Abstract:

Research shows that students encounter numerous academic and social challenges during their first year of college. Students in professional studio based curricula (landscape architecture and the like) face the additional challenge of being in an educational setting, the studio, which is different than the traditional classrooms they experienced in their K-12 education. As a result, some design programs experience high attrition rates during year one of the program. Additionally, professional design programs located in rural locations, where design professions are less prevalent, can contribute to a misunderstanding of career opportunities. Furthermore, at a time when student enrollment is stagnant or declining, design programs must increase student recruitment and improve student retention. This paper presents a pilot study of a Bachelor of Landscape Architecture program (4-year degree) located at a Land Grant University in the southeastern United States that developed a first year seminar that positively impacted student retention.

From 2002-2009, the program’s enrollment averaged 120 students (high 126 in 2002; low 113 in 2004). Following 2009’s economic downturn, student enrollment significantly declined. From 2010-2016, the program’s enrollment averaged approximately 78 students (high 92 in 2010, low 61 in 2015). From 2004-2010, the program’s attrition rate averaged 47.4%. From 2011-2016, when student numbers significantly decreased, the program’s attrition rate remained at 48%. Lower enrollment coupled with a constant attrition rate created an unsustainable trajectory for the program.

In an attempt to introduce students to a range of career paths that further their understanding of career options, while simultaneously attempting to improve student retention, the faculty approved a First Year Seminar course, LA 1701 Landscape Professionals Career Paths Seminar. The course meets weekly and brings in guest speakers from a range of career paths within the Landscape Architecture and Landscape Contracting and Management professions. The course requires each student to write a paper after guest presenters, and culminates with a reflective paper at the semester’s end that details their updated career goals.

To date, this class has been taught twice in the Fall 2017 and 2018 semesters. While this is a small sample size, the trend appears promising. Following the 2017 course, 65% of the students enrolled in the seminar course remain in the program, which is a retention improvement of nearly 13% (48% attrition rate). In 2018, 75% of the students enrolled in the seminar course remain in the program, which is a retention improvement of approximately 23%. In addition to the numbers indicating less student attrition in the program following their first year, students’ comments in their final reflective paper provide further support that the course is improving their understanding of the professional career paths attainable with a degree from the design program. Since 2016, with increased recruiting efforts and improving student retention, the program has grown by about 20%. While student enrollment remains down from its historic numbers of the early 2000’s, the recent improvement in student retention is encouraging. While a first year seminar appears to positively influence student retention in a professional studio based curricula, other approaches need to be evaluated as part of a holistic strategy to retain undergraduate design students.

Keywords:

Student retention, first year seminar, design education.