The primary purpose of the Journal is to share empirical research findings on student transition issues that inform
practice in all sectors of postsecondary education. Appropriate topics include:
- 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 publishes quantitative, qualitative, and mixed-methods empirically based studies.
Readers include educators with diverse research backgrounds; therefore, all statistical
material should be presented as clearly and succinctly as possible. It is important
that all relevant methodological information is included in the Method section; however,
the article should focus on the findings, the significance of those findings, and
their implications for practice, policy, and/or future research.
The Journal of The First-Year Experience & Students in Transition does not publish manuscripts describing program evaluations or assessments. Manuscripts
of this type will not be forwarded for peer review.
For more information, contact Dr. Forrest Lane, editor, at firstname.lastname@example.org or email@example.com.
About the Editor
The Journal is indexed by ERIC, the Educational Resources Information Center, and Higher Education Abstracts. ISSN 1542-3077 (Print) ISSN 2373-0153 (Online)