Abstract
Higher education institutions in the United States commonly offer first-year seminars to assist students with their transition to college. Seminars are one of several types of first-year interventions based on findings from persistence research identifying variables affecting student success. Diverse student populations such as international students or ethnic, cultural, and linguistic minorities have unique adjustment needs that may not be met by conventional retention programming. An important element of first-year programming is monitoring and collecting data to assess outcomes and inform program improvements. Gathering information about student experiences after the first year and the long-term impacts of first-year programs is also critical. This study describes a first-year seminar for international students and examines its influence on students beyond the first year. Findings indicate the seminar had a positive impact on various aspects of student adjustment within and after the first year.
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