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Abstract

ABSTRACT

The first-year seminar was developed to help students successfully navigate the first year of college and persist to graduation. The concept of the first-year seminar is to address the challenges students face in their first year and help them adjust to the expectations of college life both academically and socially. Past studies have mostly been quantitative in nature and have not gone deeper to understand the impact of the first-year seminar on student persistence to graduation using qualitative methods. Guided by the phenomenological research approach, this study aimed to add to the qualitative literature on first-year seminars. The study explored the lived experiences of college students who took the course, remained enrolled, and persisted toward graduation. Qualitative interviews were conducted with 5 students, who were still enrolled at one post-secondary institution in the south examining their beliefs about the role of the first-year seminar on their college retention and success as they persisted toward graduation. Although, 4 out of the 5 participants believed the first-year seminar had no influence on their retention and success to persist toward graduation, I was able to conclude the first-year seminar did have positive impact on students’ success in college.

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