Abstract
This paper explores best practice in first-year experience programs and their connection to student retention through universities within Oregon. First, this paper examines theory surrounding first-year experience and retention in higher education focusing on Astin’s (1984) Involvement Theory and Tinto’s (1993) Model of Retention Theory. In this paper, first-year experience programs at Linn-Benton Community College, Oregon State University, and Reed College are discussed, with a focus on highlights and areas of improvement for each institution. This paper also emphasizes the principles of good practice exemplified by each of these institutions. Lastly, it explores the implications of first-year experience programs and retention on professional practice in student affairs.
Recommended Citation
Clawson, Amy; Hartz, Jake; and Van Drimmelen, Rebecca
(2015)
"First-Year Experience in Relation to Student Retention,"
MAGIS: Vol. 9:
Iss.
1, Article 14.
Available at:
https://scholarworks.seattleu.edu/magis/vol9/iss1/14