fit during their first year of college. Universities and

colleges that provide underserved students with a built in support system are being

rewarded when it comes to student retention and persistence through their college

experiences.

Retention

A large component and goal of first year programming is to retain students

throughout their first year of college. Retention is just as beneficial to the student as it is

to the college/ university. Of course, it is important that students succeed throughout

their first year of college in order to persist to their second, third, and fourth year.

However, retention is just as crucial to colleges and universities. Whether it is outwardly

admitted or not, colleges and universities need students to attend, so they can make
First Year Programming: A Key to Success 9

money and continue to stay open. If first year students do not retain and leave after

their first year, that is money that the college and university is missing out on. Luckily,

that is why first year programming is in place to aide both student and universities

Looking through the eyes of retention from the student prospective, first year

students need to stay in college. Staying in college promotes a better life for students

as well as lands them a better paying job. According to Jamelske (2009), “In 2003 the

median annual salary in the U.S. was $30,800 for a worker with only a high school

diploma. This was significantly lower than the median earnings of $49,900 for those

with a bachelor’s degree” (p. 378). Students that retain their first year are more likely

to persist through graduation. First year programming allows students the tools to

help them succeed their first year. As mentioned previously, first year programming

promotes student academic success as well as student engagement. First year

programming also allows students to connect with similar interest groups. These are

components that influence student retention. Therefore, leading to student further

success not only in college but throughout their life. First year programs do not give

most first year students the option of dropping out after their first year.

Persistence

There are several reasons that first year programs aide students to persist

through their four years of college and reach the stage on graduation day. As

mentioned before, first year programs include first year experience classes. These

classes help promote academic success, leading to persistence. First year

experience course allow students to gain study skills and succeed in a class that may

have been difficult for them without the extra assistance. Universities and colleges
First Year Programming: A Key to Success 10

also use first year experience course grades as predictors to measure which students

will persist through their college experience. (Goodman, 2006, p. 8) It is important to

note that much like retention colleges and universities hope for their students to

persist. When colleges and universities host their open houses, and talk to

prospective students about the graduation rate of their undergraduate students, that is

persistence through the universities stand point. People like to hear numbers,

especially numbers that sounds good. A higher graduation rate allows for colleges

and universities to look more marketable to future students. Persistence effects both

the student and the college/ university. First year programs are in place to be sure

that both the student and the university are benefited when it comes to persistence.

Promising Practices

When looking at promising practices it is important to remember the different

types of first year programming that different colleges implement. Some colleges only

offer a first year experience course for first year students to enroll in. In fact,

sometimes these courses are voluntary. Then there are other colleges and

universities that start their first year programming with orientation, include a first year

experience course, and offer a first year seminar for their students to take part it. It is

important to note the college and university when examining the type of first year

programming that they offer. Some smaller colleges might not necessary need to

offer a first year experience course seeing that their class sizes are already petite.

Whereas a large state university may need to offer multiple first year programs, so that

first year students don’t get lost in the crowd.

First Year Experience Course

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First year experiences courses are mainly focused on the students academic

success. Which in turn leads to retention and student persistence at the university.

First year experience courses can be set up in a couple of different ways. A first year

experience course can be a normal lecture hall course, broken down into smaller class

sizes; allowing for more student to professor interaction and promoting academic

success within a subject area. These types of courses are shown to be most

successful when they are mandatory for students to enroll in. (Kift, 2009)

First year experience courses can also be courses that students enroll in that

cover topics such as study skills, tours of the university, breakdowns of resource

centers, promotion of academic success, discovering leadership skills, and

discussions surrounding campus engagement. Northern Illinois is very familiar with

this type of course. In fact, they offer a course like the description to all their incoming

first year students. Northern Illinois University, however does not make this course

mandatory for students to take. (Para 10) Research shows that more first year

students are benefited when the first year experience course is mandatory. In belief,

not all first year students will enroll in a first year experience course if it is voluntary.

(Kift, 2009)

First Year Orientation Programs

Orientation programs fall under first year programming’s umbrella because they

are geared mostly toward first year students. Pascarella (1986) mentions, “many

colleges and universities hold a brief, mandatory, orientation to target new incoming

student to discuss success and persistence” (p. 156). This is something that has taken

place for many years now. However, orientation programs are not necessarily the best
First Year Programming: A Key to Success 12

way to target first year students. When students first arrive on campus, the last thing

they want to be doing is listening to some board of trustee member talk about the “next

four years”. In fact, majority of first year students probably are not even paying

attention. That being said, it is important to note that there is no significant research on

the success of orientation programs.

Mandatory vs. Voluntary

There is not research to prove whether mandatory first year programs are better

than voluntary first year programs. Where there seems to be a divide on opinion is

whether the student is paying for the first year program credits. For example, when a

first year course is mandatory, consequently a first year student has to pay for those

credits when they may not feel that course is necessary. However, others say that if the

course is mandatory it should be viewed as just another general education course. On

the flip side, if a college or university offers voluntary first year programming, they are

not reaching all of their first year students. This then could lead to lower retention rates,

less students persisting to their second year, and a lack of academic success amongst

first year students.

When examining mandatory versus voluntary first year programs, it is also

important to examine a universities budgets. If a university does not have a large

budget, first year experience courses may be mandatory. Students would have to pay

for the credits, which allows for the university to hire faculty to teach first year courses.

Universities that have larger budgets may take a more voluntary approach seeing that

they are able to afford to pay faculty to allow students to reap the benefits of first year

programming.
First Year Programming: A Key to Success 13

First Year Programs: Specific Population Courses

As previously stated, underserved students benefit from first year programming.

Research shows that when colleges and universities create a course specifically for first

generation students, students of color, veteran student, ect., students achieve more and

find their sense of fit(Barefoot, 2000, p. 15). Unfortunately, some colleges and

universities are afraid to place students into specific course based of their race, gender,

sexual identity, educational background, military experience, because it may look like

profiling. However, students seem to prefer it that way. When students are placed

among their peers with similar interests it allows them to create their own climate and

provides a sense of comfort. Students also perform better when placed into a course

with peers who share the same interest. Relationships form naturally therefore, not only

benefitting academic success but campus engagement. (Schnell, 2003)

Reflection

This is an area that I find great interest in. I think the topic of retention and

persistence is fascinating not only to the student, but also the university. There should

not be an argument as to if first year programming is important. Research supports that

is it is important for first year students. While researching first year programming, I

started to think of it like a tool belt. Hypothetically, when students arrive to campus they

are handed and empty tool belt. It is the job of first year programs to help students fill

that tool belt with useful knowledge to help them succeed academically, to persist

through graduation, to find their fit on campus, and to develop into their best self. I

found fascinating; the abundance of first year programs to target first year students. In

my opinion, first year programs are necessary. There is not a single first year student
First Year Programming: A Key to Success 14

that arrives to campus with a fully stocked tool belt ready for the next four years of

college. It is colleges and universities duties to provide first year programming to allow

for student success, retention, and persistence.

Conclusion

It is safe to say that first year programming is important. It benefits the students

as well as the university. Going to college is a different experience for all first year

students. There is some sort of unknown when it comes to what to expect. What are

classes going to be like? How are teachers going to grade? What clubs and

organizations are there for me to get involved in? What if there is no one like me?

There are so many unanswered questions that first year students have. It is the job of

first year programs to answer those questions. First year programs help gravel a path

for student success and eventually graduation.

There is no right answer when it comes to what works and what does not. It is

mostly based off college and universities climate, tradition, and precedence. However,

there is a significant importance to first year programming. It may look like colleges and

universities implement first year programming solely for first year students. Yet,

colleges and universities also benefit from these programs. Retention and persistence

is something that all colleges and universities not only want from their students, but

need from their students. Students also benefit differently based off different programs

that colleges and universities provide. At the end of the day, as long as colleges and

universities are providing their students with a tool belt for success will allow the college

and university to reap the benefits of their students creations.

First Year Programming: A Key to Success 15

All in all, it is important to recognize that first year students need first year

programming. It has become a staple on many college and university campuses. First

year programming is something that many colleges and universities feel proud of. It is

evident that students need first year programming to succeed throughout their college

career. Every student deserves a tool belt and a little bit of a helping hand when it

comes to building their college experience.

First Year Programming: A Key to Success 16

References

Jamelske, E. (2009). Measuring the impact of a university first-year experience program

on student GPA and retention. Higher Education, 57(3), 373-391.

Barefoot, B. O. (2000). The first-year experience. About Campus, 4(6), 12-18.

Padgett, R. D., Keup, J. R., & Pascarella, E. T. (2013). The impact of first-year seminars

on college students’ life-long learning orientations. Journal of Student Affairs

Research and Practice, 50(2), 133-151.

Kuh, G. D., Cruce, T. M., Shoup, R., Kinzie, J., & Gonyea, R. M. (2008). Unmasking the
effects of student engagement on first-year college grades and persistence. The
Journal of Higher Education, 79(5), 540-563.

Starke, M., Harth, M., & Sirianni, F. (2001). Retention, bonding, and academic
achievement: Success of a first-year seminar. Journal of the First-Year
Experience & Students in Transition, 13(2), 7-36.

Kuh, G. D. (2005). Student engagement in the first year of college. Challenging and
supporting the first-year student: A handbook for improving the first year of
college, 86-107.

Schnell, C. A., & Doetkott, C. D. (2003). First year seminars produce long-term
impact. Journal of College Student Retention: Research, Theory & Practice, 4(4),
377-391.

Goodman, K., & Pascarella, E. T. (2006). First-year seminars increase persistence and

retention: A summary of the evidence from How College Affects Students. Peer

Review, 8(3), 26.

Kift, S. (2009). A transition pedagogy: The first year experience curriculum design

symposium 2009. HERDSA News, 31(1), 1.

Northern Illinois University. 2016. UNIV 101.

http://www.niu.edu/fsye/student_resources/univ101/index.shtml
First Year Programming: A Key to Success 17

Passarella, E. T., Terenzini, P. T., & Wolfle, L. M. (1986). Orientation to college and

freshman year persistence/withdrawal decisions. The Journal of Higher

Education, 155-175.