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Current Issue

Volume 36, Number 2

In this Issue

• 2022-23 Paul P. Fidler Grant Recipient: Investigating Trauma, Mental Health Well-Being, and Academic Success in First-Year HBCU Students Using Astin's Input-Environment-Output Model

• "I Am So Glad I'm in This Class:" Transition Experiences of First-Year Seminar Students With Significant Early College Credit

• Ensuring a Successful Transition: Understanding the Role of Pre-College Programs in Supporting Racially Underrepresented Students Early in the Access Process

• Think for Yourself: Centering Racially Minoritized Students in the Relationship Between Good Teaching Practices and Lifelong Learning in the First College Year

• The Forgotten Year: A Grounded Theory Analysis of Student Voices From the Junior Year in College

• The Mindset Project in the First-Year Seminar: An Exploratory Study

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Most Viewed Articles

• Investigation of the Effect of First-Year Seminars on Student Success 33(2), 65-95.

• The Thriving Campus: Creating an Environment in Which All Students Can Flourish 36(1), 9-25.

• Academic First-Year Seminar: Four-Year Retention and Graduation for All First-Time Students and Students at Additional Risk 35(1), 111-127.

• Challenge and Support for the 21st Century: A Mixed-Methods Study of College Student Success 28(2), 33-51.

• Implementing Self-Regulated Learning To Improve Academic Self-Efficacy and Learning Persistence 36(1) 113-134.

• Relationship of Online Summer Programming and Successful Transitions for First-Time College Students During (COVID)-19 36(1), 71-91.

• College Adjustment for Rural Appalachian First-Year Students 36(1), 51-70.

• Transitioning OUT: Lesbian, Gay, Bisexual, and Queer Students' Concerns in the Senior Year 33(2), 9-27.

• “A Community Built Just for Me”: Black Undergraduate Men Bridging Gaps to Community Cultural Wealth 32(1) 43-57.

• Academic Self-Efficacy, Student Performance, and Well-Being in a First-Year Seminar 33(1), 99-119.

• First-Generation College Student Achievement and the First-Year Seminar: A Quasi-Experimental Design 26(2), 51-67.

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