Seminarios de primer año: Su contribución a la persistencia y retención estudiantil

Marisol Silva-Laya; Norma-Nélida Reséndiz-Melgar

doi:10.5354/0719-5885.2023.71743

Call to publish scientific articles that will be received between June 20 and November 20, 2019, referring to:

University Pedagogy: With topics such as public policies in higher education, legislative system and reforms, academic programs, comparative policies, massification processes, quality assurance, legal professions, and others in higher education as a general field, referring to the Chilean and international context .

Didactics of Law: With topics whose centrality is related to processes of innovation, learning, curriculum, innovations, teaching experiences, students and teachers characterization , among others in legal education in the Chilean and international context.

Ethical and citation standards (Chicago-deusto) must be taken care of, in addition to the originality of the research or innovation.

First year seminars: Their contribution to student persistence and retention

Authors

Marisol Silva-Laya Universidad Iberoamericana, Mexico City https://orcid.org/0000-0001-8282-9186
Norma-Nélida Reséndiz-Melgar Universidad Iberoamericana, Mexico City https://orcid.org/0000-0003-4192-0586

Vol. 10 No. 2 (2023)

https://doi.org/10.5354/0719-5885.2023.71743

Abstract

The objective of this article is to analyze a set of evidence on the effectiveness of first-year university seminars, based on documentary research on their origin, characteristics, development and theoretical models on which they are based. Useful knowledge is generated for higher education institutions on how to accompany their student populations in the transition process from high school to university, and facilitate their incorporation into the university community and culture. It is concluded that first-year seminars, as long as they meet certain requirements, can contribute to student persistence and retention, within a framework of social justice and equity from a Latin American vision.

Author Biographies

Marisol Silva-Laya, Universidad Iberoamericana, Mexico City

Marisol Silva Laya is a Pedagogue with a Doctorate in Education. She is a Professor Investigator at the Universidad Iberoamericana Ciudad de México, where she also works as Director of Research and Postgraduate Studies. From 2013 to 2018 she directed the Instituto de Investigaciones para el Desarrollo de la Educación (INIDE) at the same institution. Her investigation focuses on the lines of equity and justice in education, first-year university, quality and evaluation of education, and higher education policies.

Norma-Nélida Reséndiz-Melgar, Universidad Iberoamericana, Mexico City

Norma Nélida Reséndiz Melgar is a graduate and master in pedagogy and a doctor in education. It counts with the specialty in Virtual Learning Environments of the Organization of Iberoamerican States. She has published several educational materials and several articles in refereed magazines.
Among her work experience, she highlights her participation in the edition of the Ciudadanía Collection of the SEP-UNESCO in the design of national materials in the framework of the 2030 Agenda and the Objectives for Sustainable Development; the academic coordination of tutoring and support to teachers in basic education until 2019. She also has experience in the coordination and design of programs and projects in basic education at the national level; capacity building and training for teachers, directors, and school supervisors, and the design of educational regulations, among others.

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How to Cite

Silva-Laya, M., & Reséndiz-Melgar, N.-N. (2023). First year seminars: Their contribution to student persistence and retention. Revista Pedagogía Universitaria Y Didáctica Del Derecho, 10(2), 287–308. https://doi.org/10.5354/0719-5885.2023.71743