An experience that has proven to be an effective intervention for first
year students is the first year seminar. Research supports that
students' participation in first year seminars is effective in
retention, persistence toward graduation, higher grade point averages,
and social integration. Results from the 2001-2002 First Year Initiative
Survey provides support that there is a positive relationship between
the instructional techniques used in the first year seminar and
acquisition of academic and critical thinking skills for students
enrolled in the three-contact hour first year seminar. A correlational
analysis was performed on the 2001-2002 First Year Initiative Survey
results, which identified four institutions of higher education. A
multiple case study approach was employed to provide a rich description
and analysis of the first year seminar faculty development phenomenon.