Journal of College Orientation, Transition, and Retention

African American Student Success and First-Year Seminars:

Examining the Impact of First-Year Seminars on African American Students at a Private University

Catherine Feminella

Kim O'Halloran

Widener University

Angela Corbo

DOI: https://doi.org/10.24926/jcotr.v29i2.4445

Keywords: first-year seminar, freshman seminar, student success, retention, persistence, African-American

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Abstract

The purpose of this study was to examine the retention and academic performance of African American students who participate in a first-year seminar course and persist past the first year of college compared to those who do not participate in the course. Higher education scholars point to first-year seminars as means of increasing retention or persistence from first to second year (Jaijairam, 2016). It is also salient to note the body of literature conveys that African American students are retained at a lower rate than their White counterparts (Johnson, 2013). These factors present a unique opportunity to explore approaches to retention past the first year of college that may positively affect African American students. This quantitative study sought to uncover the impact of a first-year seminar course on the retention of African American students past their first year at one urban university in the Northeast region of the United States.

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Author Biographies

Catherine Feminella

As Associate Dean of Students in the Division of Student Affairs at Widener University, Dr. Feminella works to educate students on becoming professional and civic leaders in their communities. She oversees the Center for Civic and Global Engagement as well as the Student Health Services Office.  Since 2002, Dr. Feminella has served in progressive positions in higher education leadership, specifically overseeing Residence Life, Student Conduct and other areas within Student Affairs.  She has received a Bachelor of Arts in English, Master of Education in English and Literature, Master of Education in Student Affairs Leadership and a Doctor of Education in Higher Education Leadership – all from Widener University.

She is passionate about working with students and seeking to advance diversity, equity and inclusion on and off campus. Dr. Feminella also enjoys engaging in the City of Chester through service as a Commissioner for the Chester Housing Authority, seeking to improve housing conditions in the Chester community. She is also committed to actively addressing the need to support, encourage and advance women in higher education through her service as State Chairperson for the Pennsylvania ACE (American Council on Education) Women’s Network. 

Kim O'Halloran, Widener University

 

As Vice Provost for Academic Affairs and Strategy at Widener University, Dr. Kim O’Halloran is responsible for the development and implementation of academic programs, faculty development and strategic initiatives. She also oversees the Center for Graduate and Continuing Studies, which includes all online degree programs at the university; associate and baccalaureate programs for working adults; and  the Osher Lifelong Learning Institute, a lifelong learning opportunity for older adults.  She has spent the last 30 years working in higher education, including posts at Rutgers University, Cornell University, New York University and Montclair State University. 

Dr. O’Halloran is also an Associate Professor in the Center for Education.  Her research has focused on academic and student affairs collaboration in higher education and the factors that impact persistence and success for non-traditional undergraduate and graduate students.  Dr. O’Halloran received a B.A. in English and an M.Ed. in Education Administration, both from Rutgers University – New Brunswick and  Ph.D. in Higher Education Administration from New York University. 

 

 

 

 

Angela Corbo

Dr. Angie Corbo is an associate professor and chairperson of communication studies department at Widener University.  She teaches courses in public relations, leadership, gendered communication, interpersonal communication, organizational communication, media ethics, and the Capstone course. Her research areas include crisis communication on college campuses, strategic communication messaging, organizational culture, and ethical guidelines for media coverage in cases of suicide.  Dr. Corbo is an active member of the National Communication Association (NCA).  Presently, she holds leadership roles as the past chair of the NCA Philosophy of Communication Division and as the NCA Vice Chair for the Public Relations Division.  Dr. Corbo started her higher education in student affairs and academic advising.  She brings her student-centered philosophy to the classroom and incorporates high impact practices into her full-time teaching.

 

Dr. Corbo received a B.A in English/Communication from Cabrini University.  She earned her M.S.Ed. in Higher Education Administration and Ph.D. in Educational Leadership from the University of Pennsylvania Graduate School of Education.