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The Impacts of a First-Year Seminar on Academic and Career Planning and Community Building for Geoscience Students.

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Title: The Impacts of a First-Year Seminar on Academic and Career Planning and Community Building for Geoscience Students.
Authors: Crook, Elizabeth D.1 e.crook@uci.edu, Ferguson, Julie E.1 julie.ferguson@uci.edu
Source: International Journal for the Scholarship of Teaching & Learning. 2025, Vol. 19 Issue 2, Preceding p1-9. 9p.
Subject Terms: *Educational planning, *First year experience programs, *Vocational guidance, *Student engagement, *Educational evaluation, Minorities, Social cohesion, Earth sciences
Abstract: Retention of students in Science, Technology, Engineering, and Math (STEM) fields, particularly of traditionally underrepresented groups, remains a nationally recognized concern. Many studies have shown that first-year seminars can have a positive effect on a student’s transition to college, persistence in their chosen degrees, and ultimate success and retention in the geosciences and other related STEM fields. We created a one-unit first-year seminar to assist our geoscience students with academic and career planning, increase student awareness of opportunities on campus, and increase a sense of belonging in their major. We present pre and post survey data to assess the effectiveness of the seminar class in meeting our instructional goals for student learning, thereby enhancing our teaching and curriculum through reflective program assessment. Our results suggest that the seminar was effective in meeting our objectives in three key areas, including assisting students with academic and career planning, increasing student awareness of support resources and opportunities on campus, and increasing a sense of community amongst participants. [ABSTRACT FROM AUTHOR]
Copyright of International Journal for the Scholarship of Teaching & Learning is the property of Georgia Southern University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: The Impacts of a First-Year Seminar on Academic and Career Planning and Community Building for Geoscience Students.
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  Data: <searchLink fieldCode="AR" term="%22Crook%2C+Elizabeth+D%2E%22">Crook, Elizabeth D.</searchLink><relatesTo>1</relatesTo><i> e.crook@uci.edu</i><br /><searchLink fieldCode="AR" term="%22Ferguson%2C+Julie+E%2E%22">Ferguson, Julie E.</searchLink><relatesTo>1</relatesTo><i> julie.ferguson@uci.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+for+the+Scholarship+of+Teaching+%26+Learning%22">International Journal for the Scholarship of Teaching & Learning</searchLink>. 2025, Vol. 19 Issue 2, Preceding p1-9. 9p.
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  Data: *<searchLink fieldCode="DE" term="%22Educational+planning%22">Educational planning</searchLink><br />*<searchLink fieldCode="DE" term="%22First+year+experience+programs%22">First year experience programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Vocational+guidance%22">Vocational guidance</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+evaluation%22">Educational evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Minorities%22">Minorities</searchLink><br /><searchLink fieldCode="DE" term="%22Social+cohesion%22">Social cohesion</searchLink><br /><searchLink fieldCode="DE" term="%22Earth+sciences%22">Earth sciences</searchLink>
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  Label: Abstract
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  Data: Retention of students in Science, Technology, Engineering, and Math (STEM) fields, particularly of traditionally underrepresented groups, remains a nationally recognized concern. Many studies have shown that first-year seminars can have a positive effect on a student’s transition to college, persistence in their chosen degrees, and ultimate success and retention in the geosciences and other related STEM fields. We created a one-unit first-year seminar to assist our geoscience students with academic and career planning, increase student awareness of opportunities on campus, and increase a sense of belonging in their major. We present pre and post survey data to assess the effectiveness of the seminar class in meeting our instructional goals for student learning, thereby enhancing our teaching and curriculum through reflective program assessment. Our results suggest that the seminar was effective in meeting our objectives in three key areas, including assisting students with academic and career planning, increasing student awareness of support resources and opportunities on campus, and increasing a sense of community amongst participants. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Group: Ab
  Data: <i>Copyright of International Journal for the Scholarship of Teaching & Learning is the property of Georgia Southern University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=189740658
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        Value: 10.20429/ijsotl.2025.190209
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      – Code: eng
        Text: English
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        Type: general
      – SubjectFull: First year experience programs
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      – SubjectFull: Vocational guidance
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      – SubjectFull: Student engagement
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      – SubjectFull: Educational evaluation
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      – SubjectFull: Minorities
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              Text: 2025
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