The modern concept of first-year seminars was introduced in 1972. Ninety-four percent of America's accredited 4–year colleges and universities offered a seminar by 2002. First-year seminar defines a fairly diverse instructional construct, but the goal remains to improve student retention rates. Research trends indicate a positive and almost always statistically significant relationship between seminar participation, college achievement, and higher persistence rates. However, existing studies reflect a variety of methodological issues. These studies tend to make causal assertions despite potential confounds and few consider the theoretical basis for the content of this construct called a first-year seminar. The purpose of this investigation was to begin defining the parameters of what first-year seminar means. Case study methodology was used to identify the common components and how they could relate to a theoretical framework.
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