||The purpose of this study was to examine the relationship between how the freshman seminar course in extended orientation format is populated at a large research institution and its impact on student perception of content, student satisfaction with the course as a vehicle for successful transition to the institution and building relationships with peers and faculty, as well as, student retention. Race and gender were considered as well. The study, involving survey research, addressed five research questions and fifteen null hypotheses. Analysis of the dependent and independent variables in this study allowed for the retention of twelve and rejection of three of the hypotheses. Findings indicate that populating the freshman seminar intentionally by major and/or advisor allows for greater opportunities for students to make connections with peers and faculty members. This, in turn, can perpetuate higher retention of these students. Population method of the freshman seminar does not appear to have a significant impact on student perception of content, student satisfaction with the course or opportunities for building connections with the university. Race and gender appear to have no significant impact on the outcomes of the study. Seven implications for practitioners and four recommendations for further research were suggested. Both implications and recommendations focused on how the freshman seminar, currently a viable retention tool, might be enhanced to yield greater student benefits resulting in increased retention.
|General note||Presented to the faculty of the Department of Educational Leadership.|
|General note||Advisor: Michael Poock.|
|General note||Title from PDF t.p. (viewed May 21, 2010).|
|Dissertation note||Ed.D. East Carolina University 2008.|
|Bibliography note||Includes bibliographical references.|
|Technical details||System requirements: Adobe Reader.|
|Technical details||Mode of access: World Wide Web.|