Astin, A. (1992). What really matters in general education: Provocative findings from a national study of student outcomes. Perspectives, 22, 23–46.Google Scholar

Astin, A. (1993). What matters in college?: Four critical years revisited. San Francisco: Jossey-Bass Publishers.Google Scholar

Astin, A. W. (1999). Student involvement: A developmental theory for higher education. Journal of College Student Development, 40(5), 518–529.Google Scholar

Barefoot, B. O. (1992). “Helping first-year college students climb the academic ladder: Report of a national survey of freshman seminar programming in American higher education” (Unpublished doctoral dissertation). College of William and Mary, Williamsburg, VA.Google Scholar

Barefoot, B. O., & Fidler, P. P. (1992). 1991 National survey of freshman seminar programming (Monograph No. 10). Columbia, SC: University of South Carolina, National Resource Center for The Freshman Year Experience.Google Scholar

Barefoot, B. O., (1996). The 1994 national survey of freshman seminar programs: Continuing innovation in the collegiate curriculum. Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.Google Scholar

Barefoot, B. O., Gardner, J. N., Cutright, M., Morris, L., Schroeder, C. C., Schwartz, S. W., Siegel, M. J., & Swing, R. L. (2005). Achieving and sustaining institutional excellence for the first year of college. San Francisco, CA: Jossey-Bass.Google Scholar

Barefoot, B. O., Griffin, B. Q., & Koch, A. K. (2012). Enhancing student success and retention throughout undergraduate education: A national survey. Brevard, NC: The John N. Gardner Institute for Excellence in Undergraduate Education.Google Scholar

Bell, B. J. (2012). Assessing the effectiveness of an adventure-based first-year experience class. Journal of College Student Development 53(2), 347–355.Google Scholar

Brownell, J. E., & Swaner, L. E. (2010). Five high-impact practices: Research on learning outcomes, completion, and quality. Washington, DC: Association of American Colleges and Universities (AAC&U).Google Scholar

Camarena, P., Saltarelli, A., & Lung, J. (2006). Expanding the role of required out-of-class experiences in FYE: Lessons from personal development and student development projects. Journal of The First-Year Experience & Students in Transition, 18(1), 61–84.Google Scholar

Cuseo, J. (2009). The first-year seminar: A vehicle for promoting the instructional development of college faculty. E-Source for College Transitions, 7(2), 4–5, 8.Google Scholar

Cuseo, J. (2010). Peer leadership: Definition, description, and classification. E-Source for College Transitions, 7(5), 3–5.Google Scholar

Daly, W. T. (2015). Beyond critical thinking: Teaching the thinking skills necessary to academic and professional success. In Bers, T., Chun, M., Daly, W. T., Harrington, C., Tobolowsky, B. F. & Associates (Eds.), Foundations for critical thinking (pp. 13–30). Columbia, SC: National Resource Center for The First-Year Experience and Students in Transition, University of South Carolina.Google Scholar

Ender, S. C., & Kay, K. (2001). Peer leader programs: A rationale and review of the literature. In Hamid, S. L. (Ed.) Peer leadership: A primer on program essentials (Monograph no. 32, pp. 1–12). Columbia, SC: National Resource Center for The First-Year Experience and Students in Transition, University of South Carolina.Google Scholar

Engberg, M. E., & Mayhew, M. J. (2007). The influence of first-year “success” courses on student learning and democratic outcomes. Journal of College Student Development 48(3), 241–258.Google Scholar

Enke, K. A. E. (2011). Lasting connections: A case study of relationships formed during a first-year seminar course. Journal of The First-Year Experience & Students in Transition, 23(1), 75–102.Google Scholar

Erikson, B. L., & Strommer, D. W. (2005). Inside the first-year classroom: Challenges and Constraints. In Upcraft, M. L., Gardner, J. N., Barefoot, B. O. & Associates (Eds.), Challenging and supporting the first-year student: A handbook for improving the first year of college (pp. 241–256). San Francisco, CA: Jossey-Bass.Google Scholar

Erikson, B. L., Peters, C. B., & Strommer, D. W. (2006). Teaching first-year college students. San Francisco, CA: Jossey-Bass.Google Scholar

Finley, A., & McNair, T. (2013). Assessing underserved students’ engagement in high-impact practices. Washington, DC: Association of American Colleges and Universities (AAC&U).Google Scholar

Fitts, C. T., & Swift, F. H. (1928). The construction of orientation courses for college freshmen. University of California Publications in education, 1897–1929, 2(3), 145–250.Google Scholar

Foote, S. M. (2010). Using student narratives to understand the perceived impact of first-year seminar participation. Journal of College Orientation & Transition, 18(1), 5–15.Google Scholar

Gahagan, J. S. (2002). A historical and theoretical framework for the first-year seminar: A brief history. The 2000 national survey of first-year seminar programs: Continuing innovations in the collegiate curriculum (Monograph No. 35, pp. 11–76). Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.Google Scholar

Garner, B. (2012). The first-year seminar: Designing, implementing, and assessing courses to support student learning and success: Vol. III. Teaching in the first-year seminar. Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.Google Scholar

Goodfellow, M., Cresswell-Yeager, T., & Felty, A. L. (2005). Creating a seamless learning environment: Linking the first-year seminar to educationally purposeful cocurricular program. Journal of College Orientation & Transition, 13(1), 5–16.Google Scholar

Gordon, V. N. (1989). Origins and purposes of the freshman seminar. In Upcraft, M. L. & Gardner, J. N. (Eds.), The freshman year experience (pp. 183–197). San Francisco, CA: Jossey-Bass.Google Scholar

Greenfield, G. M., Keup, J. R., & Gardner, J. N. (2013). Developing and sustaining successful first-year programs: A guide for practitioners. San Francisco, CA: Jossey-Bass.Google Scholar

Griffin, A. M., & Romm, J. (Eds.) (2008). Exploring the evidence: Vol. 4. Reporting research on first-year seminars. Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.Google Scholar

Hunter, M. S. & Linder, C. W. (2005). First-year seminars. In Upcraft, M. L., Gardner, J. N., Barefoot, B. O. & Associates (Eds.), Challenging and supporting the first-year student: A handbook for improving the first year of college (pp. 275–291). San Francisco, CA: Jossey-Bass.Google Scholar

Hurtado, S., Milem, J., Clayton-Pedersen, A., & Allen, W. (1999). Enacting diverse learning environments: Improving the climate for racial/ethnic diversity in higher education. ASHE-ERIC Higher Education Report Volume 26, No. 8. Washington, DC: The George Washington University, Graduate School of Education and Human Development.Google Scholar

Karp, M. M., Bickerstaff, S., Rucks-Ahidiana, Z., Bork, R. H., Barragan, M., & Edgecombe, N. (2012). College 101 courses for applied learning and student success. (CCRC Working Paper No. 49). New York: Columbia University, Teachers College, Community College Research Center.Google Scholar

Keup, J. R. (2012). Editor’s Notes. In Keup, J. R. (Ed.), Peer leadership in higher education, New Directions for Higher Education No. 157, pp. 17–30. San Francisco, CA: Jossey-Bass.Google Scholar

Keup, J. R., & Petschauer, J. W. (2011). The first-year seminar: Designing, implementing, and assessing courses to support student learning and success: Vol. 1. Designing and administering the course. Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.Google Scholar

Keup, J. R., & Young, D. G. (2014). The power of peers: Exploring the impact of peer leadership experiences. Concurrent session presented at the 2014 ACPA (American College Personnel Association) Convention, Indianapolis, IN. Retrieved from http://sc.edu/fye/research/research_presentations/files/2014/Jkeup_DGY_ACPA%2014_The%20Power%20of%20Peers_ID%203064.pdfGoogle Scholar

Koch, S. S., Griffin, B. Q., & Barefoot, B. O. (2014). National survey of student success initiatives at two-year colleges. Brevard, NC: The John N. Gardner Institute for Excellence in Undergraduate Education.Google Scholar

Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities (AAC&U).Google Scholar

Kuh, G. D. & O’Donnell, K. (2013). Ensuring quality & taking high-impact practices to scale. Washington, DC: Association of American Colleges and Universities (AAC&U).Google Scholar

Kuh, G. D., Kinzie, J., Schuh, J. H., Whitt, E. J., & Associates (2005). Student success in college: Creating conditions that matter. San Francisco, CA: Jossey-Bass.Google Scholar

Kuh, G. D., Schuh, J. H., Whitt, E. J., & Associates (1991). Involving colleges. San Francisco, CA: Jossey-Bass.Google Scholar

Latino, J. A., & Unite, C. M. (2012). Providing academic support through peer education. In Keup, J. R. (Ed.), Peer leadership in higher education. New Directions in Higher Education, no. 157. San Francisco: Jossey-Bass.Google Scholar

Levine, A., & Weingart, J. (1974). Reform of undergraduate education. San Francisco, CA: Jossey-Bass.Google Scholar

National Resource Center for The First-Year Experience and Students in Transition. (n. d.). First-year resources: Sample syllabi for seminars and capstone courses [Database]. Retrieved from http://tech.sa.sc.edu/fye/resources/fyr/syllabi_list.phpGoogle Scholar

Owen, J. E. (2011). Peer educators in classroom settings: Effective academic partners. In Williams, L. B (Ed.), Emerging issues and practices in peer education (New Directions for Student Services No. 133, pp. 55–64). San Francisco, CA: Jossey-Bass.Google Scholar

Pace, C. R. (1984). Measuring the quality of college student experiences. Los Angeles, CA: University of California, Los Angeles, Higher Education Research Institute.Google Scholar

Padgett, R. D., & Keup, J. R. (2011). 2009 National Survey of First-Year Seminars: Ongoing efforts to support students in transition (Research Report No. 2). Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.Google Scholar

Padgett, R. D., Keup, J. R., & Pascarella, E. T. (2013). The impact of first-year seminars on college students’ life-long learning orientations. Journal of Student Affairs Research and Practice, 50(2), 133–151.Google Scholar

Pascarella, E. T., & Terenzini, P. T. (1977). Patterns of student-faculty informal interaction beyond the classroom and voluntary freshman attrition. Journal of Higher Education, 48(5), 540–552.Google Scholar

Pascarella, E. T., (1978). The relation of students’ precollege characteristics and freshman year experience to voluntary attrition. Research in Higher Education, 9(4), 347–366.CrossRefGoogle Scholar

Pascarella, E. T., (1991). How college affects students. San Francisco: Jossey-Bass.Google Scholar

Pascarella, E. T., (2005). How college affects students: Vol. 2. A third decade of research. San Francisco, CA: Jossey-Bass.Google Scholar

Porter, S. R., & Swing, R. L. (2006). Understanding how first-year seminars affect persistence. Research in Higher Education, 47(1), 89–109.Google Scholar

Reason, R. D., Cox, B. E., Quaye, B. R. L., & Terenzini, P. T. (2010). Faculty and Institutional factors that promote student encounters with difference in first-year courses. The Review of Higher Education 33(3), 391–414.Google Scholar

Reason, R., Terenzini, P., & Domingo, R. (2006). First things first: Developing academic competence in the first year of college. Research in Higher Education, 47(2), 149–175. doi: 10.1007/s11162-005-8884-4Google Scholar

Reynolds, K. C., & Nunn, C. E. (1998). Engaging freshmen in classroom discussion: interaction and the instructor techniques that encourage it. Journal of The First-Year Experience & Students in Transition, 10(2), 7–24.Google Scholar

Ruiz, S., Sharkness, J., Kelly, K., DeAngelo, L., & Pryor, J. (2010). Findings from the 2009 administration of the Your First College Year (YFCY): National aggregates. Los Angeles, CA: University of California, Los Angeles, Higher Education Research Institute.Google Scholar

Skipper, T. L. (2014). First-year seminars and senior capstones: Bookending writing instruction in the undergraduate curriculum. Research session presented at the Network for Academic Renewal: Diversity, Learning, and Student Success, Chicago, IL. Downloaded July 21, 2017 at: https://studylib.net/doc/14551031/first-year-seminars-and-senior-capstones--tracy-l.-skipperGoogle Scholar

Skipper, T. L. (Ed.) (2017). What makes the first-year seminar high impact? Exploring effective educational practices (Research Report No. 7). Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.Google Scholar

Stark, M. C., Harth, M., & Sirianni, F. (2001). Retention, bonding, and academic achievement: Success of a first-year seminar. Journal of The First-Year Experience & Students in Transition, 13(2), 7–35.Google Scholar

Swing, R. L. (2002). Series of essays on the First-Year Initiative Benchmark Study. Brevard, NC: Policy Center on The First-Year of College. Retrieved from the National Resource Center for The First-Year Experience and Students in Transition website: http://www.sc.edu/fye/resources/assessment/essays/Swing-8.28.02.html.Google Scholar

Szafran, R. F., & Clipson, T. (2004). Open versus restricted enrollment first-year seminars: Do beginning college students benefit from being with like-minded students? Journal of College Orientation & Transition, 11(1), 27–35.Google Scholar

Terenzini, P. T., Cabrera, A. F., Colbeck, C. L., Bjorklund, S. A., & Parente, J. M. (2001). Racial and ethnic diversity in the classroom. Journal of Higher Education, 72(5), 509–531.Google Scholar

Tobolowsky, B. F., Cox, B. E., & Wagner, M. T. (2005). Exploring the evidence: Reporting research on first-year seminars, Vol. 3 (Monograph No. 42). Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.Google Scholar

Tobolowsky, B. F., & Associates (2008). 2006 national survey of first-year Seminars: Continuing innovations in the collegiate curriculum (Monograph No. 51). Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.Google Scholar

Washburn, M. H. (2008). One mentor or two: An instrumental case study of strategic collaboration and peer mentoring. Journal of The First-Year Experience & Students in Transition, 20(2), 91–110.Google Scholar

Young, D. G., & Hopp, J. M. (2014). 2012–2013 national survey of first-year seminars: Exploring high-impact practices in the first college year (Research Report No. 4). Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.Google Scholar