Abstract
This article reports on an exploratory study that investigated the use of student drawings as a visual research method to understand the first-year experience. A total of 31 undeclared students enrolled in a first-year seminar participated in the study. Data generated from pre- and postdrawings of students’ first semester paths were analyzed to identify emergent themes and understand experience at the group and individual levels. Findings provide novel insights about the first-year experience from the student’s perspective. These new understandings have important implications that may help institutions shape and strengthen retention efforts at the student, classroom, and program levels.
Get full access to this article
View all access options for this article.
