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As students transition from high school to college, some easily adjust to the new academic and social norms, while others encounter challenges that reduce their motivation, engagement, and sense of belonging. For many students, the first-year seminar served as a meaningful point of reorientation, a “fresh start” that allowed them to reset their habits, rebuild confidence, and reframe their approach to college level expectations. \n\nThe purpose of this phenomenological qualitative research was to examine how first-year college students transitioned from high school to college with the support of the Academic Success Experience Course (ASE-1111) and how this support affected their motivation, engagement, and sense of belonging. Theoretical frameworks for this research study included Keller’s ARCS Model of Motivation, Self-Determination Theory, Astin’s Theory of Student Involvement, Schlossberg’s Transition Theory, and Strayhorn’s Sense of Belonging. This research study included 51 participants (45 first-year college students enrolled in ASE‑1111 and 6 students who had previously taken the course). The results revealed that instructional strategies, peer relationships, access to campus resources, study habits, and course structure shaped how students understood and managed their transition. Additionally, students described how academic expectations, time management, personal independence, and interactions with faculty and peers influenced their motivation and engagement. Finally, the findings highlight the factors that shape first‑year students early college experiences and emphasize the importance of well-designed, student-centered first‑year seminar programs in supporting motivation, engagement, persistence, and belonging."},{"label":"Format","value":["Document (PDF)"]},{"label":"Identifier","value":"Investigating the Experiences of First-Year Students in a Freshman Seminar Course-Perspectives on Motivation and Engagement"},{"label":"Language","value":["English"]},{"label":"Publisher","value":"ProQuest"},{"label":"Rights","value":["Open Access"]},{"label":"Subject","value":["Freshman Seminar Courses","Higher Education -- Retention","Student Motivation","Student Engagement","Education--Primary","Higher Education","Student Experience","Education","College Students","First Year College Students"]},{"label":"Type","value":["Text"]},{"label":"Repository","value":["Academic Archive"]},{"label":"Academic Archive","value":["Faculty & Staff Works","Student Works"]},{"label":"Date Added","value":"4.23.2026"},{"label":"Metadata Creator","value":"MVM"},{"label":"Creator Status","value":"Student"},{"label":"School Affiliation","value":["School of Education"]},{"label":"Department Affiliation","value":["Doctor of Education in Curriculum and Instruction"]},{"label":"Faculty Sponsor","value":"Elsa Anderson"}],"description":"Investigating the Experiences of First-Year Students in a Freshman Seminar Course: Perspectives on Motivation and Engagement","sequences":[{"@type":"sc:Sequence","canvases":[{"@id":"https://iiif.quartexcollections.com/texas-wesleyan/iiif/eb85e7a7-e803-4040-8bab-9cd506262c5f/canvas/_1","@type":"sc:Canvas","label":"Investigating the Experiences of First-Year Students in a Freshman Seminar Course-Perspectives on Motivation and 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