Academic and Social Belongingness: Does the Format of the First-Year Seminar Format Make a Difference?
A sense of belongingness is a key component in retaining first-year students and helping them achieve academic and personal success (Pittman and Richmond, 2008). The purpose of this study is to examine whether or not the type of KSU 1101: First-Year Seminar course format impacts the degree to which one of the course learning outcomes (academic and social belongingness) is met. Students in three different kinds of first-year seminars (66% hybrid and meeting f2f twice a week [one section as a stand-alone and the other embedded in a Thrive learning community]) took a pre and post test on academic and social belongingness Fall semester 2019 (N=55). In Spring semester 2020 students in a fully online section of KSU 1101 will take the same pre and post test. Study results will possibly be used to determine future course formats and offerings and submit a proposal to various conferences.
Pittman, L.D., & Richmond, A. (2008). University belonging, friendship quality, and psychological adjustment during the transition to college. The Journal of Experimental Education, 76(4), 343-361.
First-Year and Transition Studies
Qualitative data research analysis skills preferred (or a willingness to learn). Researcher must be self-motivated. I anticipate the number of hours per week will be approximately two-three. If student is interested, a Directed Study could be created.
January 6, 2020 through April 27, 2020