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Earlier approaches in the USA based the FYE on credit bearing modules,
curriculum and co-curriculum, and most of this has endured and is still
found in most FYE programs across the world, although they have
expanded dramatically beyond these confines.
The multiple purposes of FYE included student success, retention and well being,
although there was a variety of ulterior motives such as expansion of access,
institutional financial incomes and branding (Koch and Gardner, 2014).
The First-Year Seminar started as a small enrollment course to help beginning
students with their academic and social transitions. In many institutions the course
was run throughout the first year for all first year students.
Like the Life Orientation skills in the further education sector, in many universities it
was credit bearing and it was also used to monitor students in other courses and
modules.
In many South African Universities today such an intervention can still be found,
although it takes various forms; from once-off to year long non-credit bearing
engagements with students in seminars, workshops and awareness campaigns.
Koch, A.K.; Gardner, N.J.; 2014. The Saudi Journal of Higher Education, 1(11): 10-44.