Seminars Matter: Examining the Value of First-Year Seminars to Student Engagement and Belonging

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Author(s): Wenger, K., & J. Kinzie

Citation: Wenger, K., & J. Kinzie. (2025). Seminars Matter: Examining the Value of First-Year Seminars to Student Engagement and Belonging. Journal of The First-Year Experience & Students in Transition, 37(1), 22-36.

 

Abstract

First-year seminars (FYS) are well-tested and trusted programs to facilitate students’ transition to college. This study adds to the body of evidence about the value of seminars through analysis of a large multi-institution dataset and documentation of the positive association between participation in a first-year seminar and student engagement in practices associated with learning and success, sense of belonging, and intent to return to the institution. Whether a seminar is a skills-based course or an academic seminar made no difference. However, small to modest effect sizes and correlations suggest marginal contributions from the two types, leaving room for improvement in aligning and assessing specific seminar outcomes and assuring quality elements in seminars. In addition, while first-generation and disabled student populations benefited more from participation, it is vital to get these student populations into seminars so they can benefit.

 

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