Abstract
This case study examined the connection of First-Year Seminars (FYS) and Performance Funding outcomes in the State of Florida. The comparison of Florida State performance metrics and the empirical evidence on the effectiveness of FYS on these metrics was conducted to determine which performance metrics, if any, can be indirectly supported by student participation in the course. The findings demonstrate that, for the state of Florida, FYS can be used as an intervention to promote the following four metrics common to all institutions: (1) academic progress rate, (2) four year graduation rate, (3) average cost to the student, and (4) percent of bachelor's graduates enrolled or employed. Additionally, the seminars can potentially be utilized to support institutional effectiveness in the two choice metrics (i.e. metrics chosen by the institutional Board of Trustees): (1) bachelor’s degrees awarded to minorities and (2) bachelor degrees awarded annually. Implications and recommendations for future research are discussed.
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