Abstract
We examine the effects of a first-year seminar course on student academic outcomes in a college of agriculture and life sciences. Seven cohorts of students who had completed the seminar were compared to their peers who had not completed the seminar on several academic variables. Results indicate that students who completed the seminar had higher first-term grade point averages (F = 3.23, p = .037), shorter time to degree (F = 3.713, p = .027), higher retention in the college (X2 = 5.856, p = .016), and were put on academic probation less often than their peers who had not completed the seminar (X2 = 5.028, p = .025). Implications for teaching are discussed.
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