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National Resource Center for The First-Year Experience and Students in Transition

About the Journal

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. Topics appropriate for the Journal 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 a wide range of 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 and 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 or

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)

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