Journal of The First-Year Experience and Students in Transition


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		Journal of The First-Year Experience and Students in Transition is a semiannual refereed journal providing current research on the first college year and other significant student transitions. The primary purpose of the Journal is to disseminate empirical research findings on student transition issues that inform practice in all sectors of postsecondary education, such as Explorations into the academic, personal, and social experiences (including outcomes related to success, learning, and development) of students at a range of transition points throughout the college years. These transitions include, but are not limited to, the first college year, the transfer transition, the sophomore year, the senior year and transition out of college, and the transition to graduate work. Transition issues unique to specific populations (e.g., non-traditional, traditional, historically underrepresented students, transfer students, commuters, part-time students) Explorations of faculty development, curriculum, and pedagogical innovations connected to any of the transitions identified above The Journal is indexed by ERIC, the Educational Resources Information Center, and Higher Education Abstracts. ISSN 1542-3077. Annual subscription consists of two issues. Subscription includes online access to current and archival content. Individual Subscription U.S. Subscribers One year = $55 Multiple years = $50 per year Non-U.S. Subscribers One year = $65 Multiple years = $60 per year Institutional Subscription U.S. Subscribers One year = $140 Multiple years = $145 per year Non-U.S. Subscribers One year = $150 Multiple years = $145 per year Download our Library Recommendation Form (Adobe PDF file) Phone: (800) 476-1844 Fax: (803) 343-6741 E-mail: sales@nrcpubs.com National Resource Center for The First-Year Experience & Students in Transition University of South Carolina 1728 College Street Columbia, SC 29208

Contents Volume 23 Number 2 2009-2010 Paul P. Fidler Grant Recipient Learning Community Transitions in the First Year: A Case Study of Academic and Social Network Change Rachel A. Smith Baruch College, CUNY Supporting American Indian Students in the Transition to Postsecondary Education Sherrie A. Bosse, Kelly Duncan, Susan C. Gapp, and Lisa A. Newland The University of South Dakota The Effects of Orientation Programming on Learning Outcomes Related to Academic and Social Adjustment with Implications for Transfers and Students of Color Matthew J. Mayhew and Christopher J. Stipeck New York University Andrea J. Dorow The University of North Carolina Wilmington Career and Technical Education Students Who Transition to Four-Year Institutions: An Exploratory Study Wen Qi and James S. Cole Indiana University Using a Common First-Year Book to Promote Reading, Connections, and Critical Thinking Ruth Goldfine, Deborah Mixson-Brookshire, Keisha Hoerrner, and Julia Morrissey Kennesaw State University