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i Acknowledgements  iii List of Tables  vii List of Figures  viii Chapter 1: INTRODUCTION1 Background of the Problem 2 Statement of Research Problem 14 Significance of the Problem 15 Presentation of Methods and Research Question17 Definition of Terms18 Conclusion 24 Chapter 2: REVIEW OF LITERATURE 25 Current Challenges27 Theoretical Framework 31 Review of Research Literature 47 Conclusion 66 Chapter 3: METHODS 69 Purpose of the Study 69 Research Method 71 Participants 71 Research Procedures 72 Instrument and Measures: Reliability and Validity 76 Data Analysis 77 Conclusion 78 Chapter 4: RESULTS 79 Data Analysis 80 Presentation of Results 81 Conclusion 106 Chapter 5: CONCLUSION 108 Synthesis of Findings 110 Situated in the Larger Context 117 Limitations 121 Implications123 Future Research 124 Conclusion 125 vi References 127 Appendix A: 2009 National Survey on First-Year Seminars. 141 Appendix B: Application for Obtaining Data. 158 Appendix C: Agreement for the Use of Data 161 Appendix D: Research Proposal Outline for Data Access166 Appendix E: Security Pledge for Data Access 168 Appendix F: 2009 Comprehensive Table of all Results 170 vii List of Tables Table 1. First-Year Seminar Characteristics and Sample Questions 14 Table 2. Examples of the Institutional Characteristics 57 Table 3. Examples of the Structural Characteristics 59 Table 4. First-Year Seminar Program Characteristics and Their Subcategories 74 Table 5. Significant Results 82 Table 6. Significant Institutional Characteristics 83 Table 7. Significant Objective Characteristics88 Table 8. Significant Structural Characteristics 94 Table 9. Significant Instructional Characteristics 105 viii List of Figures Figure 1. Tinto’s Departure Theory 34 Figure 2. Astin’s Input-Environment-Outputs (I-E-O) Model 44 Figure 3. Four-Year and Two-Year Institutions 84 Figure 4. Percentage of First-Year Students’ Enrollment 85 Figure 5. Number of Years First-Year Seminar was Offered 85 Figure 6. Required Students to Take First-Year Seminar 89 Figure 7. Develop Connection with Institution91 Figure 8. Develop Academic Skills 91 Figure 9. More Than One First-Year Seminar Type: Which has Highest Enrollment? ....97 Figure 10. How is the First-Year Seminar Graded? 99 Figure 11. Does the First-Year Seminar Carry Academic Credit? 99 Figure 12. Dean/Director/Coordinator for the First-Year Seminar? 100 Figure 13. Persistence to Sophomore Year Outcome 102 Figure 14. Satisfaction with Instructor Outcome 103 Figure 15. Is Training Required for First-Year Seminar Instructors? 106

Untangling the Factors that Affect Student Retention: A Quantitative Study of the Relationships among First-Year Seminar Program Characteristics and Instructor Type (Full-Time and Part-Time)