The purpose of this study was to examine the relationship between the methods by which first year seminars are populated at a large research institution and the impact on student retention and the perception of content, student satisfaction with the course as a vehicle for successful transition to the institution, and building relationships with peers/faculty/institution. Race and gender were considered as well. Findings suggest differences in population method have significant impact on building relationships with peers and faculty. Race and gender had minimal impact. Both implications and recommendations based on outcomes of the study focused on how the first year seminar, currently a viable retention tool, might be enhanced to yield greater student benefits resulting in increased retention.
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