Many institutions of higher education offer first-year seminars; academic courses designed to help new college students successfully transition to the rigors and demands of life inside and outside the classroom. There is a substantial body of research that validates first-year seminars as successful in accomplishing this goal. There are also numerous studies that have investigated what in the literature is termed a “sense of belonging.” This research demonstrates that college students who experience a sense of belonging feel welcomed, included, connected, and part of the community. These students are more likely to succeed and be retained at their institution. While there is extensive literature examining both of these areas separately, there is limited literature that connects them. This dissertation aimed to fill that gap in the literature by investigating synergies between first-year seminars and sense of belonging at a 4-year, private, liberal arts university. Results of the study showed that first-year students experienced sense of belonging through developing relationships with peers and faculty, through being informed about institutional resources and policies, and by feeling part of a supportive community. The first-year seminar program did have a positive effect on first-year students’ desire to graduate from the institution. An implication for practice includes faculty development centered on fostering a sense of belonging, facilitating opportunities for students to form relationships with their peers and faculty, ensuring that classrooms and institutional environments are inclusive and welcoming, and by informing first-year students about the resources and supports available to aid in their transition and retention. / Educational Administration

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