The Effect of First-Year Seminar Classroom Design on Social Integration and Retention of STEM First-Time, Full-Time College Freshmen

Abstract

Classroom design is related to student satisfaction and learning, but its effect on student retention is unknown. This exploratory study compared the impact of classroom design on social integration and retention among STEM first-time, full-time college freshmen in a first-year seminar course by comparing classroom sizes (large (LL) vs. small (SL) lecture), classroom formats (lecture (SL) vs. flipped classroom (FC)), and classroom student composition of students at risk of attrition based on low math placement scores (combined low math (CLM) vs. separated low math (SLM)). To capture social integration of freshman after their first semester, students completed a survey for course credit. Retention rates of freshman returning to the university for their second year were included. Almost all students in all classrooms had made friends in college; most had made friends with peers in the course and were spending time with them outside of class. Compared with LL students, SL reported lower satisfaction with their overall social life. More FC students were satisfied with their social life, and fewer found making friends to be harder than expected. These findings showed even greater disparities between groups for at-risk students. SLM students exhibited lower social integration than CLM students. The CLM flipped classroom retained the highest percentage of students at the university into the second year. Findings from the present study suggest that integrating at-risk students into a first-year seminar flipped classroom that matches student composition of the major benefits social integration and retention into the second year, for all students as well as those with low math scores.