The purpose of freshman experience courses
Carl Kurek
Issue date: 11/2/09 Section: News
Love them or hate them, freshman experience courses serve a purpose. The general intent is to help incoming students get ready for college life and improve the retention rate at PUC. Specific criteria were proposed and goals set for these courses, but some question whether these freshman seminars are really aiding the success of students.
In 2003, the Faculty Senate passed an amendment to the general education requirements which added a requirement for a one to three credit hour freshman seminar for all entering freshman and transfer students with less than 60 credits. These courses are intended to educate students of campus resources, goal setting, value exploration, the relationship of academic planning to life goals, fields of study, specific career exploration and critical thinking.
The overall intent behind this amendment was to raise PUC's retention rate. It has done so, from 62 percent to 72 percent. Nearly 40 percent of freshmen not returning may sound bad to some, but it is actually average for many colleges in the state with similar student populations.
"If you have a series of first-year students who enroll then drop out, you almost have a revolving door, and that's not good," said Daniel Dunn, dean of LASS. "You will become dependent on recruiting and might be recruiting students who aren't ready."
The Assessment of Freshman Seminars at PUC evaluated the success of Freshman Seminars in the 2006-2007 academic year. It said incoming freshmen have a first year experience and it is up to the institution to make every effort to ensure the experience is a positive one.
According to the document, research shows if the transition during the first semester goes well for the incoming student, success is likely to follow.
All of PUC's academic departments have since developed their own versions of the course. The Assessment found the course content and delivery largely based on the instructor. Faculty who teach these courses are more likely to focus on the discipline, while advisors are more likely to focus on study skills and navigation through college.
In 2003, the Faculty Senate passed an amendment to the general education requirements which added a requirement for a one to three credit hour freshman seminar for all entering freshman and transfer students with less than 60 credits. These courses are intended to educate students of campus resources, goal setting, value exploration, the relationship of academic planning to life goals, fields of study, specific career exploration and critical thinking.
The overall intent behind this amendment was to raise PUC's retention rate. It has done so, from 62 percent to 72 percent. Nearly 40 percent of freshmen not returning may sound bad to some, but it is actually average for many colleges in the state with similar student populations.
"If you have a series of first-year students who enroll then drop out, you almost have a revolving door, and that's not good," said Daniel Dunn, dean of LASS. "You will become dependent on recruiting and might be recruiting students who aren't ready."
The Assessment of Freshman Seminars at PUC evaluated the success of Freshman Seminars in the 2006-2007 academic year. It said incoming freshmen have a first year experience and it is up to the institution to make every effort to ensure the experience is a positive one.
According to the document, research shows if the transition during the first semester goes well for the incoming student, success is likely to follow.
All of PUC's academic departments have since developed their own versions of the course. The Assessment found the course content and delivery largely based on the instructor. Faculty who teach these courses are more likely to focus on the discipline, while advisors are more likely to focus on study skills and navigation through college.
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