Assessing Retention in Two Freshman Natural Resource Orientation Courses

Authors

Mark E. Burbach, University of Nebraska-LincolnFollow
Shannon Moncure, University of Nebraska-Lincoln

Date of this Version

3-7-2013

Document Type

Article

Citation

DBER Group Discussion on 2013‐03‐07

Comments

Copyright (c) 2013 Mark E. Burbach & Shannon Moncure

Abstract

Many university programs have implemented freshman orientation courses to improve student retention. This two‐year study explored the relationship between student evaluations of instruction in relation to student learning objectives of two recently developed freshman natural resource orientation courses and predictors of college student retention identified by Davidson, Beck, and Milligan (2009) and Cuseo (2007). The five instructional objectives were Developing a Sense of Community, Reviewing Issues Related to Natural Resources, Evaluating Courses and College Activities, Exploring Careers in Natural Resources, and Developing Resources in the Department. Ninety‐five freshman students participated in this study. All five evaluations of instruction in relation to course instructional objectives shared a significant positive variance with the three predictors of college student retention identified by Davidson et al. (2009). The instructional objectives Evaluating Courses and College Activities, Exploring Careers in Natural Resources and Developing Resources in the Department shared a significant positive variance with all seven predictors of college student retention identified by Cuseo (2007). The instructional objectives Reviewing Issues Related to Natural Resources and Developing a Sense of Community shared a significant positive variance with six of the seven predictors of retention identified by Cuseo (2007). First and second year retention rates of students in these orientation courses exceed department and campus wide retention rates. The results of this study support a method that instructors of freshman orientation courses can use to assess the effectiveness of their instruction and gauge student intention to remain in college. Instructors can use this information to direct attention to students at risk of not returning to school.