Search our index for research and scholarly practice publications on a range of topics
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|Research Spotlight: How Are Institutions Using Senior Capstones to Prepare Graduates for Life Beyond College?
Young, D. G.
|E-Source||2018||15 (2)||Young, D. G. The end of the senior year can bring anxiety for many students. Recent research from the National Resource Center highlights how institutions are structuring educational practices during the final year to get students ready for post-college life. Senior students, Senior Initiatives, Support Services||15||2|
|Five-Year Transition Messages: Exploring Language Evaluation
|E-Source||2018||15 (2)||Wilhite, K. Communication sent to students during the high school-to-college transition is vital to establishing connections early on, as well as providing institution-specific terminology. A study at Kennesaw State University looks at the relationship between pre-enrollment communications and student success. Educators, Student Engagement Initiatives, FYE General||15||2|
|Training First-Year Seminar Peer Leaders Through Extended Orientation
|E-Source||2018||15 (2)||Dial, M. Stuart, S. The University 101 Peer Leader Program at the University of South Carolina continues to positively impact first-year students. For peer leaders, it provides added bonuses, supporting them during their experience and giving them transferable skills to use later. Educators, Peer Leaders, FY Seminars||15||2|
|Building Personal Productivity in FYE Courses
|E-Source||2018||15 (2)||Korstange, R. After a survey showed that incoming students lacked skills in time and task management, Middle Tennessee State University redirects its curriculum to help improve students’ workflow. The plan emphasizes students applying and continually revising their skills outside of class. First-year students, FYE General, Student Behavior/Characteristics/Development||15||2|
|Game Changer: How a Graduation Distinction Can Impact Learning for All
Van Scoy, I.
|E-Source||2018||15 (2)||Van Scoy, I. A large research institution gains campus-wide buy-in with a new graduation distinction. The detailed requirements of the recognition work to communicate a greater emphasis on integrative learning strategies for students, faculty, and staff. Educators, Graduate Initiatives, Curriculum/Teaching Strategies||15||2|
|Redesigning Assessment Plans: A Focus on Student Learning Outcomes in General Education
|E-Source||2017||15 (1)||Hardin, C. By retooling an outdated assessment plan, English faculty at Valencia College bring learning outcomes into sharper focus. The changes allow faculty to better connect with their work, while also giving a greater understanding and deeper analysis of students’ work. Educators, Faculty, Assessment and Evaluation||15||1|
|Global Citizenship in the First Year: Making a World of Difference
|E-Source||2017||15 (1)||NguyenVoges, S. Stelzriede, D. D. Lyons, L. Kennesaw State University targets first-year students with initiatives that seek more equitable opportunities for global education. The initiatives incorporate classroom observations, one-on-one interviews, journaling, and social media, as well as internationalization outside the classroom. First-year students, Study Abroad, FY Seminars||15||1|
|Arrive Prepared: An Academic College Transition (ACT) Program for Precollege International Students
|E-Source||2017||15 (1)||Brunsting, N. Smart, J. W. Eisner, J. Liu, T. Coverdell, T. After research finds that academic writing and communication with faculty pose primary challenges for international learners, Wake Forest University designs a program to be taught in the home country of pre-college students. The program, which led to a collaboration with a high school in China, is already showing promise. Precollege students, Orientation, Support Services||15||1|
|Faculty See Benefits of Teaching First-Year Seminar
|E-Source||2017||15 (1)||Haug-Belvin, T. Baranovic, K. With so many full-time faculty at Southeast Missouri State University teaching a required first-year seminar, researchers there asked whether the seminar encourages different teaching approaches, and whether teaching the course makes instructors feel more connected to their institution. Educators, Faculty, FY Seminars||15||1|
|Student Veterans' Heroic Journey in Higher Education
Osborne, N. J.
|E-Source||2017||15 (1)||Osborne, N. J. Continued increases in student veteran enrollment point the way for institutions to re-evaluate their understanding of this nontraditional group. Accordingly, the University of Illinois at Urbana-Champaign developed a first-year course specific to student veterans; its success has already led to expansion of the course and a better understanding of these students’ unique needs. First-year students, FY Seminars, Student Subpopulations||15||1|
|The Same, but Different: Supporting Gifted Students in First-Year Seminar
|E-Source||2017||14 (2)||Meadows, J. First-year students, FY Seminars, Advising||14||2|
|Creating a Curriculum for the 21st Century and Beyond: From the Academic Side
|E-Source||2017||14 (2)||Strom, C. Zelaya-Leon, T. All students, General Academic Skills, Curriculum/Teaching Strategies||14||2|
|Intervention Strategies for At-Risk Off-Campus Students
Thompson, A. D.
|E-Source||2017||14 (2)||Thompson, A. D. Dubert, E. All students, At-Risk Students, Support Services||14||2|
|Departmental Matriculation Ceremonies for First-Year Majors: The White Coat Ceremony
Murphy, M. K.
|E-Source||2017||14 (2)||Murphy, M. K. Jackson, D. D. Carr, J. M. First-year students, Student Engagement Initiatives, FYE General||14||2|
|Bridge to Success: A Summer Bridge Program to Serve a Target Population
Habers, N. L.
|E-Source||2017||14 (2)||Habers, N. L. Mixson-Brookshire, D. Goldfine, R. A. Trivedi, N. First-year students, Orientation, Early-Alert Programs||14||2|
|On Becoming Accessibility Allies
|E-Source||2017||14 (2)||Chin-Newman, C. Nair, D. Smith, S. All students, Support Services, At-Risk Students||14||2|
|Resource Spotlight: Boosting First-Year Courses and Programs With Technology
Campbell, R. P.
|E-Source||2017||14 (3)||Campbell, R. P. Buford, B. First-year students, FYE General, Media & Technology||14||3|
|Developing a Post-First-Year Seminar Series for Students on Probationary Status
|E-Source||2017||14 (3)||Hanrahan, E. Borlovan, D. Jensen, J. Sophomore students, Sophomore Initiatives, At-Risk Students||14||3|
|Fostering a Transfer Student-Receptive Ecosystem at the University of Cincinnati
|E-Source||2017||14 (3)||McGovern, D. Transfer students, Transfer Students, Student Engagement Initiatives||14||3|
|Revising Extended-Orientation Seminar to Meet the Needs of New Students
Clarke, K. C.
|E-Source||2017||14 (3)||Clarke, K. C. Dial, M. First-year students, Orientation, FYE General||14||3|
|Redesigning the Library Scavenger Hunt for First-Year Seminar Students
|E-Source||2017||14 (3)||Luetkenhaus, H. First-year students, FY Seminars, Resources||14||3|
|Integrated Leadership Programs Strengthen Engagement in the First Year
|E-Source||2016||14 (1)||Gebauer, R. Filippone, A. First-year students, Student Engagement Initiatives, Learning Communities||14||1|
|Impact of Peer Connections on Medical Student Success
|E-Source||2016||14 (1)||Harris, K. Edwards, T. Graduate students, Peer Leaders||14||1|
|High-Achieving Pre-Health College Students’ Perceptions of Academic Success
Dumke, E. K.
|E-Source||2016||14 (1)||Dumke, E. K. Tyndall, C. Naff, D. Crowder, A. Cauley, K. M. Senior students, Student Behavior/Characteristics/Development||14||1|
|Supporting the Transition and Ongoing Success of First-Generation and Low-Income Students
Apostolakis Miller, A.
|E-Source||2016||14 (1)||Apostolakis Miller, A. First-year students, First Generation Students||14||1|
|Mandatory First-Year Seminar Supports Transition to Engineering Majors
|E-Source||2016||14 (1)||Grife, L. Hanson, C. First-year students, FY Seminars||14||1|
|Using Strategic Text Messages to Reduce Summer Melt
|E-Source||2016||14 (1)||Bunting, B. First-year students, Peer Leaders, Media & Technology||14||1|
|Examining Synergies in a First-Year Leadership Course
|E-Source||2016||13 (3)||Manning-Ouellette, A. Beatty, C. C. First-year students, At-Risk Students, FY Seminars||13||3|
|Kennesaw State Pilots Learning Community for First-Year International Students
|E-Source||2016||13 (3)||Keleher, M. Mixson-Brookshire, D. Foote, S. M. First-year students, Diversity Issues, Learning Communities||13||3|
|Promoting Academic Confidence and Success in the First College Year
|E-Source||2016||13 (3)||Clemson, C. Whaley P. First-year students, Retention/Persistence/Student Success, FY Seminars||13||3|
|Let's Talk Transfer: Building a Model for Transfer Student Success
Gordon, A. J.
|E-Source||2016||13 (3)||Gordon, A. J. Transfer students, Transfer Students, Assessment and Evaluation||13||3|
|Digitally Connecting Students to Success: Engaging First-Year Students Through Intrusive E-mail Outreach
|E-Source||2016||13 (2)||Dial, M. Winfield, J. First-year students, Retention/Persistence/Student Success, Media & Technology||13||2|
|Extended Orientation Seminar Evolves to Theme-Based Academic Course
|E-Source||2016||13 (2)||Scarborough, E. Polizzi, J. LaRose, A. First-year students, Orientation, Retention/Persistence/Student Success||13||2|
|Valencia College Creates Culture of CARE Over Early Alert
|E-Source||2016||13 (2)||Bass, L. Tenery, D. Hardin, C. All students, Early-Alert Programs, Assessment and Evaluation||13||2|
|Faculty Collaboration Supports Integrative Education in a First-Year Learning Community
|E-Source||2016||13 (2)||Lyons, L. First-year students, Learning Communities, Curriculum/Teaching Strategies||13||2|
|Defining the First-Year College Experience
Miles, L. R.
|E-Source||2016||13 (2)||Miles, L. R. Stelzreide, D. D. First-year students, First Generation Students, Assessment and Evaluation||13||2|
|New Commuters Find Their Place at College of Charleston
Fleming, W. J. B.
|E-Source||2016||13 (2)||Fleming, W. J. B. John, J. First-year students, Student Engagement Initiatives, Academic Integrity||13||2|
|Promoting Student Success Through Departmental Collaboration and Institutional Reorganization
|E-Source||2015||13 (1)||Freer, S. First-year students, At-Risk Students, Retention/Persistence/Student Success||13||1|
|Assessing Sexual Misconduct Intervention Programs
Ruthkosky, P. J.
|E-Source||2015||13 (1)||Ruthkosky, P. J. First-year students, Assessment and Evaluation, Curriculum/Teaching Strategies||13||1|
|In the Zone: Reducing Barriers to Successful Registration
|E-Source||2015||13 (1)||Wilson, D. Lowry, K. Mixed year levels or populations, Support Services, Resources||13||1|
|Interdisciplinary Teams Are the Heart of Guttman's First-Year Experience Program
|E-Source||2015||13 (1)||Blake, N. First-year students, Learning Communities, Two-Year Colleges||13||1|
|Intentional Precollege Programs Address College Access and Achievement Gap
|E-Source||2015||13 (1)||Brown, T. Precollege students, Support Services, Retention/Persistence/Student Success||13||1|
|Enhancing First-Year Convocation: A Data-Driven Approach
Habers, N. L.
|E-Source||2015||12 (2)||Habers, N. L. Goldfine, R. A. Mixson-Brookshire, D. Hedrick, A. First-year students, Assessment and Evaluation||12||2|
|Good for the Gander: Why Common Reading Programs Are Good for Faculty
|E-Source||2015||12 (2)||Koppelman, N. Educators, Faculty||12||2|
|Strengthening Social Support for Transfer Students
Chin-Newman, C. S.
|E-Source||2015||12 (2)||Chin-Newman, C. S. Shaw, S. T. Transfer students, Transfer Students, Support Services||12||2|
|Award-Winning Programs Focus on Transfer Transition
|E-Source||2015||12 (2)||Roberts, D. Transfer students, Conferences/Awards, Transfer Students||12||2|
|Rebranding an Early-Alert System Through Education and Collaboration
|E-Source||2015||12 (2)||Zlotkowski, L. Conway, S. Getchell, K. All students, Faculty||12||2|
|Peer Mentors Support First-Year Students in an Educational Opportunity Program
|E-Source||2015||12 (2)||Zevallos, A. Washburn, M. First-year students, At-Risk Students, Peer Leaders||12||2|
|Research Spotlight: National Survey Examines the Depth of Peer Leader Involvement on Campus
Young, D. G.
|E-Source||2014||12 (1)||Young, D. G. All students, Peer Leaders||12||1|
|The Student-Faculty Connection: Establishing Relationships in the First-Year Seminar
|E-Source||2014||12 (1)||Bledsoe, R. First-year students, FY Seminars, Curriculum/Teaching Strategies||12||1|
|Moving Beyond the Checklist: Redesigning Orientation to Deliver Information When It Is Needed
|E-Source||2014||12 (1)||Bell, A. First-year students, Orientation, Transfer Students||12||1|
|Dynamic Lecturing in First-Year Courses: Continuing a Proven Tradition
|E-Source||2014||12 (1)||Harrington, C. First-year students, Curriculum/Teaching Strategies||12||1|
|Using Educationally Purposeful Activities to Support First-Generation College Students in Chemistry
Carr, J. M.
|E-Source||2014||12 (1)||Carr, J. M. Jackson, D. D. Murphy, M. K. All students, First Generation Students, Retention/Persistence/Student Success||12||1|
|Ensuring successful transitions for emancipated foster care youth
|E-Source||2014||12 (1)||Okumu, J. First-year students, Student Subpopulations, Support Services||12||1|
|Teaching Principles From Cognitive Psychology in the First-Year Seminar
Steiner, H. H.
|E-Source||2014||11 (2)||Steiner, H. H. First-year students, Curriculum/Teaching Strategies, FY Seminars||11||2|
|Successful Transitions: Creating an Integrated Approach to Transfer Matriculation
|E-Source||2014||11 (2)||Lagnese, R. Riggs, E. Panger, Q. Transfer students, Transfer Students, Support Services||11||2|
|Facilitating Intercultural Interactions Through a Personal Narrative Assignment
|E-Source||2014||11 (2)||Lee, A. Williams, R. D. Hassan, Chaltu First-year students, Curriculum/Teaching Strategies, Student Engagement Initiatives||11||2|
|Enhancing Student Performance in South African Higher Education
de Kadt, E.
|E-Source||2014||11 (2)||de Kadt, E. First-year students, FY Seminars, Diversity Issues||11||2|
|Research Spotlight: National Evidence of the Assessment of First-Year Seminars: How and How Much?
Young, D. G.
|E-Source||2013||11 (1)||Young, D. G. First-year students, Assessment and Evaluation, Retention/Persistence/Student Success||11||1|
|Expanding A Peer-Facilitation Program Beyond the Fall Term
Harper, M. S.
|E-Source||2013||11 (1)||Harper, M. S. & Allegretti, C. L. First-year students, FY Seminars, Retention/Persistence/Student Success||11||1|
|Capstone Program Takes Students to New Heights
|E-Source||2013||11 (1)||DeWeil, D. Cruz, N. Walker, M. & Hickey, P. First-year & Sophomore students, Learning Communities, Retention/Persistence/Student Success||11||1|
|Major Accomplishment: Creating a Learning Community for Undeclared Students
Norwood, M. A.
|E-Source||2013||11 (1)||Norwood, M. A. First-year & Sophomore students, Learning Communities, Retention/Persistence/Student Success||11||1|
|Foundations Program Combines Tradition, General Education, and Technology for the 21st Century
Patterson, T. F., Jr.
|E-Source||2013||11 (1)||Patterson, T. F., Jr. & Leonard , J. First-year students, FY Seminars, Retention/Persistence/Student Success||11||1|
|Exploring Noncognitive Factors of Student Success in a First-Year Seminar
Pickett, R. F.
|E-Source||2013||11 (1)||Pickett, R. F. & Ferguson, R. L. First-year students, FY Seminars, Retention/Persistence/Student Success||11||1|
|Book Review: Helping Students Reach Their Potential While Raising Retention
Rios, S. D.
|E-Source||2013||10 (2)||Rios, S. D. All students, Curriculum/Teaching Strategies, Retention/Persistence/Student Success||10||2|
|Resource Spotlight: Website Pays Dividends in Sound Fiscal Literacy
Vanderburgh, W. L.
|E-Source||2013||10 (2)||Vanderburgh, W. L. All students, Resources, Parents & Families||10||2|
|Finding Balance: Creating Hybrid First-Year Seminars
Foote, S. M.
|E-Source||2013||10 (2)||Foote, S. M. Mixson-Brookshire, D. First-year students, FY Seminars, Curriculum/Teaching Strategies||10||2|
|Weekend of Welcome: Building a First-Class Tradition
|E-Source||2013||10 (2)||Stepp, S.L. First-year students, Orientation, Retention/Persistence/Student Success||10||2|
|Concept Mapping: Visualizing Plans for Undergraduate Involvement
Johnson, M. L.
|E-Source||2013||10 (2)||Johnson, M. L. First-year students, Curriculum/Teaching Strategies, FY Seminars||10||2|
|Building a fully integrated university common reading program.
|E-Source||2012||10 (1)||McIntyre, J. First-year students, FYE General, Student Engagement Initiatives||10||1|
|Conditional admission programs provides access to and success in higher education.
Long, J. R.
|E-Source||2012||10 (1)||Long, J. R. First-year students, At-Risk Students, Retention/Persistence/Student Success||10||1|
|Resource spotlight: Unplanned pregnancy and the college student—online lessons.
|E-Source||2012||10 (1)||Kirk. V. All students, Health, Retention/Persistence/Student Success||10||1|
|Research spotlight: 2011 National Survey of Senior Capstone Experiences
Kilgo, C. A.
|E-Source||2012||10 (1)||Kilgo, C. A. Senior students, Senior Initiatives, Resources||10||1|
|Implementing a consistent, customizable library session for a first-year seminar.
Hardenberg, W. A.
|E-Source||2012||10 (1)||Hardenberg, W. A. First-year students, FY Seminars, General Academic Skills||10||1|
|Summer bridge: A comprehensive college outreach program helps at-risk, first-year students succeed
Hamilton, L., Jr.
|E-Source||2012||10 (1)||Hamilton, L., Jr. Smith, K. First-year students, Retention/Persistence/Student Success, At-Risk Students||10||1|
|Colleague Spotlight: How Effective Are High-Impact Practices?
|E-Source||2012||9 (2)||Kilgo, C. All students, Student Engagement Initiatives, Curriculum/Teaching Strategies||9||2|
|Common Read Impact Reaches Campus and Community.
|E-Source||2012||9 (2)||Nichols, T., First-year students, FYE General, Student Engagement Initiatives||9||2|
|Resource Spotlight: The Successful First-Year Seminar: What's Learning Style Got to Do With It?
|E-Source||2012||9 (2)||Nicoll-Senft, J. First-year students, FY Seminars, Curriculum/Teaching Strategies||9||2|
|UStart: A Peer-Designed and Led Orientation Initiative
|E-Source||2012||9 (2)||O’Shea, S First-year students, Orientation, Peer Leaders||9||2|
|First-year initiatives in a Residential Program.
|E-Source||2012||9 (2)||Taylor, T. First-year students, FYE General, Student Engagement Initiatives||9||2|
|Attracting and Retaining First-Year Seminar Faculty
Palmunen, K. F.
|E-Source||2012||9 (2)||Palmunen, K. F. First-year students, FY Seminars, Professional Development/Training||9||2|
|Research Spotlight: Emerging Evidence From the 2009 National Survey of First-Year Seminars
Padgett, R. D.
|E-Source||2011||9 (1)||Padgett, R. D. First-year students, FY Seminars, Resources||9||1|
|Using Peer-Reviewed Research to Teach Academic Study Skills in First-Year Seminars
|E-Source||2011||9 (1)||Harrington, C. First-year students, Curriculum/Teaching Strategies, FY Seminars||9||1|
|Moving the First-Year Seminar Online
|E-Source||2011||9 (1)||Mixson-Brookshire, D. Goldfine, R. First-year students, FY Seminars, Media & Technology||9||1|
|Getting students to turn off digital distractions and tune into lectures and learning
|E-Source||2011||9 (1)||Cantor, J. All students, Student Behavior/Characteristics/Development, Curriculum/Teaching Strategies||9||1|
|Fostering the Career Development of First- and Second-Year Students
Carlson, P. C.
|E-Source||2011||9 (1)||Carlson, P. C. Jennings, J. First-year & Sophomore students, Curriculum/Teaching Strategies, Retention/Persistence/Student Success||9||1|
|Lessons From the Road: Facilitation Workshops to Enhance Faculty Development
Clarke, K. C.
|E-Source||2011||9 (1)||Clarke, K. C. First-year students, Professional Development/Training, Faculty||9||1|
|The development of a case-based first-year seminar.
|E-Source||2011||8 (2)||Major, R., Berenz, J., & Bronner, L. First-year students, FY Seminars, Curriculum/Teaching Strategies||8||2|
|A four-year professional development model prepares students for successful careers.
Maietta, H., &
|E-Source||2011||8 (2)||Maietta, H., & Sherman, D. C. All students, Retention/Persistence/Student Success, Advising||8||2|
|Using critical ingredients when designing career interventions.
Gore, P. A. Jr., &
|E-Source||2011||8 (2)||Gore, P. A. Jr., & Carter, L. P. All students, Retention/Persistence/Student Success, Advising||8||2|
|Sound practices: Performing college reading and writing.
Devlin Mosher, J.
|E-Source||2011||8 (2)||Devlin Mosher, J. All students, Curriculum/Teaching Strategies, FY Seminars||8||2|
|Retention at work: Instituting a student success program.
Boyette, B. G.
|E-Source||2011||8 (2)||Boyette, B. G. First-year students, At-Risk Students, Retention/Persistence/Student Success||8||2|
|Colleague spotlight: An interview with Philip Gardner: Workforce readiness of recent college graduates.
|E-Source||2010||8 (1)||Vakos, T. All students, General Academic Skills, Student Behavior/Characteristics/Development||8||1|
|Preparing university communities to serve those who served us: Use of a university seminar to transition student veterans
|E-Source||2010||8 (1)||Selber, K. First-year students, Student Subpopulations, FY Seminars||8||1|
|The transfer center: Building a home for transfer students
Poisel, M. A.
|E-Source||2010||8 (1)||Poisel, M. A. Transfer students, Transfer Students, Retention/Persistence/Student Success||8||1|
|Common book: Practical strategy for supporting student learning and success.
|E-Source||2010||8 (1)||Lee, A. Jie, Y. Williams, R. First-year students, Student Subpopulations, FYE General||8||1|
|Insights gained from first-year college students participating in a summer program.
Ekal, D. E.
|E-Source||2010||8 (1)||Ekal, D. E. Mangadu, T. Ward, D. P. First-year students, At-Risk Students, Retention/Persistence/Student Success||8||1|
|Using Skype to enhance the educational experiences of faculty and students
|E-Source||2010||7 (6)||Bell, B. All students, Media & Technology, Curriculum/Teaching Strategies||7||6|
|Academic support for provisionally admitted students
|E-Source||2010||7 (6)||Hambrick, D. First-year students, At-Risk Students, Retention/Persistence/Student Success||7||6|
|Promoting student engagement in a large first-year inquiry program: Keys to success
|E-Source||2010||7 (6)||Stebleton, M. Peter, G. Jensen, M. First-year students, FY Seminars, Student Engagement Initiatives||7||6|
|Peer Leadership: Situation-specific support roles
|E-Source||2010||7 (6)||Cuseo, J. All students, Peer Leaders||7||6|
|Introducing service-learning in an Afghan first-year seminar
Shaw, H. D.
|E-Source||2010||7 (6)||Shaw, H. D. First-year students, Service-Learning/Community Service, FY Seminars||7||6|
|Resource spotlight: International student support and information exchange with Skype
|E-Source||2010||7 (5)||Henderson, F. All students, Support Services, Student Engagement Initiatives||7||5|
|Enabling first-year students to achieve academic and social goals through a project-based course
Gopal, G., &
|E-Source||2010||7 (5)||Gopal, G., & Smith, C. First-year students, FY Seminars, Student Engagement Initiatives||7||5|
|Peer leadership: Definition, description, and classification
|E-Source||2010||7 (5)||Cuseo, J. All students, Peer Leaders||7||5|
|Three strategies for engaging students in large classes
Coston, C. T. M.
|E-Source||2010||7 (5)||Coston, C. T. M. Monell, J. S. Educators, Curriculum/Teaching Strategies, Student Engagement Initiatives||7||5|
|Money matters: Promoting access and success through financial literacy for first-year students
|E-Source||2010||7 (5)||Goebel, P. Champagne, D. First-year students, Support Services, Retention/Persistence/Student Success||7||5|
|The National Resource Center for the First-year Experience and Students in Transition Advisory Board
|E-Source||2010||7 (4)||Mullins, E. Educators, Conferences/Awards||7||4|
|Colleague spotlight: An interview with Marcy Levy Shankman: Defining emotionally intelligent leadership
|E-Source||2010||7 (4)||Vakos, T. All students, Retention/Persistence/Student Success, Curriculum/Teaching Strategies||7||4|
|Engineering persistence studies using the MIDFIELD database
Ohland, M. W.
|E-Source||2010||7 (4)||Ohland, M. W. All students, Retention/Persistence/Student Success, Student Subpopulations||7||4|
|Northern Michigan University's first-year block program
|E-Source||2010||7 (4)||VerDuin, S. First-year students, FY Seminars, Curriculum/Teaching Strategies||7||4|
|Peer power: empirical evidence for the positive impact of peer interaction, support, and leadership
|E-Source||2010||7 (4)||Cuseo, J. All students, Peer Leaders||7||4|
|EI + C = The best you can be! A first-year initiative that encourages emotional intelligence skills through coaching
|E-Source||2010||7 (4)||Decandia, L. Fishman, S. First-year students, FY Seminars, Curriculum/Teaching Strategies||7||4|
|2010 Outstanding First-Year Advocates
National Resource Center
|E-Source||2010||7 (4)||National Resource Center Educators, Conferences/Awards||7||4|
|Colleague spotlight: An interview with Lee Cuba: Are students focusing too much on the future?
|E-Source||2010||7 (3)||Vakos, T. All students, Advising, Conferences/Awards||7||3|
|Putting MORE in the sophoMORE-year experience: Lessons from a public university
|E-Source||2010||7 (3)||Stypa, D. Strayhorn, T. L. Sophomore students, Sophomore Initiatives, Retention/Persistence/Student Success||7||3|
|Providing avenues for success: Piloting a developmental learning lab for at-risk first-year students
|E-Source||2010||7 (3)||Schreyer, J. Erickson, J. First-year students, At-Risk Students, Retention/Persistence/Student Success||7||3|
|Job club helps seniors transition to the world-of-work
|E-Source||2010||7 (3)||Maietta, H. Senior students, Senior Initiatives, Retention/Persistence/Student Success||7||3|
|Engaging commuter students: Three innovative programs
|E-Source||2010||7 (3)||Hart, K All students, Student Subpopulations, Support Services||7||3|
|Much more than a stand-alone course: The first-year seminar as the connecting hub for a comprehensive first-year experience
|E-Source||2010||7 (3)||Cuseo, J. First-year students, FY Seminars, Support Services||7||3|
|Lee University: A strengths-based campus
|E-Source||2009||7 (2)||White, D. Weigel, D. All students, Curriculum/Teaching Strategies, Advising||7||2|
|Positive impacts of required learning communities for undecided first-year students
Warren, E. A.
|E-Source||2009||7 (2)||Warren, E. A. First-year students, Learning Communities, FYE General||7||2|
|Changing the image of disabilities with Photovoice: Reflections and resolutions
|E-Source||2009||7 (2)||Hastings, L. All students, Student Subpopulations, Support Services||7||2|
|The first-year seminar: A vehicle for promoting the instructional development of college faculty
|E-Source||2009||7 (2)||Cuseo, J. First-year students, Professional Development/Training, Faculty||7||2|
|Teaching academic honesty: Can we change the first-year student's mindset?
|E-Source||2009||7 (2)||Barry, M. First-year students, Academic Integrity, FY Seminars||7||2|
|The National Resource Center for The First-Year Experience and Students in Transition advisory board
|E-Source||2009||7 (2)||Zapatka, J. All students, Conferences/Awards||7||2|
|The National Resource Center for The First-Year Experience and Students in Transition advisory board
|E-Source||2009||7 (1)||Zapatka, J. All students, Conferences/Awards||7||1|
|Resource Spotlight: Exploring the impact of study abroad on college student development
Skipper, T. L.
|E-Source||2009||7 (1)||Skipper, T. L. All students, Study Abroad, Student Behavior/Characteristics/Development||7||1|
|High impact, high engagement: Designing first-year seminar activities and assignments to promote learning and application.
Foote, S. M.
|E-Source||2009||7 (1)||Foote, S. M. First-year students, FY Seminars, Curriculum/Teaching Strategies||7||1|
|Engaging first-year students in critical thinking and scholarly inquiry
Castro, S. M.
|E-Source||2009||7 (1)||Castro, S. M. First-year students, FY Seminars, At-Risk Students||7||1|
|Moving beyond student outcomes: Potential campus-wide benefits of the first-year seminar.
|E-Source||2009||7 (1)||Cuseo, J. First-year students, FY Seminars||7||1|
|Boomerang students: Transfers return to the four-year institution.
|E-Source||2009||7 (1)||Gilchrist, C. Mandlehr, K. Transfer students, Transfer Students, Retention/Persistence/Student Success||7||1|
|Succeeding in student success: Tracing Lasell College’s retention increase.
O’Connor, K. M.
|E-Source||2009||6 (6)||O’Connor, K. M. Polizzi, D. Farnum, J. O. First-year & Sophomore students, Retention/Persistence/Student Success||6||6|
|University of Florida updates first-year seminar for honors students.
Johnson, M. L.
|E-Source||2009||6 (6)||Johnson, M. L. Flegiel, M. First-year students, Student Subpopulations, FY Seminars||6||6|
|The empirical case for the first-year seminar: Course impact on student retention and academic achievement
|E-Source||2009||6 (6)||Cuseo, J. First-year students, FY Seminars, Retention/Persistence/Student Success||6||6|
|West Virginia University's mid-semester help center keeps students enrolled.
|E-Source||2009||6 (6)||Bruni, R. Utterback, K. All students, At-Risk Students, Support Services||6||6|
|Wofford’s novel experience: Taking a common reading program to dinner.
|E-Source||2009||6 (6)||Beacham, M. First-year students, Student Engagement Initiatives, FYE General||6||6|
|The National Resource Center for The First-Year Experience and Students in Transition advisory board
National Resource Center
|E-Source||2009||6 (6)||National Resource Center All students, Conferences/Awards||6||6|
|Improving first-year students' out-of-classroom faculty interactions
|E-Source||2009||6 (5)||Vianden, J. First-year students, Faculty, Student Engagement Initiatives||6||5|
|Resource Spotlight: National Issues Forums and First in the Family
|E-Source||2009||6 (5)||Vakos, T. All students, Resources, Diversity Issues||6||5|
|Creating a comprehensive sophomore year experience
|E-Source||2009||6 (5)||Rindahl, K. Wiesneski, S. Sophomore students, Sophomore Initiatives||6||5|
|Library fear deconstructed: Overcoming library anxiety
|E-Source||2009||6 (5)||Hartman, S. All students, General Academic Skills, Curriculum/Teaching Strategies||6||5|
|Extrinsic motivational strategies for promoting student reading
|E-Source||2009||6 (5)||Cuseo, J. All students, Curriculum/Teaching Strategies, Student Behavior/Characteristics/Development||6||5|
|Mayville State University revamps first-year seminar
|E-Source||2009||6 (5)||Bitz, K. First-year students, FY Seminars, Retention/Persistence/Student Success||6||5|
|The National Resource Center for The First-Year Experience and Students in Transition advisory board
National Resource Center
|E-Source||2009||6 (5)||National Resource Center All students, Conferences/Awards||6||5|
|A College 101 program for at-risk high school students
Valos, G. K.
|E-Source||2009||6 (4)||Valos, G. K. Precollege students, At-Risk Students, Two-Year Colleges||6||4|
|PictureIt: Exploring the undergraduate experience through photography and discussions
Doherty, F. J.
|E-Source||2009||6 (4)||Doherty, F. J. All students, Media & Technology, Student Behavior/Characteristics/Development||6||4|
|Transition to university: An adjustment and retention program for first-year students
Harper, M. S.
|E-Source||2009||6 (4)||Harper, M. S. Allegretti, C. L. First-year students, Peer Leaders, Retention/Persistence/Student Success||6||4|
|Why don't first-year students do the required reading? Possible causes, probable solutions
|E-Source||2009||6 (4)||Cuseo, J. First-year students, Curriculum/Teaching Strategies, Student Behavior/Characteristics/Development||6||4|
|What's the big deal about sweet tea? Making out-of-state students feel at home
|E-Source||2009||6 (4)||Street. A. All students, Student Subpopulations, Retention/Persistence/Student Success||6||4|
|2009 Outstanding First-Year Student Advocates
National Resource Center
|E-Source||2009||6 (4)||National Resource Center Educators, Conferences/Awards||6||4|
|Resource Spotlight: More hands-on information literacy activities
|E-Source||2009||6 (3)||Vakos, T. All students, General Academic Skills, Resources||6||3|
|Bridging the gap from high school to college for at-risk first-year students
Strayhorn, T. L.
|E-Source||2009||6 (3)||Strayhorn, T. L. Precollege students, At-Risk Students, FYE General||6||3|
|Got faculty? Promoting faculty involvement in FYE programs and initiatives
|E-Source||2009||6 (3)||Cuseo, J. First-year students, Faculty, FYE General||6||3|
|Retention of STEM majors: Creative scientific inquiry experience
|E-Source||2009||6 (3)||Caniglia, J. Contis, E. Stacey, K. First-year students, Retention/Persistence/Student Success, Student Subpopulations||6||3|
|Reaching undecided students through an FYE Learning Communities program
|E-Source||2009||6 (3)||Adams, C. Umbaugh, R. First-year students, Learning Communities, FYE General||6||3|
|Mutual expectations program improves teaching and learning
|E-Source||2008||6 (2)||Powell, J. First-year students, Curriculum/Teaching Strategies, Student Engagement Initiatives||6||2|
|Innovative programs for promoting engagement in the second year
|E-Source||2008||6 (2)||Mullins, E. Sophomore students, Sophomore Initiatives, Student Engagement Initiatives||6||2|
|The capstone experience: Fulfilling multiple goals for student and institutional success
|E-Source||2008||6 (2)||Goodwin, R. Senior students, Senior Initiatives, Retention/Persistence/Student Success||6||2|
|Got faculty? Promoting faculty involvement in FYE programs and initiatives
|E-Source||2008||6 (2)||Cuseo, J. First-year students, Faculty, FYE General||6||2|
|Pilot program uses cocurricular transcripts for sophomore career preparation
|E-Source||2008||6 (2)||Croskey, J. Goodman, G. Karp, R. Sophomore students, Sophomore Initiatives, Retention/Persistence/Student Success||6||2|
|Outdoor adventure program retains new students
Smith, C. A.
|E-Source||2008||6 (1)||Smith, C. A. First-year students, Orientation, Retention/Persistence/Student Success||6||1|
|First-year experience course improves students' financial literacy
Niederjohn, M. S.
|E-Source||2008||6 (1)||Niederjohn, M. S. First-year students, Support Services, FY Seminars||6||1|
|Wright State University expands service-learning in the first year
Mayes, E. B.
|E-Source||2008||6 (1)||Mayes, E. B. Khan, Y. Sayer, C. First-year students, Service-Learning/Community Service, FYE General||6||1|
|Creating alliances between academic and student affairs: The human dimension
|E-Source||2008||6 (1)||Cuseo, J. Educators, Professional Development/Training, FYE General||6||1|
|Program connects first-year students and their families to the college community
Conkle, T. M.
|E-Source||2008||6 (1)||Conkle, T. M. Kidwell, E. A. Murphy, M. K. First-year students, Parents & Families, FYE General||6||1|
|Students identify areas where pre-college prep needed
|E-Source||2008||5 (6)||Raison, B. Precollege students, Retention/Persistence/Student Success, FYE General||5||6|
|Greetings from the new director of the National Resource Center
|E-Source||2008||5 (6)||Keup, J. All students, Conferences/Awards||5||6|
|Specialized programs needed for students with neurological disabilities
|E-Source||2008||5 (6)||Edison, H. All students, Support Services, Health||5||6|
|The transfer student: Using parents as partners
|E-Source||2008||5 (6)||Easley, H. Transfer students, Transfer Students, Parents & Families||5||6|
|Strategies for promoting collaboration and integration between academic and student affairs
|E-Source||2008||5 (6)||Cuseo, J. Educators, Professional Development/Training, FYE General||5||6|
|Teaching the first-year seminar online: Lessons learned
|E-Source||2008||5 (6)||Costa, K. First-year students, FY Seminars, Curriculum/Teaching Strategies||5||6|
|Program helps veterans transition from soldiers to students
|E-Source||2008||5 (5)||Willingham, T. All students, Student Subpopulations, Retention/Persistence/Student Success||5||5|
|Welcome home: Programs for out-of-state students help ease their transition to college
|E-Source||2008||5 (5)||Thacker, M. First-year students, Student Subpopulations, FYE General||5||5|
|Using directed self-placement to involve students in writing course placement
|E-Source||2008||5 (5)||Owens, K. Hedberg, C. First-year students, Curriculum/Teaching Strategies, FY Seminars||5||5|
|Connecting common reading and study abroad
|E-Source||2008||5 (5)||Lowery-Hart, R. Campbell, K. First-year students, Student Engagement Initiatives, FYE General||5||5|
|Building bridges between academic affairs and student affairs
|E-Source||2008||5 (5)||Cuseo, J. Educators, Professional Development/Training, FYE General||5||5|
|2008 Outstanding First-Year Student Advocates
National Resource Center
|E-Source||2008||5 (4)||National Resource Center First-year students, Conferences/Awards||5||4|
|Transfer transitions: Through the eyes of students
|E-Source||2008||5 (4)||Owens, K.R. Transfer students, Transfer Students||5||4|
|A mentor’s stake in retention
|E-Source||2008||5 (4)||Knox, B. All students, Support Services, Retention/Persistence/Student Success||5||4|
|Using transformative learning theory to advise student-athletes
|E-Source||2008||5 (4)||King, K.C. First-year students, Student Subpopulations, Advising||5||4|
|Centering on student success
|E-Source||2008||5 (4)||Fish, D. Romm, J. All students, Retention/Persistence/Student Success||5||4|
|First-year program delivery: Effective principles and exemplary practices
|E-Source||2008||5 (4)||Cuseo, J. First-year students, FYE General||5||4|
|Spreading the word about disability support services
|E-Source||2008||5 (4)||Bauer, L. Choiniere, L. First-year students, Support Services, FYE General||5||4|
|Using a digital voice recorder to give feedback on student drafts
|E-Source||2008||5 (3)||Tauber, D. All students, Media & Technology, Curriculum/Teaching Strategies||5||3|
|A joy and shock: What faculty learn from teaching a first-year seminar
|E-Source||2008||5 (3)||Pittendrigh, A. First-year students, Faculty, FY Seminars||5||3|
|College success strategies: How to get from here to there
|E-Source||2008||5 (3)||Menschenfreund, R. Leggett, T. First-year students, Curriculum/Teaching Strategies, Retention/Persistence/Student Success||5||3|
|Transfer transition: Combating social isolation through residential options
|E-Source||2008||5 (3)||Koring, H. Pfister, C. Transfer students, Transfer Students, Student Behavior/Characteristics/Development||5||3|
|Addressing the growing impact of debt on student success
|E-Source||2008||5 (3)||Jacobs, B.C. Goebel, P. All students, Retention/Persistence/Student Success||5||3|
|Seven properties of effective first-year program delivery
|E-Source||2008||5 (3)||Cuseo, J. First-year students, FYE General||5||3|
|Retiring U101 director offers parting advice on first-year seminars
|E-Source||2007||5 (2)||Willingham, T. First-year students, Curriculum/Teaching Strategies, FY Seminars||5||2|
|Sophomore scholars summit generates big ideas
|E-Source||2007||5 (2)||Taylor, K. Sophomore students, Sophomore Initiatives||5||2|
|Individual academic management (IAM) workshop aims to retain students.
|E-Source||2007||5 (2)||Marina, B.L.H. First-year students, Retention/Persistence/Student Success||5||2|
|Financial literacy initiatives on today’s campuses: Strategies for student success
|E-Source||2007||5 (2)||Harrison, K. All students, Curriculum/Teaching Strategies, Retention/Persistence/Student Success||5||2|
|In-college career planning curriculum helps students build careers
|E-Source||2007||5 (2)||Congos, D.H. Priest, D. All students, Curriculum/Teaching Strategies, Advising||5||2|
|Listening for silences: Creative stances of openness
|E-Source||2007||5 (2)||Carroll, L. All students, Curriculum/Teaching Strategies||5||2|
|First-year peer mentoring helps ease student transition to college
|E-Source||2007||5 (1)||Ruthkosky, P. Castano, S. First-year students, Peer Leaders, Orientation||5||1|
|The impact of appreciative advising on student success
|E-Source||2007||5 (1)||Hutson, B.L. Bloom, J.L. All students, Advising, Retention/Persistence/Student Success||5||1|
|One book, one campus: Exploring common reading programs
|E-Source||2007||5 (1)||Fister, B. First-year students, Orientation, FYE General||5||1|
|Implementing the central principles of student success: Key first-year programs and practices
|E-Source||2007||5 (1)||Cuseo, J. First-year students, Retention/Persistence/Student Success||5||1|
|Extreme makeover: Rebuilding the library experience
|E-Source||2007||5 (1)||Adams, P. Todd Chesnut, M. First-year students, Orientation, General Academic Skills||5||1|
|Highlights from the 2006 National Survey of First-Year Seminars
|E-Source||2007||4 (6)||Willingham, T. First-year students, Assessment and Evaluation, FY Seminars||4||6|
|Why aren't they using Griffith Park? Involving first-year students in field-based research
|E-Source||2007||4 (6)||Ward, V.E. First-year students, FY Seminars, Curriculum/Teaching Strategies||4||6|
|Forming connections: Combining orientation and community service
|E-Source||2007||4 (6)||Moody, B.L. First-year students, Service-Learning/Community Service, Orientation||4||6|
|Bringing diversity education to the college campus
|E-Source||2007||4 (6)||McDonough, A. All students, Diversity Issues||4||6|
|Undecided students explore majors by reading newspapers
|E-Source||2007||4 (6)||Hartman, K. First-year students, Advising, Support Services||4||6|
|Increasing retention in science, technology, engineering, and mathematics
|E-Source||2007||4 (6)||Davis, E.J. Strand, D. First-year & Sophomore students, Retention/Persistence/Student Success, Curriculum/Teaching Strategies||4||6|
|Seven central principles of student success: Key processes associated with positive student outcomes
|E-Source||2007||4 (6)||Cuseo, J. All students, Retention/Persistence/Student Success, Student Behavior/Characteristics/Development||4||6|
|Ceremony introduces first-year students to honor code
|E-Source||2007||4 (5)||Wise, M. Nelson, J.S. First-year students, Academic Integrity, FYE General||4||5|
|STOMP acclimates new students to the University of Louisville
|E-Source||2007||4 (5)||Spence, J.M. First-year students, Orientation, Media & Technology||4||5|
|Making study abroad accessible for all students
|E-Source||2007||4 (5)||Presnall, B. Hodges, L. All students, Student Engagement Initiatives||4||5|
|Strategies for treating students fairly in the classroom
|E-Source||2007||4 (5)||Kravitz, D.A. Fathe, L. All students, Academic Integrity, Curriculum/Teaching Strategies||4||5|
|CSU Northridge transforms its approach to information competence
|E-Source||2007||4 (5)||Eng, S. Spector, C. First-year students, FY Seminars, General Academic Skills||4||5|
|Defining student success: The critical first step in promoting it
|E-Source||2007||4 (5)||Cuseo, J. First-year students, Retention/Persistence/Student Success, FYE General||4||5|
|Peer mentors target unique populations; increase use of campus resources
|E-Source||2007||4 (5)||Beatrice, J. Shively, P. First-year students, Peer Leaders, Student Subpopulations||4||5|
|2007 Outstanding first-year student advocates
National Resource Center
|E-Source||2007||4 (4)||National Resource Center First-year students, Conferences/Awards, FYE General||4||4|
|First-year cohorts: Their role in retaining special education teacher candidates
|E-Source||2007||4 (4)||Williams, J.B. Warren, S.H. First-year students, FYE General||4||4|
|Building student success at the University of Oklahoma
|E-Source||2007||4 (4)||Gaffin, D.D. First-year students, Retention/Persistence/Student Success, FYE General||4||4|
|The first-year experience and students in transition movement: What is its appeal? What are its ideals?
|E-Source||2007||4 (4)||Cuseo, J. First-year students, FYE General||4||4|
|Lafayette's first-year students analyze a film for their common reading
|E-Source||2007||4 (4)||Bukics, R.M. Clemence, K. First-year students, Media & Technology, FY Seminars||4||4|
|Using direct assessment to improve faculty development and student learning: An object lesson
|E-Source||2007||4 (4)||Brauer, S. First-year students, Assessment and Evaluation, Professional Development/Training||4||4|
|Using cognitive development and critical thinking in teaching first-year seminars
|E-Source||2007||4 (3)||Stallings, H. First-year students, FY Seminars, Curriculum/Teaching Strategies||4||3|
|Introducing staff liaisons into first-year seminars
|E-Source||2007||4 (3)||Ryan, M.G. First-year students, FY Seminars||4||3|
|"Why can't we all just get along?" Learning community focuses on diversity
|E-Source||2007||4 (3)||Ross, F.E. Sabol, D.J. First-year students, Diversity Issues, Learning Communities||4||3|
|Implementing a first-year seminar in Morocco
Kutt Lewis, I.
|E-Source||2007||4 (3)||Kutt Lewis, I. First-year students, FY Seminars, Student Engagement Initiatives||4||3|
|LSU’s Summer Scholars program grooms exemplary minority first-year students
|E-Source||2007||4 (3)||Collins, C.C. First-year students, Student Subpopulations, FYE General||4||3|
|CHEER program positively impacts retention and degree completion
|E-Source||2006||4 (2)||Young, J. First-year students, Retention/Persistence/Student Success, FYE General||4||2|
|Video helps parents make transition to college
|E-Source||2006||4 (2)||Stayzer, D. First-year students, Media & Technology, Parents & Families||4||2|
|Optimizing the role of adjunct faculty: Campus strategies that work
|E-Source||2006||4 (2)||Maldonado, E. First-year students, Faculty, FY Seminars||4||2|
|Peer-mentoring program eases transition to university and increases retention
|E-Source||2006||4 (2)||Hall, R. First-year students, Peer Leaders, Retention/Persistence/Student Success||4||2|
|Incorporating diversity in a one-day, first-year student orientation
|E-Source||2006||4 (2)||Egleton, T.M. First-year students, Diversity Issues, Orientation||4||2|
|Saluting seniors: A fun approach to easing the transition from college
|E-Source||2006||4 (2)||Ardizzone, K. Boice-Pardee, H.P. Hersh, S.L. Senior students, Senior Initiatives||4||2|
|Involving faculty in orientation
|E-Source||2006||4 (2)||Abel, M. Bice, A. First-year students, Orientation, Faculty||4||2|
|NSSE and The Pace University sophomore-experience survey
|E-Source||2006||4 (1)||Williams, A. Offutt, W.M. Pennipede, B. Schmid, S. Sophomore students, Sophomore Initiatives, Assessment and Evaluation||4||1|
|Turning assessment results into improvements in first-year programs and services
|E-Source||2006||4 (1)||Vestal, S. All students, Assessment and Evaluation, FYE General||4||1|
|Reconceptualizing at risk: A discussion of findings
|E-Source||2006||4 (1)||Reaves, R. Woodward, L. First-year students, At-Risk Students, Retention/Persistence/Student Success||4||1|
|How do peer programs benefit student leaders?
|E-Source||2006||4 (1)||Hamid, S. All students, Peer Leaders, Student Behavior/Characteristics/Development||4||1|
|Pooling our resources: Developing student research strategies in a learning community
|E-Source||2006||4 (1)||Gannon, K. Getty, A. First-year students, Learning Communities, General Academic Skills||4||1|
|Increasing retention rates through academic early intervention programs
|E-Source||2006||4 (1)||Abel, M. First-year students, Retention/Persistence/Student Success, Support Services||4||1|
|Evelyn Nicolosi: A model for frontline behavior with students
|E-Source||2006||3 (6)||Swing, R. Kutt Lewis, I. All students, Student Engagement Initiatives, Retention/Persistence/Student Success||3||6|
|Changes in orientation increases student matriculation
|E-Source||2006||3 (6)||Karp, R. Bingham, K. Heeter, S.. Waple, J. Brush, D. et al First-year students, Orientation, Retention/Persistence/Student Success||3||6|
|Activities for parents at orientation at Yavapai College
|E-Source||2006||3 (6)||Fuhst, P. First-year students, Parents & Families, Orientation||3||6|
|Using a comprehensive strategy to retain Hispanic students
Cook Francis, L.
|E-Source||2006||3 (6)||Cook Francis, L. Ousley, M.D. All students, Student Subpopulations, Parents & Families||3||6|
|Stereotype threat: Its implications for working with at-risk students
|E-Source||2006||3 (6)||Colton, G.M. Connor, U.J. Jr. All students, At-Risk Students, Diversity Issues||3||6|
|Spotlight: M. Lee Upcraft
|E-Source||2006||3 (6)||Bice, A. First-year students, FYE General, Faculty||3||6|
|Assessing volunteerism in first-year seminars
|E-Source||2006||3 (5)||Vestal, S. First-year students, Student Engagement Initiatives, FY Seminars||3||5|
|Developing an instructor retreat
|E-Source||2006||3 (5)||Taylor, C. First-year students, Professional Development/Training, FY Seminars||3||5|
|Faculty mentoring at-risk first-year students
Stonebraker, R. J.
|E-Source||2006||3 (5)||Stonebraker, R. J. First-year students, At-Risk Students, Faculty||3||5|
|The University of Cincinnati's FYE best practices series: A forum for generating communication and collaboration across the institution
|E-Source||2006||3 (5)||Person, P. First-year students, FYE General, Retention/Persistence/Student Success||3||5|
|A proven possibility: Faculty-student interaction outside the classroom
|E-Source||2006||3 (5)||Cox, B.E. All students, Student Engagement Initiatives, Faculty||3||5|
|Interview with Patrick Terenzini and Robert Reason
|E-Source||2006||3 (5)||Abel, M. Kutt Lewis, I. First-year students, FYE General||3||5|
|Outstanding first-year student advocates 2006
National Resource Center
|E-Source||2006||3 (4)||National Resource Center First-year students, Conferences/Awards, FYE General||3||4|
|E-mail newsletter connects with transfer students
|E-Source||2006||3 (4)||Moseman, J. Transfer students, Transfer Students||3||4|
|Studying abroad: Meeting the reentry challenges
|E-Source||2006||3 (4)||Hammonds, E. All students, Student Engagement Initiatives||3||4|
|Finding the steps to success: Support programs for at-risk students
|E-Source||2006||3 (4)||Grant, A. First-year students, At-Risk Students, Support Services||3||4|
|Strategies for working with college students from foster care
|E-Source||2006||3 (4)||Emerson, J. All students, First Generation Students, Support Services||3||4|
|Outstanding first-year student advocates share their strategies
|E-Source||2006||3 (4)||Bice, A. First-year students, Conferences/Awards, FYE General||3||4|
|Second-year outreach program for students on academic probation
|E-Source||2006||3 (4)||Bahr, J.E. Sophomore students, At-Risk Students, Support Services||3||4|
|Supporting sophomores in making the transition to an internally directed life
|E-Source||2005||3 (3)||Schaller, M.A. Sophomore students, Sophomore Initiatives, Support Services||3||3|
|University studies: Helping students become citizens
|E-Source||2005||3 (3)||Patton, J. First-year students, Student Engagement Initiatives, FY Seminars||3||3|
|Emerging role of sustainability in higher education
|E-Source||2005||3 (3)||Jerman, P. All students, Curriculum/Teaching Strategies, Student Behavior/Characteristics/Development||3||3|
|The novel experience: An uncommon summer reading program
|E-Source||2005||3 (3)||Corbin, L. First-year students, FYE General, Orientation||3||3|
|Find me on Facebook ... as long as you are not a faculty member or administrator
|E-Source||2005||3 (3)||Abel, M. All students, Academic Integrity, Media & Technology||3||3|
|Capstone courses provide community involvement
Smith Arthur, D.C.
|E-Source||2005||3 (2)||Smith Arthur, D.C. Senior students, Senior Initiatives, Service-Learning/Community Service||3||2|
|American Democracy Project focuses on civic engagement in the first college year
|E-Source||2005||3 (2)||Skipper, T. First-year students, Student Engagement Initiatives, Service-Learning/Community Service||3||2|
|Strengthening father-daughter relationships to retain college women
|E-Source||2005||3 (2)||Nielsen, L. All students, Parents & Families, Retention/Persistence/Student Success||3||2|
|Creating honor codes to support academic integrity
|E-Source||2005||3 (2)||Lynch, K. All students, Academic Integrity||3||2|
|Mountains Beyond Mountains: Campus and community apply summer Reading to Katrina aftermath
|E-Source||2005||3 (2)||Liggett, S. First-year students, Student Engagement Initiatives, FY Seminars||3||2|
|Puerta al Futuro enables adult Latinos to earn a degree while learning English
|E-Source||2005||3 (2)||Gonzalez, D. First-year students, Student Subpopulations, FYE General||3||2|
|Supporting low-income students through the Dell Scholars program
|E-Source||2005||3 (2)||Byrne, K. First-year students, At-Risk Students, FYE General||3||2|
|Meeting the challenge of student persistence with success coaching
|E-Source||2005||3 (1)||Tripp, A. First-year students, Retention/Persistence/Student Success, Support Services||3||1|
|Assessing the American Democracy Project pilot at Castleton State College
|E-Source||2005||3 (1)||O’Connell, B.T. Patry, M. Meloy, J. Derby, P. First-year students, Student Engagement Initiatives, FY Seminars||3||1|
|Pell report highlights institutions that successfully graduate low-income college students
|E-Source||2005||3 (1)||Mouton, M. All students, At-Risk Students, Retention/Persistence/Student Success||3||1|
|Infusing and assessing information literacy in first-year seminars
|E-Source||2005||3 (1)||Deuink, A. Goodfellow, M. First-year students, FY Seminars, General Academic Skills||3||1|
|Strategies for managing the mental health crisis on college campuses
|E-Source||2005||3 (1)||Brown, N. All students, Health, Support Services||3||1|
|Forging campus links for commuter students
|E-Source||2005||3 (1)||Bontatibus, D. First-year students, Student Subpopulations, FY Seminars||3||1|
|College success in the palm of your hands
|E-Source||2005||3 (1)||Barber, N.L. Barber, J.L. First-year students, Media & Technology, Retention/Persistence/Student Success||3||1|
|Listening activity improves students' understanding of note taking
|E-Source||2005||2 (6)||Puckett, M. First-year students, General Academic Skills, Curriculum/Teaching Strategies||2||6|
|Conducting exit surveys to increase retention
|E-Source||2005||2 (6)||Pirwitz, S. All students, Senior Initiatives, Retention/Persistence/Student Success||2||6|
|Graduate students speak out on orientation
|E-Source||2005||2 (6)||Phillip, A.C. Graduate students, Orientation, Graduate Initiatives||2||6|
|Videos spoofs recruit students to advising
|E-Source||2005||2 (6)||Olivarez, I. First-year students, Media & Technology, Advising||2||6|
|Getting students and faculty involved inside the residence hall
|E-Source||2005||2 (6)||Nelson, J.A. First-year students, Residence Life, Learning Communities||2||6|
|Fusions: Integrating values in higher education
|E-Source||2005||2 (6)||Govoni, J. Spoto, M. Wright, V. First-year students, FY Seminars, Student Behavior/Characteristics/Development||2||6|
|Fostering information literacy in first-year students through authentic use of the web
|E-Source||2005||2 (6)||Brown, C. Bowerman, J. First-year students, Media & Technology, Curriculum/Teaching Strategies||2||6|
|National Resource Center recognizes 2005 outstanding first-year student advocates
National Resource Center
|E-Source||2005||2 (5)||National Resource Center First-year students, FYE General||2||5|
|Recent grant funding
|E-Source||2005||2 (5)||Wagner, M. All students, Resources||2||5|
|LADDERS program leads to success for students on academic probation
|E-Source||2005||2 (5)||Mathews, T.M. Waters, S.M. First-year students, Support Services, Retention/Persistence/Student Success||2||5|
|Using story cycles to study peer mentors' learning
|E-Source||2005||2 (5)||Dye, B.R. Pinnegar, S. Daynes, J.G. Esplin, P. First-year students, Peer Leaders, Curriculum/Teaching Strategies||2||5|
|Boston College seniors teach first-year students the facts of college life
|E-Source||2005||2 (5)||Barry, A.M. Senior students, Senior Initiatives, FYE General||2||5|
|Using peer mentors in setting and attaining health behavior goals
|E-Source||2005||2 (4)||Tummers, N. Mixed year levels or populations, Peer Leaders, Student Behavior/Characteristics/Development||2||4|
|Study identifies common goals in faculty training
|E-Source||2005||2 (4)||Rogers, M.B. Jones, E.A. First-year students, Professional Development/Training, Curriculum/Teaching Strategies||2||4|
|Ethnic community centers retain students, contribute to development
|E-Source||2005||2 (4)||Ng, C. All students, Diversity Issues, Retention/Persistence/Student Success||2||4|
|Aiding transfer students through the transition process
|E-Source||2005||2 (4)||Mouton, M. Transfer students, Transfer Students, Retention/Persistence/Student Success||2||4|
|Addressing student-athlete issues in a first-year seminar
|E-Source||2005||2 (4)||Eggleston, T. Mitchell, J. First-year students, Student Subpopulations, FY Seminars||2||4|
|Sharing the effort for underserved student success: The pathways to college network
|E-Source||2005||2 (4)||Cheng, K. Precollege students, Retention/Persistence/Student Success, FYE General||2||4|
|Liberal arts and food: Making connections with a novel first-year experience
|E-Source||2005||2 (4)||Booker, K.C. First-year students, Student Engagement Initiatives, FYE General||2||4|
|Non-traditional students, non-traditional access: The Posse Foundation
National Resource Center
|E-Source||2004||2 (3)||National Resource Center First-year students, Diversity Issues, Retention/Persistence/Student Success||2||3|
|First-year students offer advice to parents
Schaeffer Horneff, B.
|E-Source||2004||2 (3)||Schaeffer Horneff, B. First-year students, Parents & Families, Orientation||2||3|
|Show choirs recruit and retain Mississippi students
|E-Source||2004||2 (3)||Mouton, M. Community College students, Retention/Persistence/Student Success, Two-Year Colleges||2||3|
|Let me "edutain" you: Games in the classroom
|E-Source||2004||2 (3)||Melton, P. All students, Curriculum/Teaching Strategies||2||3|
|A Japanese educator shares the experience of her "first-year
|E-Source||2004||2 (3)||Kato, Y. First-year students, FYE General, Curriculum/Teaching Strategies||2||3|
|Institutional commitment regarding students with learning disabilities transitioning to higher education
|E-Source||2004||2 (3)||Hadley, W.M. Raisch, C.D. First-year students, Support Services, FYE General||2||3|
|Engaging first-year students through a skills perspective
|E-Source||2004||2 (3)||Coplin, W. First-year students, Student Engagement Initiatives, Support Services||2||3|
|Wilderness orientation programs provide an ethical alternative to hazing
|E-Source||2004||2 (3)||Bell, B. First-year students, Orientation, FYE General||2||3|
|Articulation agreements ease transfer, contribute to incoherence of general education
|E-Source||2004||2 (2)||Shoenberg, R. Community College students, Two-Year Colleges, General Academic Skills||2||2|
|Problem-based learning facilitates transition success
|E-Source||2004||2 (2)||McDowell, L. Phillips, C. First-year students, FY Seminars, Curriculum/Teaching Strategies||2||2|
|AAC&U encourages campuses to bring theory to practice: A resource
|E-Source||2004||2 (2)||Harward, D.W. All students, Curriculum/Teaching Strategies, Student Behavior/Characteristics/Development||2||2|
|The first six weeks: Critical transition period or urban legend?
|E-Source||2004||2 (2)||Guell, R. Steiger, T. First-year students, Retention/Persistence/Student Success, FYE General||2||2|
|Educator adapts American FYE to Scottish context
|E-Source||2004||2 (2)||Draper, S. First-year students, FYE General||2||2|
|Students capture first-year transition on film: The ApplaiMovie Fest
|E-Source||2004||2 (2)||Crees, N. Chambless, J. First-year students, Media & Technology, FYE General||2||2|
|Student development theory: Missing ingredient in informed teaching
|E-Source||2004||2 (1)||Williams, D.J. First-year students, Student Behavior/Characteristics/Development, Curriculum/Teaching Strategies||2||1|
|Giving our students 'the inside scoop'
|E-Source||2004||2 (1)||Sullivan, C. First-year students, Media & Technology||2||1|
|Recent grand funding for higher education initiatives
|E-Source||2004||2 (1)||Phillip, A. All students, Resources||2||1|
|Evaluating the effectiveness of technology in our schools
|E-Source||2004||2 (1)||Noeth, R.J. Volkov, B.B. All students, Media & Technology, Assessment and Evaluation||2||1|
|Convocations: Welcome new students to campus
|E-Source||2004||2 (1)||Mouton, M. First-year students, Orientation, FYE General||2||1|
|Chief: The students’ guardian
Kutt Lewis, I.
|E-Source||2004||2 (1)||Kutt Lewis, I. First-year students, Student Engagement Initiatives||2||1|
|FYI benchmarking assessment
|E-Source||2004||2 (1)||Butler, D. First-year students, FY Seminars, Assessment and Evaluation||2||1|
|Institutions of excellence in the first college year
National Resource Center
|E-Source||2004||1 (6)||National Resource Center First-year students, FYE General, Retention/Persistence/Student Success||1||6|
|E-learning: It's not just for distance education students anymore
|E-Source||2004||1 (6)||Watkins, R. Corry, M. First-year students, Media & Technology, Curriculum/Teaching Strategies||1||6|
|Resources for diversity issues in American colleges and universities
|E-Source||2004||1 (6)||Skipper, T. Phillips, A. All students, Diversity Issues, Resources||1||6|
|FYI benchmarking assessment
|E-Source||2004||1 (6)||Butler, D. First-year students, FY Seminars, Assessment and Evaluation||1||6|
|Learning community success hinges on effective group process
|E-Source||2004||1 (6)||Benander, R. Lightner, R. First-year students, Learning Communities, Student Behavior/Characteristics/Development||1||6|
|"Connecting to students" helps them succeed in the first year
|E-Source||2004||1 (6)||Belsky, J. First-year students, Retention/Persistence/Student Success, FYE General||1||6|
|National Resource Center and Houghton Mifflin recognize outstanding advocates for first-year students
National Resource Center
|E-Source||2004||1 (5)||National Resource Center First-year students, FYE General||1||5|
|Institutions of excellence in the first college year
National Resource Center
|E-Source||2004||1 (5)||National Resource Center First-year students, FYE General, Retention/Persistence/Student Success||1||5|
|The minute paper classroom assessment technique revisited
|E-Source||2004||1 (5)||Skipper, T. All students, Curriculum/Teaching Strategies, Assessment and Evaluation||1||5|
|Alcohol 101 Plus review
|E-Source||2004||1 (5)||Mouton, M. All students, Health, Support Services||1||5|
|Women may enter college with fewer computer skills than male peers
|E-Source||2004||1 (5)||Madigan, E.M. Goodfellow, M. First-year students, FY Seminars, General Academic Skills||1||5|
|Students' voices tell story of first year at College of Charleston
|E-Source||2004||1 (5)||Fleming, W.J.B. First-year students, FY Seminars, FYE General||1||5|
|Rose State College empowers students for success
|E-Source||2004||1 (5)||Bruner, M. Community College students, Retention/Persistence/Student Success||1||5|
|Institutions of excellence in the first college year
National Resource Center
|E-Source||2004||1 (4)||National Resource Center First-year students, FYE General, Learning Communities||1||4|
|Peer leaders value active role in the classroom
|E-Source||2004||1 (4)||Wellman, D. First-year students, FY Seminars, Peer Leaders||1||4|
|Prime-time lessons about the first year of college
|E-Source||2004||1 (4)||Tobolowsky, B. First-year students, FY Seminars, Media & Technology||1||4|
|CAS issues revised standards for professional practice in student affairs
|E-Source||2004||1 (4)||Mouton, M. All students, Assessment and Evaluation||1||4|
|Surviving the real world: Higher education meets reality TV
|E-Source||2004||1 (4)||Kipling, K. First-year students, FY Seminars, Media & Technology||1||4|
|Building a culture of assessment
|E-Source||2004||1 (4)||Barrows, S. Aurand, H. Goodfellow, M. First-year students, FY Seminars, Assessment and Evaluation||1||4|
|UCLA launches research into spirituality
National Resource Center
|E-Source||2003||1 (3)||National Resource Center Mixed year levels or populations, Assessment and Evaluation, Student Behavior/Characteristics/Development||1||3|
|Institutions of excellence in the first college year
National Resource Center
|E-Source||2003||1 (3)||National Resource Center First-year students, FYE General, Retention/Persistence/Student Success||1||3|
|Service provides important outcomes for undergraduates
|E-Source||2003||1 (3)||Phillip, A. Mixed year levels or populations, Support Services||1||3|
|Training orientation leaders: The Camp War Eagle counselor training process
|E-Source||2003||1 (3)||Linton, S. Prince, P. Whaley, C. First-year students, Orientation, FYE General||1||3|
|Veteran instructor offers advice on taking risks in teaching
|E-Source||2003||1 (3)||Hunter, M.S. First-year students, FY Seminars, Curriculum/Teaching Strategies||1||3|
|Online clearinghouse provides gateway to active learning resources
|E-Source||2003||1 (3)||Armstrong, H. All students, Media & Technology, Curriculum/Teaching Strategies||1||3|
|National survey finds library instruction frequent component of first-year seminar
National Resource Center
|E-Source||2003||1 (2)||National Resource Center First-year students, FY Seminars, General Academic Skills||1||2|
|Institutions excel in providing first-year programs
National Resource Center
|E-Source||2003||1 (2)||National Resource Center First-year students, FYE General, Support Services||1||2|
|Vocational focus supports students during the “sophomore slump
|E-Source||2003||1 (2)||Williams, J. Sophomore students, Sophomore Initiatives, Student Behavior/Characteristics/Development||1||2|
|Calls personalize residence life
|E-Source||2003||1 (2)||Taylor, M. Shumaker, S. First-year students, Residence Life, Student Behavior/Characteristics/Development||1||2|
|Peer mentor program integral to the first-year experience
|E-Source||2003||1 (2)||Steinberg, J. First-year students, Faculty, Peer Leaders||1||2|
|Instructors debate use of film in first-year seminars
|E-Source||2003||1 (2)||Armstrong, H. First-year students, FY Seminars, Media & Technology||1||2|
|Students have greater access to e-service, but shrinking technology budgets may impact learning
National Resource Center
|E-Source||2003||1 (1)||National Resource Center All students, Media & Technology, Curriculum/Teaching Strategies||1||1|
|Institutions excel in providing first-year programs
National Resource Center
|E-Source||2003||1 (1)||National Resource Center First-year students, FYE General, FY Seminars||1||1|
|Best practices for building strong faculty-peer partnerships
|E-Source||2003||1 (1)||Steinberg, J. Peng, W.S. First-year students, Faculty, Student Engagement Initiatives||1||1|
|Higher education loses pioneer in first-year seminar assessment
|E-Source||2003||1 (1)||Gardner, J.N. First-year students, FYE General||1||1|
|Recent grant funding for first-year programs
|E-Source||2003||1 (1)||Gahagan, J. First-year students, FYE General, Resources||1||1|
|Collaborative activities increase learning in large classes
|E-Source||2003||1 (1)||Christopher, D.A. All students, FYE General, Curriculum/Teaching Strategies||1||1|
|Exploring Capacity for Meaning Making in Relation to Educational Resilience in First-Year, Full-Time College Students
|Journal||2016||28 (1)||Korgan, C. Durdella, N. Students' success in overcoming difficult academic and social circumstances is tied to educational resilience, yet the current body of literature fails to unpack the complexities of resilience in relation to students' interpretation of themselves and environmental messages. To examine this phenomenon, this study used a narrative inquiry approach to analyze the personal experiences of 28 participants drawn from a larger sample of 146 first-year college students. The revised model of multiple dimensions of identity development (MMDI; Abes, Jones, & McEwen, 2007) served as the analytic framework, with special attention given to the concept of cognitive filtration. Results revealed that messages from the home environment, peer groups, and instructors had the primary influence on how students saw themselves. Participants' stories demonstrated that the ways in which they assigned meaning to agents from these groups were nuanced and highly complex. Implications and recommendations are discussed. Student Behavior & Characteristics, ,||28||1|
|Black African Immigrant College Students' Perceptions of Belonging at a Predominately White Institution
Stebleton, M. J.
|Journal||2016||28 (1)||Stebleton, M. J. Aleixo, M. B. A growing number of college-age Blacks in the United States are Black African immigrants. Using a constructivist grounded theory approach, the researchers interviewed 12 undergraduate Black African immigrant college students attending a predominately White institution (PWI) about their experiences and perceptions of belonging. Findings suggest their of belonging sense shaped by interactions with the contextual factors of their environment (i.e., interactions with faculty members, institutional agents, and peers on campus). Physical and symbolic spaces on campus also impacted students' overall experiences of belonging and transition to college. Implications for practice include creating spaces to foster community and engagement. Students of Color, ,||28||1|
|A Qualitative Analysis of the Self-Regulated Learning of First-Semester College Students
|Journal||2016||28 (1)||Toms, M. Self-regulated learning (SRL) plays a key role in students' academic achievement. This study used a social cognitive lens and qualitative methods to discover and describe the SRL of a group of eight students during their first semester in college. Each participant was interviewed four times at strategic points between August and December 2012. In addition, participants consented to sharing their fall GPA and spring enrollment status. Evidence of SRL was limited, but peers and instructors played key roles in the participants' behaviors. In general, students with the most SRL earned the highest grades; accurate self-assessment of learning was the most distinguishing feature. From these findings, implications for advisors and faculty are discussed. Academic Skills Preparation, ,||28||1|
|Students' Precollege Engagement and the Development of a Global Perspective
Engberg, M. E.
|Journal||2016||28 (1)||Engberg, M. E. Davidson, L. M. Given the growing emphasis on internationalization and the requisite intercultural skills and temperament necessary in a global society, this study examines the relationship between precollege engagement and entering dispositions on a developmentally based set of global perspective outcomes. Based on a multiinstitutional sample of 3,131 entering, first-year students, the results demonstrate significant relationships between students' precollege engagement and the knowledge, affect, and social responsibility dimensions of the Global Perspective Inventory. In particular, results linked precollege involvement in curricular and cocurricular opportunities focused on learning about difference, global issues, and leadership or service opportunities to three dimensions of the inventory, highlighting the influence of such involvement on development across cognitive, intrapersonal, and interpersonal domains. Cocurricular Engagement, ,||28||1|
|(Un)Intended Consequences: The First-Year College Experience of Female Students With Dual Credits
Tobolowsky, B. F.
|Journal||2016||28 (1)||Tobolowsky, B. F. Ozuna, T. A. Using Merton's (1957) anticipatory socialization theory, this qualitative study explored how participation in dual credit in high school helped introduce 12 female students to the academic and social aspects of college to ease their first-year transitions. These students, who entered one Texas university with between 15 and 78 dual credits, appreciated saving money and getting a head start on college course requirements. However, the number of dual credits earned also affected students' course options, minor and major selections, and social opportunities. The paper discusses recommendations for practice and future research. Precollege Transition Programs, ,||28||1|
|Development, Validity, and Reliability of the Parental Support Scale – Student Version
|Journal||2016||28 (1)||Yazedjian, A. Toews, M. L. The purpose of this study was to develop and validate the Parental Support Scale-Student Version (PSS-SV), a measure examining students' perceptions of how their parents supported them as they navigated the college environment. A total of 1,351 students participated in the study. After conducting an exploratory and confirmatory factor analysis, the final scale consisted of 23 items and four factors: (a) Emotional Support, (b) Lack of Support, (c) Children as Sources of Support, and (d) Financial Support. The four subscales and the overall scale were related to measures of parental attachment and college adjustment, thus providing confirmation for the validity of the PSS-SV. Parents & Families, ,||28||1|
|A Mixed-Methods Approach to Understanding the Impact of a First-Year Peer Mentor Program
|Journal||2017||29 (2)||DeMarinis, M. Beaulieu, J. Cull, I. Abd-El-Aziz, A. This study is a mixed-methods research project designed to measure the effectiveness of a peer mentor program in meeting institutional goals such as increased academic performance and retention. The results suggest that peers are useful in helping students manage the demands of the first year by normalizing the experience and linking the students to campus supports. The results also demonstrate a relationship between first-year students who interact with a peer mentor and increased academic performance; however, the link to retention is not as clear. More research, over a longer time frame, is needed to understand the factors that affect retention. The intention of this research is to contribute to the growing body of literature that helps practitioners champion retention initiatives that respond to the holistic needs of first-year students. Mentoring, Retention, First-Year Experience||29||2|
|Fostering First-Year Students’ Perceptions of Teacher Presence in the Online Classroom via Video Lectures
Steele, J. P.
|Journal||2017||29 (2)||Steele, J. P. Robertson, S. N. Mandernach, B. J. The purpose of this study is to examine the impact of instructor-generated video lectures as means of increasing students’ perceived teacher presence within the online classroom. Additionally, students’ survey results were used to measure the differential value of teaching presence for instructor-generated, personalized versus non-personalized video supplements. A between-groups comparison of students’ perceptions of teaching presence revealed no significant differences in these perceptions as a function of whether students viewed a video lecture that was personalized by their instructor or a non-personalized equivalent. Despite the lack of a quantitative difference, students were more likely to view personalized video lectures, and qualitative results revealed a strong preference for videos that fostered a personalized connection. Findings suggest first-year students in online courses may benefit from the sense of connection and community that personalized instructional supplements provide. First-Year Experience, Curriculum & Instruction, New Technologies||29||2|
|“You Can Do It!” Social Support for Transfer Students During the Transition From Community College to a Four-Year University
Shaw, S. T.
|Journal||2017||29 (2)||Shaw, S. T. Chin-Newman, C. S. Although degrees are awarded to students individually, often the processes by which students accomplish this feat are a communal effort. Transfer students, in particular, face a unique set of challenges when transitioning from community college to a four-year university. For this study, three focus groups were conducted with a total of 14 students who recently transferred to a four-year university. Sessions centered on the challenges of transferring, and the relationships and resources they found supportive during the transition. Three areas of support emerged: emotional support, practical support, and campus capital. Parents and friends provided emotional support (verbal encouragement) as well as practical support (i.e., financial support or cooking meals). Faculty and staff at the university were found to provide campus capital, or the campus-specific information needed to successfully navigate the university. Recommendations for supporting transfer students are provided. Transfer Students, Physical & Emotional Health, Social Adjustment||29||2|
|Differences in Career Development Among First-Year Students: A Proposed Typology for Intervention Planning
Hammond, M. S.
|Journal||2017||29 (2)||Hammond, M. S. Most universities provide career development services to their students. Research on the effectiveness of these services in promoting retention and graduation is minimal and focused on global outcomes rather than differences among participants. Research to date suggests that between three and nine clusters (groups) of individuals would benefit from customized career development interventions (Brown & Krane, 2000). This study uses multiple measures to examine and organize the range of career decision-making strengths and challenges of first-year college students. The findings indicate that eight clusters of first-year students with discrete patterns of strengths and challenges can be identified. Moreover, while academic, affective, career, gender, and personality variables significantly distinguished the clusters, age, race/ ethnicity, and socioeconomic status did not. Understanding the range of differences among first-year students will facilitate increased sophistication in program planning and research to enhance student retention and graduation. Student Development, First-Year Experience, Student Behavior & Characteristics||29||2|
|Impact of Communication on Parents’ and First-Year College Students’ Ratings of Student Academic, Emotional, and Social Adjustment
|Journal||2017||29 (2)||Yogan, L. Freedle, A. Ringenberg, M. This study explored the effects of parents’ and students’ communication patterns on students’ social, emotional, and academic adjustment to college. It matched 118 pairs of parents and students (n = 236) and asked them to report their frequency and mode of communication, as well as the first-year students’ perceived adjustment to college. The results indicate that on average, parents and students communicate weekly, most often through text messaging. Parents tend to overestimate how well their student has adjusted to college, and asynchronous methods of communication such as texting or e-mail are more frequently positively associated with students’ self-reported emotional and social adjustment, whereas real-time communication methods such as phone calls, video chats (Skype), and in-person visits are negatively associated with students’ self-reported academic and social adjustment. Models of parent-reported student adjustment indicate that parents perceive their communication efforts as more instrumental to student adjustment than do students. Parents & Families, First-Year Experience, Student Development||29||2|
|Stress, Depression, and Anxiety Among Transitioning College Students: The Family as a Protective Factor
Kahn, J. H.
|Journal||2017||29 (2)||Kahn, J. H. Kasky-Hernandez, L. M. Ambrose, P. French, S. Stress associated with the college transition can bring about depression and anxiety symptoms, but family relationships can reduce the impact of stress. We hypothesized that secure attachment to parents, comfort with talking about stressors, and family support would reduce the strength of the relationships between transition-related stress and symptoms experienced during the first week of college. First-year students (N = 90) completed measures related to parental attachment, stress, depression and anxiety, and family support during the second week of their first semester. Regression analyses indicated the relation between transition-related stress and depression was strongest when attachment anxiety (i.e., fear of rejection) was high, when students did not talk about their problems, and when family support was low. Family support had a moderating effect on anxiety, and high attachment avoidance (i.e., fear of dependency) was associated with a stronger relation between stress and anxiety. University programs should emphasize the importance of family relationships when promoting successful psychological adjustment to college. First-Year Experience, Parents & Families, Physical & Emotional Health||29||2|
|Introduction to Psychology Students’ Parental Status Predicts Learning Preferences and Life Meaning
Lovell, E. D.
|Journal||2017||29 (1)||Lovell, E. D. Munn, N. This study explores Introduction to Psychology students’ learning preferences and their personal search for meaning while considering their parental status. The findings suggest that parents show preferences for project-based learning and have lower levels of searching for meaning than non-parents. When parental status, age, and finances were combined, parental status and positive financial status were predictors for reduced searching for meaning. The status of student-parent was unique in relation to learning choices and searching for meaning, yet there are limited services provided on college campuses that respond solely to the needs or interests of student-parents. Possible implications may be to consider further assessment of the learning needs of student-parents and the possibility of parentgroup activities or parent-cohorts to enhance Introduction to Psychology learning while responding to life meaning. Student Development, Adult Students, Student Behavior & Characteristics||29||1|
|Helping First-Year Students Get Grit: The Impact of Intentional Assignments on the Development of Grit, Tenacity, and Perseverance
Olson, J. S.
|Journal||2017||29 (1)||Olson, J. S. College student persistence is of the most challenging issues currently facing higher education. This study is an exploration of grit, tenacity, and perseverance as demonstrated by 43 first-year students at a small, teaching-intensive university in South Texas in response to two required exercises assigned in a first-year seminar. Student assignments showed all three of these characteristics, with some differences between first-generation college students and non-first-generation college students. Further analysis revealed themes of engaging with the assignment, evidencing grit, persevering past hurdles, and understanding what was learned. The study suggests that intentional assignments in a first-year seminar class can facilitate the development of grit, tenacity, and perseverance. Implications for first-year seminar instructors are presented. First-Year Experience, First-Generation Students, Student Development||29||1|
|Identifying the Camouflage: Uncovering and Supporting the Transition Experiences of Military and Veteran Students
Williams-Klotz, D. N.
|Journal||2017||29 (1)||Williams-Klotz, D. N. Gansemer-Topf, A. M. This study summarizes the qualitative findings from a multi-institutional study about the college transition experiences of military and veteran students, specifically students’ articulation of their needs. Findings reveal (a) a lack of in-processing, (b) need for community, and (c) institutional invisibility. Using the Student Veteran Transition Model developed by Livingston, Havice, Cawthon, and Flemming (2011) as a guide, four recommendations for institutional practice are provided. Adult Students, Social Adjustment, At-Risk Students||29||1|
|The Synergy of and Readiness for High-Impact Practices During the First Year of College
Hansen, M. J.
|Journal||2017||29 (1)||Hansen, M. J. Schmidt, L. Students often participate in a myriad of academic support programs offered during the first year of college. This study is an investigation of the effects of participation in multiple high-impact educational practices on academic success outcomes (cumulative GPAs and persistence rates) among 2,028 first-year students. Results suggest that the synergy of multiple high-impact practices (HIPs; e.g., first-year seminar, learning community with service-learning experiences) contributes to students’ academic success more than HIPs in isolation or no participation. Findings also suggest that participation in a summer bridge program, designed to create readiness for HIPs, enhanced the effectiveness of the experiences. Results from an instrumental variable (IV) analysis indicated that the positive outcomes associated with participation in the summer bridge-HIPs intervention were not completely explained by self-selection bias. First-Year Seminars - General, Student Development, Orientation Programs||29||1|
|An Examination of Relationships Between Precollege Outreach Programs and College Attendance Patterns Among Minority Participants
Alhaddab, T. A.
|Journal||2017||29 (1)||Alhaddab, T. A. Aquino, K. C. This study is an examination of the relationship between participation in precollege outreach programs and students’ college access patterns (i.e., enrollment patterns and timing in postsecondary institutions), comparing different racial/ethnic groups. The study included a series of logistic regression models to investigate relationships between participation in precollege outreach programs (GEAR UP, Talent Search, and Upward Bound) during secondary education (i.e., 9th through 12th grades) and college attendance for minority participants. The Education Longitudinal Study dataset (ELS:2002) was used, and the sample (N = 8,938) included precollege program participants (5% of the total sample) and nonparticipants (the reference group) who had finished their high school education and either enrolled in a postsecondary institution or joined the workforce. Results indicate a relationship between participation in precollege outreach programs, especially Talent Search, and college attendance patterns. The discussion addresses the role precollege programs play in the academic lives of historically underrepresented students and the potential that precollege programs have in narrowing the current racial/ethnic college-going gap. Precollege Transition Programs, Retention, Students of Color||29||1|
|The Impact of Perceived Barriers, Academic Anxiety, and Resource Management Strategies on Achievement in First-Year Community College Students
Heller, M. L.
|Journal||2017||29 (1)||Heller, M. L. Cassady, J. C. The study explored the impact of internal and external barriers (e.g., academic anxiety, employment) that place subgroups of college students at risk for academic failure in the first year. The mitigating potential of academic resource management strategies (e.g., time-study environment) was also examined. In a sample of 885 first-semester male and female community college students, analyses revealed significant group differences wherein late-starter females (ages 23-27) reported experiencing the highest degree of perceived barriers. This group also demonstrated lower achievement and less effective resource management skills. Although other groups reported similar levels of barriers to academic success, they tended to have fewer decrements in performance than the late starters, perhaps because they have more resource management strategies employed to cope with such barriers. This research provides an avenue for early identification of barriers that may threaten first-year achievement as well as an understanding of factors that facilitate academic resiliency. Two-Year Colleges, At-Risk Students, Retention||29||1|
|Choice Versus Transition: The College Choice Process for Students With Disabilities
Murrary, T. A.
|Journal||2016||28 (2)||Murrary, T. A. Schultz, S. M. Cabrera, N. L. While there is little empirical research regarding how the college choice process unfolds for students with disabilities, Webb (2000) developed a five-stage transition model for this population. In this study, we sought to identify the overlap as well as the specific points of departure that Webb’s model has with traditional college choice models. Using survey results of two entering cohorts at the University of Arizona, we found similarities and differences between students with and without disabilities in the way they accessed higher education. The results demonstrate that while there was some overlap, students with disabilities had distinct paths to higher education relative to students without disabilities. This study highlights the need for systematic support for students with disabilities in the college-going process while reconceptualizing choice and transition as overlapping—rather than separate—theories. College Choice, Students with Disabilities,||28||2|
|Compassionate Values as a Resource During the Transition to College: Quiet Ego, Compassionate Goals, and Self-Compassion
Wayment, H. A.
|Journal||2016||28 (2)||Wayment, H. A. West, T. N. Craddock, E. B. This study examined the unique contributions of compassion-related values and skills on stress and life satisfaction in two samples of first-year college students. Quiet ego, a measure of a compassionate self-identity, was associated with using relatively more compassionate interpersonal goals relative to self-image goals. Self-compassion and, to a lesser extent, self-control showed similar patterns of relative goal use. We tested a path model of hypothesized relationships in Sample 1 and confirmed the model in Sample 2. Quiet ego characteristics were associated with greater life satisfaction. Furthermore, these relationships were at least partially mediated by the relationships between self-compassion, self-control, and perceived stress. Discussion focuses on the potential importance of student-focused interventions that cultivate compassionate goals and a compassionate self-identity as a resource during the transition to college. Student Behavior & Characteristics, First-Year Experience, Physical & Emotional Health||28||2|
|Hold on Tight or Let Go: Exploring the Parental Role in First-Year Students’ College Adjustment
Sax, L. J.
|Journal||2016||28 (2)||Sax, L. J. Weintraub, D. S. Using a sample of 995 students living in residential housing at a selective, public research university, this study examined the relationship between student–parent interactions and adjustment to college and investigated differences between student–mother interactions and student–father interactions. Results indicate that students are generally satisfied with the interaction they have with mothers, yet desire greater communication with fathers. Students’ perceived quality of communication with mothers and social and/or emotional support from fathers are associated with positive adjustment. Administrators developing programs should recognize the unique contributions mothers and fathers have on academic and social adjustment, while also recognizing the primacy of peer inf luence during college. Academic Adjustment/Performance, Parents & Families, Social Adjustment||28||2|
|First-Year Students’ Loss Experiences and Institutional Belongingness in the Transition to College
|Journal||2016||28 (2)||Miller, K. Servaty-Seib, Heather L. First-year students’ transition experiences are often considered to involve losses; however, few scholars have intentionally defined or offered measures to assess these losses. The aims of this study were to use the Perceived Impact of Life Events Scale (PILES) to identify the loss domains that traditional-age, first-year college students (N = 269) perceive in the transition to college and to examine how those losses relate to institutional belongingness. The findings suggest that students perceive existential, friendship, and romantic losses in the transition to college. Of these domains, the existential and friendship losses were negatively associated with students’ institutional belongingness. The findings provide guidance for stakeholders focused on enhancing institutional belongingness as perceptions of losses and gains are malleable and are, therefore, amenable to intervention. The loss factors that emerged from the PILES could also be used to assess the impact of other college-related transitions. First-Year Experience, Physical & Emotional Health, Social Adjustment||28||2|
|Challenge and Support for the 21st Century: A Mixed-Methods Study of College Student Success
|Journal||2016||28 (2)||Longerbeam, S. This study used Sanford’s (1966) theory of challenge and support to explore the stories of successful college students in transition. Using a mixed-methods design, 709 first-year and senior students and 8 upper-division nontraditional students were interviewed about their college experiences. Quantitative results indicated that supportive campus environments and academic challenge were predictive of learning and that enriching educational experiences were related to graduation. Qualitative data generated four themes, suggesting how supportive campus environments and academic challenge contributed to learning while enriching educational experiences supported graduation outcomes. Taken together, the results suggest that college environments facilitative of academic success are those conducive to increasing opportunities to find support and engage challenge. Student Development, Student Behavior & Characteristics, Academic Adjustment/Performance||28||2|
|STEMing the Shock: Examining Transfer Shock and Its Impact on STEM Major and Enrollment Persistence
Lakin, J. M.
|Journal||2016||28 (2)||Lakin, J. M. Elliott, D. C. Students who transfer between institutions of higher education often experience transfer shock, a temporary decrease in academic performance (GPA) hypothesized to be due to changes in academic expectations between institutions. This study used university institutional records to explore the magnitude of transfer shock; the factors contributing to the GPA effects of transfer shock; and the impact of shock and other student characteristics on important academic outcomes, including persistence in a STEM major and baccalaureate degree. We found that STEM majors and students transferring from two-year institutions experienced the largest degree of transfer shock and that shock was a significant predictor of change of major. Most intriguingly, we found interaction effects where shock had a greater impact on institutional retention for two-year transfers and science or mathematics majors. Implications for future research and academic policies and interventions are discussed. Transfer Students, Retention, Two-Year Colleges||28||2|
|Academic Deficiency: Student Experiences of Institutional Labeling
|Journal||2015||27 (2)||Barouch-Gilbert, A. Limited existing research examines how undergraduate students in the United States experience the process of being identified as deficient due to their academic performance. The purpose of this phenomenological study was to explore the lived experiences of college students on academic probation who were labeled academically deficient. Students expressed feelings of failure and embarrassment with respect to others (e.g., parents, friends, students). In addition, they indicated they had limited knowledge of academic information, such as grading systems and institutional expectations for academic performance. Ultimately, students shared their desires of being approached by the institution before academic probation in order to ensure their academic success. Implications for practice and future research are addressed. Academic Adjustment/Performance, At-Risk Students, College Expectations||27||2|
|Improving the Retention of First-Year College Students: A Temporal Model of Assessment and Intervention
Beck, H. P.
|Journal||2015||27 (2)||Beck, H. P. Davidson, W. B. This investigation sought to determine when colleges should conduct assessments to identify first-year students at risk of dropping out. Thirty-five variables were used to predict the persistence of 2,024 first-year students from four universities in the southeastern United States. The predictors were subdivided into groups according to when they became available during the students' first college year: (a) indices obtained during the admissions process, (b) measures that could be gathered at matriculation, and (c) variables requiring interactions with the school's academic and social environments. Sequential logistic regression found statistically significant and practically important increments in the ability to predict retention with the addition of each temporal group. Variables dependent upon interactions with the academic and social environments were the best predictors of retention. The resulting temporal model was used to generate strategies for when and how college personnel should intervene to increase retention. Retention, First-Year Experience, Academic Adjustment/Performance||27||2|
|Exploring the Emotional Intelligence of Student Leaders in the SI Context
|Journal||2015||27 (2)||James, C. Templeman, E. An exploratory study of the emotional intelligence (EI) of student leaders participating in a Supplemental Instruction (SI) program was conducted to determine whether a significant relationship exists between leadership effectiveness and EI as measured by the Bar-On Emotional Quotient Inventory (EQ-i) and to assess the impact of the leadership experience on EI scores through pre- and post-testing. The results revealed a statistically significant difference in the Total EQ-i of the more effective leaders as compared to the others. The more effective leaders also scored higher on all the EQ-i subscales, with the differences on Social Responsibility, Impulse Control, and Reality Testing being statistically significant. As for changes in EI, only the scores on the EQ-i Problem Solving subscale increased significantly between the pre- to post-testing sessions. Implications for practice and future research are addressed. Student Behavior & Characteristics, Social Attitudes, Academic Adjustment/Performance||27||2|
|Matriculating Masculinity: Understanding Undergraduate Men's Precollege Gender Socialization
Harris, III, F.
|Journal||2015||27 (2)||Harris, III, F. Harper, S. R. Social scientists, educational researchers, postsecondary educators (including student affairs professionals), and others have attempted to understand problematic behavioral trends and developmental outcomes among undergraduate men. Little attention has been devoted to examining the masculine identities and ideals about manhood that these students bring to college contexts, hence the purpose of this study. The sample comprised 68 undergraduate men representing a range of backgrounds and subgroups. Findings indicate that parental influences, interactions with same-sex peers, and involvement in youth sports were socializing factors informing ideas about masculinity that students brought with them to college. Recommendations for supporting the college transitions and gender identity development of undergraduate men are offered. Gender, Social Adjustment, Student Development||27||2|
|The Use of Social Media for Navigating the Transitions Into and Through the First Year of College
|Journal||2015||27 (2)||Vaccaro, A. Adams, S. K. Kisler, T. S. Newman, B. M. Although the use of technology is at an all-time high among college students, research about how social media facilitates the transition to college is limited. This paper presents findings from two qualitative studies about the role of social media in fostering a sense of belonging. Narratives from 66 students offer insight into the distinct functions of social media as participants attempted to develop a sense of belonging during their transition into and through their first year of college. They differentiated the use of social media as instrumental and relationship resources prior to and after campus arrival. Implications are provided for higher education professionals as they consider how to maximize belonging in first-year students with the use of social media. First-Year Experience, New Technologies, Social Adjustment||27||2|
|Distinguishing Differences in the Academic Motivation of Entering and Persisting Transfer Students
Lane, F. C.
|Journal||2015||27 (2)||Lane, F. C. Martin, G. L. Thompson, K. Transfer students make up a significant portion of the student body in higher education today; yet, representation of their college experiences and outcomes in the literature seems sparse. This study explored transfer students to determine whether their level of engagement and belonging in college was related to their academic motivation. We further tested to ascertain differences between transfer students at the beginning of their time at a new institution (entering transfer students) with those who were continuing at their institution (persisting transfer students). Overall, engagement and belonging or attachment were positively related to transfer students' academic motivation. These findings are further discussed along with implications for practice. Transfer Students, Academic Adjustment/Performance,||27||2|
|Competent Communication in the First College Year: An Exploratory Study
|Journal||2015||27 (1)||Morreale, S. Staley, C. Campbell, T. First-year students' communication abilities are critical to succeeding in college and interacting professionally with faculty, student affairs staff, and administrators. The purpose of this exploratory study is to better understand how introductory-level college students, particularly those born since 1990, define competent communication in the computer-mediated, technology-rich 21st century. Three focus groups of students in introductory courses at a four-year university provide insight into this student population's actual and preferred communication practices and their perceptions of effective and appropriate communication in both informal and formal relationships. The results of this qualitative study should prove useful for enhancing communication with first-year students and guiding the design and implementation of campus activities and programs about competent communication. First-Year Experience, Student Behavior & Characteristics, New Technologies||27||1|
|A Passion for Service? Motivations for Volunteerism Among First-Year College Students
Stroup, J. T.
|Journal||2015||27 (1)||Stroup, J. T. Dodson, K. Elias, K. Gewirtzman, A. This study addressed the links between first-year college students' motivations to volunteer, gender, and past volunteering practices. We surveyed 149 first-year students using items from the Volunteer Functions Inventory (Clary et al., 1998). The results of a series of one-way ANOVAs determined significant differences in motivations when comparing gender and prior volunteering experiences. This difference was maximized through a direct discriminant analysis by the desire to volunteer based on humanitarian or altruistic beliefs. These results indicate that female first-year students regardless of their previous service participation and males with prior volunteering experiences showed significantly stronger altruism than did males with limited past volunteering experience. The findings suggest that community service providers and organizers should further differentiate volunteering opportunities by students' prior volunteering experiences rather than their gender to attract a wider population of first-year college students into volunteering commitments. First-Year Experience, Student Behavior & Characteristics, Social Attitudes||27||1|
|The Influence of Perceived Parental Expectations and Pressures on Women's Academic Achievement During the First Year of College
Furry, A. N.
|Journal||2015||27 (1)||Furry, A. N. Sy, S. R. Previous research has examined the relationship between parental expectations and student academic performance. However, less attention has been given to the role of different parental pressures in students' achievement during their first semester of college. The purpose of this study is to examine the influence of perceived parental expectations and pressures on female college students' academic performance. A sample of 620 female students from two large, public universities completed an online survey measuring perceived parental expectations and various types of pressure. Results showed a negative relationship between levels of perceived parental expectations and pressures and fall semester grade point averages (GPA). However, the significance of these relationships varied by ethnic group. Results from this study have important implications for parents and educators. Resources from educators and support from parents should be provided to students to promote academic success, especially among female college students. First-Year Experience, Parents & Families, Gender||27||1|
|Reading, Learning, and Growing: An Examination of the Benefits of Common Book Programs for First-Year Students' Development
Soria, K. M.
|Journal||2015||27 (1)||Soria, K. M. Despite the continued growth of common book reading programs on college and university campuses, little is known about the benefits of such programs on first-year students' development. Using a multi-institutional survey of undergraduates attending six large, public universities (n = 1,237), the present study examined relationships between first-year students' participation in common book reading programs and their self-reported development in academic skills and multicultural appreciation and competence. The results suggest that participation in such a program is significantly and positively associated with first-year students' self-reported development in academic skills and multicultural appreciation and competence, controlling for their participation in first-year seminar and learning communities, demographic characteristics, academic engagement, sense of belonging, faculty interactions, grade point average, and students' self-reported skills and competencies when they first arrived on campus. First-Year Experience, Living/Learning Initiatives,||27||1|
|Reading, Learning, and Growing: An Examination of the Benefits of Common Book Programs for First-Year Students' Development
Soria, K. M.
|Journal||2015||27 (1)||Soria, K. M. Despite the continued growth of common book reading programs on college and university campuses, little is known about the benefits of such programs on first-year students' development. Using a multi-institutional survey of undergraduates attending six large, public universities (n = 1,237), the present study examined relationships between first-year students' participation in common book reading programs and their self-reported development in academic skills and multicultural appreciation and competence. The results suggest that participation in such a program is significantly and positively associated with first-year students' self-reported development in academic skills and multicultural appreciation and competence, controlling for their participation in first-year seminar and learning communities, demographic characteristics, academic engagement, sense of belonging, faculty interactions, grade point average, and students' self-reported skills and competencies when they first arrived on campus. First-Year Experience, Living/Learning Initiatives,||27||1|
|Do Community Colleges Promote Postsecondary and Labor Market Success for First-Generation Students
|Journal||2015||27 (1)||Ampaw, F. Partlo, M. Hullender, T. Wagner, N. Community colleges are becoming the primary access point for a growing number of underrepresented and underserved students in the higher education system. First-generation college students make up a large proportion of this population, comprising about 45% of community college attendees (Nomi, 2005). Research has explored the transfer success of community college students in general, but very little is known about the transfer and labor market outcomes of first-generation community college students postgraduation. This study uses propensity score matching to compare the college persistence, degree-completion rates, and labor market outcomes of first-generation students who began their studies at a community college versus those who began at a four-year institution. The results show that first-generation community college students who successfully transfer and graduate with a bachelor's degree have similar labor market outcomes to their peers who start at a four-year institution. Two-Year Colleges, First-Generation Students, Employment||27||1|
|Holistic Wellness and Its Impact on First-Semester Grades
Cereola, S. J.
|Journal||2014||26 (2)||Cereola, S. J. Snyder, C. S. Cereola, R. J. Horton, B. W. Students enrolled in a first-semester, critical-thinking course assessed their perception of their own wellness using a 52-question survey. Within the survey, holistic wellness was measured along seven dimensions: (a) physical, (b) intellectual, (c) social, (d) occupational, (e) spiritual, (f) emotional, and (g) environmental. Individual perceptions of physical and occupational wellness were significantly and positively related to final course grade. While the physical and occupational wellness dimensions proved to be the most significant associations, each of the dimensions were shown to be correlated with academic success and need to be addressed in a first-year experience. Helping students understand and embrace these dimensions during the formative college years has been demonstrated to be instrumental in developing lifelong habits supporting wellness. Academic Adjustment/Performance, Student Behavior & Characteristics, Physical & Emotional Health||26||2|
|First-Year College Students' Strengths Awareness: Building a Foundation for Student Engagement and Academic Excellence
Soria, K. M.
|Journal||2014||26 (2)||Soria, K. M. Stubblefield, R. As strengths-based approaches continue to gain steady momentum in colleges and universities, a distinct need for scholarship on the benefits of strengths-based practices has emerged. In fall 2011, all first-year students at a university in the Midwest were invited to discover their strengths by taking the Clifton StrengthsFinder. The purpose of this study was to examine the associations between first-year students’ strengths awareness and two outcomes that influence students’ success in higher education: academic self-efficacy and engagement. The results of a midyear survey of the first-year class (n = 1, 397) suggest students’ strengths awareness is positively associated with academic self-efficacy and engagement when controlled by demographic variables, academic achievement, and strengths interactions. Academic Adjustment/Performance, First-Year Experience, Student Behavior & Characteristics||26||2|
|First-Generation College Student Achievement and the First-Year Seminar: A Quasi-Experimental Design
|Journal||2014||26 (2)||Vaughan, A. Parra, J. Lalonde, T. Research has shown consistently that first-generation college students are less prepared academically for college, have a higher risk for dropping out, and are less likely to obtain a degree. This study investigated the effect of first-generation students’ participation in a first-year seminar (FYS) on academic achievement and persistence to the second semester compared to nonparticipants. The authors collected data from 266 first-generation students in an FYS and used a quasi-experimental design incorporating hierarchical propensity score matching techniques to form quasi-control groups. The results show the seminar had a significant positive effect on achievement (an overall GPA difference of 0.71 points) and persistence (an overall 17% difference). First-Year Seminar - Outcomes, First-Generation Students, Academic Adjustment/Performance||26||2|
|Trailblazing: Exploring First-Generation College Students' Self-Efficacy Beliefs and Academic Adjustment
Elliott, D. C.
|Journal||2014||26 (2)||Elliott, D. C. This study explored the relationship between academic self-efficacy beliefs and the academic adjustment of first-generation and non-first-generation students. Findings supported the presence of a differential relationship that was generally weaker for first-generation students. However, findings also suggested first-generation students experienced incongruence between perceptions and college performance. Understanding the role first-generation students’ self-efficacy beliefs play in their adjustment to college may help counselors, administrators, and faculty develop interventions that ease the transition to college and improve educational outcomes of this at-risk population. First-Generation Students, Academic Adjustment/Performance, Student Behavior & Characteristics||26||2|
|Meaning-Making Dynamics of Emancipated Foster Care Youth Transitioning into Higher Education
Okumu, J. O.
|Journal||2014||26 (2)||Okumu, J. O. This study explored college transition meaning-making dynamics of emancipated foster care youth and the role campus environments play in that process. It adds to the college student development theoretical base by acknowledging the needs, goals, and values of disenfranchised college students transitioning into higher education. Emancipated foster care youth in the study described feelings of isolation and estrangement being balanced by a newfound sense of empowerment that was, in some ways, supported by the campus environment. Mentoring programs, among other strategies, are proposed as ways to support emancipated foster youth on their unique developmental paths. First-Generation Students, First-Year Experience, At-Risk Students||26||2|
|First-Year Students’ Use of Social Network Sites to Reduce the Uncertainty of Anticipatory Socialization
Anderson, I. K.
|Journal||2014||26 (1)||Anderson, I. K. Lerstrom, A. Tintle, N. This study surveyed 399 incoming first-year students at two colleges in the Midwest on their use of social network sites before college entry and its impact on various dimensions of the first-year experience. Significant correlations were found for two pairs of variables: (a) students who used social network sites before arriving on campus reported greater roommate compatibility than students who did not use such sites and (b) students who rated the information on social network sites as high in accuracy also reported a high match between their first-year expectations and experiences. Implications for student affairs administrators are discussed. New Technologies, College Expectations, Satisfaction||26||1|
|Marginality and Mattering: Urban Latino Male Undergraduates in Higher Education
Huerta, A. H.
|Journal||2014||26 (1)||Huerta, A. H. Fishman, S. M. This qualitative study of first-generation, low-income urban Latino male college students considers their transition experience and success in various higher education institutions. Schlossberg’s theory of mattering and marginality is used as a lens to explore how these students navigate the college environment and build relationships with campus agents. The findings focus on the students’ motivations to attend college, the importance of the college environment, the impact of mentorship, and feelings of mattering as a result of relationships with campus peers and professional staff. The authors offer implications and program recommendations for student affairs professionals to better support and understand Latino male students at their institutions. Students of Color, At-Risk Students, First-Generation Students||26||1|
|First Language, Reading Skills in the Language of Instruction, and First-Semester Grades in a Canadian University
|Journal||2014||26 (1)||Baird, A. Babb, K. A. This study of first-year students in a Canadian university examined linguistic diversity and assessed associations with academic performance and reading abilities in English, the language of instruction. Among 68 students, 19 spoke English as a second language (secondary anglophones). Compared with 49 primary anglophones, these students’ first-semester grades were modestly lower. More sizable discrepancies between the two student groups were noted on academic reading skills in English (vocabulary and reading comprehension). With vocabulary as a covariate, the groups no longer differed significantly on university grades. Primary and secondary anglophone groups reported similar high school grades, years of parental education, and overall use of study strategies. Cognitive, metacognitive, and socioemotional variables embedded in secondary anglophone status may attenuate adverse effects of lower reading skills in English on grades. Educators should consider ways in which early university programs can boost reading in primary and, especially, secondary anglophone students. Academic Adjustment/Performance, First-Year Experience, Retention||26||1|
|Academic Engagement Among First-Year College Students: Precollege Antecedents
|Journal||2014||26 (1)||Grabowski, S. Sessa, V. This study describes how student characteristics and environmental inf luences experienced in high school (and the interactions among them) impact academic engagement of first-semester college students. Data, collected from 300 first-year students at a single university at two different times, showed that precollege student characteristics of academic efficacy and educational values and environmental inf luences of family educational culture and student-teacher interactions have both main effects and interactions on two types of academic engagement: (a) responding to class-related requirements and (b) participating in class-related initiative taking. This study suggests that academic engagement may develop iteratively over time and as an interaction of student characteristics and environmental inf luences experienced. In addition, the research suggests that the two types of engagement differ regarding their antecedents. Research and practical implications are discussed. First-Year Experience, Academic Adjustment/Performance,||26||1|
|A Strategic Enrollment Management Approach to Studying High School Student Transition to a Two-Year College
|Journal||2014||26 (1)||Wang, Y. Ye, F. Pilarzyk, T. This study used a strategic enrollment management (SEM) approach to studying high school students’ transition to a two-year college and their initial college success. Path analyses suggested two important findings: (a) clear career choices among students, family inf luence, academic preparedness, and college recruitment efforts predicted earlier college application submissions, and (b) earlier application submissions predicted both registration timing and initial college success. Early participation in college intervention programs also played a role in preliminary academic performance. These and other findings indicated the need for institutional actions that focus on the interrelated issues of early career choice, application and registration decisions, and academic preparation. Two-Year Colleges, Academic Adjustment/Performance, College Choice||26||1|
|Adjustment to College in Nonresidential First-Year Students: The Roles of Stress, Family, and Coping
|Journal||2013||25 (2)||Gefen, D. Fish, M. C. This study explored factors related to college adjustment in nonresidential first-year students. It was hypothesized that stress, family functioning, and coping strategies would predict academic, personal-emotional, and social adjustment in addition to institutional attachment. The sample comprised 167 first-year college students (ages 18-23) recruited from the departments of psychology at two large, urban commuter colleges in the Northeast. Results revealed that balanced family functioning was associated with low levels of perceived stress and specific coping strategies, mainly strategies that were problem-focused. Academic, social, and personal-emotional adjustment and institutional attachment were predicted by stress, family functioning, and specific coping strategies, such as spiritual support and problem solving, which were found to predict subtypes of adjustment above and beyond other factors. Implications for personnel working with first-year college students, such as mental health counselors, are provided, as well as directions for future research. First-Year Experience, First-Year Experience, Parents & Families||25||2|
|Geographic Characteristics and First-Year Retention: An Examination of the Linkages
|Journal||2013||25 (2)||Luo, M. Williams, J. E. Enrollment practitioners commonly discuss the effect of geographic factors on retention at rural or small-city institutions. This study examined the correlations between geographic characteristics of first-year college students’ home location and their retention to the second year at a university located in a small city. The dimension of geographic elements was incorporated into the selected factors of first-year students’ background characteristics, financial aid, and university academic outcomes for analysis by using sequential logistic regression. The results suggested that, controlling other predictor variables, the proximity of home location to campus has a significant relationship with first-year students’ retention while urbanicity of home location does not appear to influence first-year persistence. This study informs institutional policies and practices regarding first-year persistence at rural or small-city colleges and universities. Retention, Retention,||25||2|
|Exploring the Impact of Transfer Capital on Community College Transfer Students
Moser, K. M.
|Journal||2013||25 (2)||Moser, K. M. This paper reports on one aspect of a larger study designed to re-examine the Laanan-Transfer Students’ Questionnaire (L-TSQ), an instrument exploring adjustment following transfer to a four-year institution (Laanan, 1998, 2004). In particular, it reports on nine new constructs added to the L-TSQ, which expand the understanding of transfer student capital. Results suggest that transfer student capital plays an important role in community college student success at the university. Transfer student capital is a significant predictor of university GPA, indicating that students with higher levels of transfer student capital (determined by collaboration and experiences with faculty at the community college and motivation and self-efficacy) academically out-performed those with lower levels of transfer student capital. Also, mentoring (a component of transfer student capital) is a significant predictor of student ability to cope actively with their problems. Finally, students with greater transfer student capital, as measured by experiences with financial knowledge and general courses and formal collaboration with faculty at the community college, have higher levels of satisfaction with academics and advising at the university. Transfer Students, Transfer Students, Two-Year Colleges||25||2|
|Advancing the Study of a Movement: The Status of Methods and Measures in First-Year Experience and Student Transition Research
|Journal||2013||25 (2)||Kinzie, J. The essay examines the variety of research methods and measures used in the first-year experience and students-in-transition field over the past 25 years. Interrogating the extant research, Kinzie explores whether the methods and analytic processes most commonly employed are adequate to advance our understanding of complex issues in the field. The author concludes with four recommendations for broadening understanding of the conditions that contribute to student learning and success: (a) adopting more varied and sophisticated research methods; (b) identifying more refined outcomes, especially outcomes focused on student learning; (c) expanding the populations of interest and selecting relevant methods and measures for examining their unique experiences; and (d) designing studies that help us understand more about the characteristics and structures of proven educational initiatives that contribute to positive student outcomes. First-Year Experience, First-Year Experience,||25||2|
|Reconsidering the Application of Research to Practice for Students in Transition
Reason, R. D.
|Journal||2013||25 (2)||Reason, R. D. Gansemer-Topf, A. M. Arguing that the first-year-experience and students-in-transition field is a mature industry, the authors assert that researchers and practitioners must re-examine currently held assumptions about student success. In particular, they propose that researchers should revisit the leading models used to study college impact in light of the changing demographics of today’s college students and their relationship to higher education. Moreover, they suggest the almost singular focus on retention and graduation rates as a measure of student success is inadequate, calling for a revised definition grounded in student learning outcomes. In conclusion, they describe new directions for research needed to inform practice in the evolving higher education context. First-Year Experience, First-Year Experience,||25||2|
|Making the Connection: The Use of Student Development Theory in First-Year and Transition Programs
|Journal||2013||25 (2)||Torres, V. LePeau, L. A. This article focuses on past and present research studies that examined the creation of developmental theories to help understand how students develop while in college. The implications of this manuscript include understanding how the diversity of today’s student body influences practice, considering the appropriate knowledge base needed to serve first-year and transitions programs, and identifying strategies to engage students in a manner that promotes their development. Student Development, First-Year Experience, Student Development||25||2|
|Are University Students With Learning Disabilities Getting the Help They Need?
Hadley, W. M.
|Journal||2013||25 (1)||Hadley, W. M. Satterfield, J. W. This study examined how traditional-aged, first-year college students with specific learning disabilities adjusted to academic expectations as they moved from high school to a less monitored collegiate environment. Results of the study indicated that these students had difficulty moving beyond their established high school patterns by unrealistically expecting the same types and levels of services to be available in the postsecondary setting. The analysis suggested that these students struggled to develop the intellectual skills, practice emotional discipline, and move toward more independent behavior expected in the college environment. The purpose of the study was to examine systemic issues related to students with learning disabilities in their transition from the secondary to the postsecondary environment. Students with Disabilities, Academic Adjustment/Performance, Physical & Emotional Health||25||1|
|Motivation to Attend College in American and Chinese Students: Correlates With ADHD Symptomatology and Personality
Norvilitis, J. M.
|Journal||2013||25 (1)||Norvilitis, J. M. Reid, H. M. Ling, S. Chen, S. Data were analyzed from 178 American and 153 Chinese college students who participated in a study examining motivation to attend college. Students in the two countries reported similar motivations for attending college, with career and personal reasons being most important and helping family least important. Also, the study assessed the influence of symptoms of attention-deficit/hyperactivity disorder (ADHD) and the personality variables of originality and creativity, locus of control, curiosity, and childhood encouragement of intellectual curiosity. Results indicated that symptoms of ADHD, as well as childhood encouragement and curiosity, predicted motivations to attend college. Physical & Emotional Health, International Students, Retention||25||1|
|College Distance From Home: Implications for Student Transfer Behavior
Mattern, K. D.
|Journal||2013||25 (1)||Mattern, K. D. Wyatt, J. N. Shaw, E. J. This study explored college distance from home, a possible contributing factor of transfer behavior. Because the distance between a student’s home and college has been found to be related negatively to social integration and positively to homesickness (i.e., Brooks & DuBois, 1995; Fisher, Murray, & Frazer, 1985; Tognoli, 2003), a positive relationship between distance and transferring was predicted. Also, researchers examined whether or not transfer students chose an institution closer to home for their second institution compared to their first. Logistic regression analysis predicting transferring showed that distance did, in fact, have a positive effect. Additionally, repeated measures ANCOVA found that transfer students did relocate to an institution closer to home. The study also includes a discussion of implications for college admission counselors who want to improve retention rates at their institutions. Transfer Students, Retention,||25||1|
|Communication Technology Used Among Parents and Their College Teens: Implications for College Health Promotion and Risk Prevention Programs
Abar, C. C.
|Journal||2013||25 (1)||Abar, C. C. Turrisi, R. Belden, C. Abar, B. The current study examined the nature of parent-teen communication in college to re-evaluate the potential for parent inclusion in college success and risk prevention programs. During September 2006, 290 first-year college students were assessed for the frequency and form (e.g., cell phone, e-mail, text) of communication with their parents. Latent class analysis was used to identify three distinct classes of parent-teen communicators: (a) infrequent contact; (b) frequent contact, dual modality; and (c) frequent contact, multiple modalities. Approximately 90% of the sample was likely to communicate with their parents at least once per week. Cell phone usage was particularly popular, with 66% reporting parental communication via cell phone several times per week. Overall, findings suggest that parents may be viable alternatives for success and risk prevention programs in college, given that parents in this study maintained consistent contact with their teens while they were at school. New Technologies, Parents & Families, Physical & Emotional Health||25||1|
|Electronic Communications Technologies and the Transition to College: Links to Parent-Child Attachment and Adjustment
Sarigiani, P. A.
|Journal||2013||25 (1)||Sarigiani, P. A. Trumbell, J. M. Camarena, P. M. Electronic communications technologies (ECTs) help college students and parents remain in contact. Because recent reports have emphasized a link between ECTs, helicopter parenting, and autonomy issues, this study focused on the significance of contact patterns for attachment and student adjustment. First-semester college students (199 female, 81 male; mean age = 18.12 years) completed an online survey examining parent contact, attachment, shyness, and college adjustment. Students with frequent contact scored significantly higher on mother attachment but did not differ from the rest of the sample on father attachment, shyness, or adjustment. Mother and father attachment were positively associated with adjustment. Within the subsample of students with frequent parent contact (n = 59), students with poor adjustment were significantly more likely to report exhibiting greater shyness, having poorer father attachment, and being from divorced families compared to students with positive adjustment. Qualitative comparisons revealed additional adjustment group differences. Findings confirmed that, while technology facilitates frequent contact, this contact may reflect secure attachment as well as problems with developmental tasks. New Technologies, Parents & Families, Social Adjustment||25||1|
|The Scholarship of a Movement: A 24-Year Content Analysis of the Journal of The First-Year Experience & Students in Transition
Campbell, R. P.
|Journal||2013||25 (1)||Campbell, R. P. Saltonstall, M. Buford, B. In recognition of 25th anniversary of the Journal of The First-Year Experience & Students in Transition (the Journal), a content analysis and review of Journal citations in other works was conducted. A team of three researchers coded type of research, type of intervention, target population, and topics of published manuscripts, and inter-rater reliability was assessed. The analysis explored methodology used, interventions examined, and populations studied. An inductive coding process identified several topics with many subcategories, revealing retention outcomes, noncognitive student characteristics, and ideas related to transition and socialization as important themes within the Journal. Also, by tallying content citations found via Google Scholar, the authors examined the Journal’s impact. Directions for possible future research in the field are discussed. First-Year Experience, ,||25||1|
|Twenty-Five Years of Scholarship on Students in Transition: Celebrations and Reflections
Keup, J. R.
|Journal||2013||25 (1)||Keup, J. R. First-Year Experience, Faculty Development/Training, Retention||25||1|
|The Transition Experiences of High-Achieving, Low-Income Undergraduates in an Elite College Environment
McLoughlin, P. J., II
|Journal||2012||24 (2)||McLoughlin, P. J., II This hermeneutic phenomenological study describes the lived experiences of high-achieving, low-income undergraduates and their transition into a college environment historically reserved for wealthy students. The results of this study indicate that these students are flourishing in full need-based financial aid programs as a result of their own resilience and intellectual capital, despite being underprepared for the academic curriculum of an elite college. Participants’ experiences suggest that this population of undergraduates faces unique challenges and requires specific support services to equalize their opportunities vis-à-vis higher income peers, specifically related to overcoming less rigorous academic preparation, unlearning self-imposed socioeconomic stigma, and managing financial pressures. From these findings, implications for colleges and universities and full need-based financial aid programs are discussed. Academic Adjustment/Performance, Financial Aid, Underprepared Students||24||2|
|An Initial Examination of Facebook as a Source of Memorable Messages for First-Year College Students
|Journal||2012||24 (2)||Russell, J. Nazione, S. Smith, S. This study investigated a set of messages on a university group’s Facebook page intended as advice for first-year college students. Investigators coded 108 different units of advice into three overarching categories focused on academics, the transition to college life, and comprehension of the college campus. Messages transmitted were similar in content to those students reported helped them navigate college life in earlier research studies, suggesting that social networking sites might provide a valuable platform for supporting the initial transition to college. New Technologies, First-Year Experience, Academic Adjustment/Performance||24||2|
|A Summer Bridge Program for Underprepared First-Year Students: Confidence, Community, and Re-enrollment
|Journal||2012||24 (2)||Suzuki, A. Amrein-Beardsley, A. Perry N. J. This quasi-experimental, action-research study explored a five-week pre-enrollment initiative called the Pathways Summer Bridge (PSB) Program in the New College of Interdisciplinary Arts and Sciences at Arizona State University (ASU). Theoretically framed and developed using the six components of Tinto’s (1993) longitudinal model of institutional departure, the PSB Program had as its ultimate goal to improve the re-enrollment and retention rates of academically underprepared first-year students who were predominately from first-generation and underrepresented populations. Results indicate that participants’ confidence about college expectations and their sense of belonging were higher than a control group of traditional first-year students, and their re-enrollment rates were higher than campus and university averages. Precollege Transition Programs, Retention, Underprepared Students||24||2|
|The Impact of a Discipline-Based Learning Community on Transfer Students: A Multi-Dimensional Pilot Study
Lord, V. B.
|Journal||2012||24 (2)||Lord, V. B. Coston, C. T. M. Blowers, A. N. Davis, B. Johannes, K. S. Learning communities (LCs) have become a popular strategy for developing structured programming aimed at enhancing student success and retention. While most LCs have focused on improving the quality of education for first-year students, little attention has been placed on addressing their usefulness for enhancing the success of transfer students. Also, research on the impact of discipline-specific LCs has been limited (Buch & Spaulding, 2008a); only a single study was found that focused exclusively on an LC within the criminal justice discipline (Dabney, Green, & Topalli, 2006). Using multiple measures over an academic year, researchers examined the achievements of a cohort of transfer students participating in a criminal justice LC at three points in time. During the study, students’ involvement in campus activities increased; they felt a greater sense of commitment to the institution, their majors, and the LC program; they used academic support resources on campus; and their level of stress surrounding transferring decreased. This study provides evidence that LC programs also can be an effective intervention for transfer students. Transfer Students, Learning Communities, Retention||24||2|
|An Examination of the Effects of Career Development Courses on Career Decision-Making Self-Efficacy, Adjustment to College, Learning Integration, and Academic Success
Hansen, M. J.
|Journal||2012||24 (2)||Hansen, M. J. Pedersen, J. S. This study investigated the effects of career development courses on career decision-making self-efficacy (CDMSE), college adjustment, learning integration, academic achievement, and retention among undecided undergraduates. It also investigated the effects of course format on career decision-making abilities and academic success outcomes and whether CDMSE significantly predicted academic success outcomes among students in the career courses. Results indicated that students reported significantly more adaptive self-efficacy beliefs in all five efficacy domains, college adjustment, and learning integration following the theory-based career courses. Undecided students enrolled in career courses had significantly higher retention rates and GPAs than a comparison group of undecided students not enrolled in career courses. Course format did not appear to have a significant impact on outcomes. The CDMSE domains of self-appraisal, planning, and problem solving significantly positively predicted levels of college adjustment. The domains of planning and problem solving significantly positively predicted levels of learning integration. Academic & Career Advising , Academic Adjustment/Performance, Retention||24||2|
|Using a Common First-Year Book to Promote Reading, Connections, and Critical Thinking
|Journal||2011||23 (2)||Goldfine, R. Mixson-Brookshire, D. Hoerrner, K. Morrissey, J. A large, suburban, Southeastern university conducted a multi-method study on the effectiveness of its common reader program in meeting multiple learning objectives. Data from approximately 700 respondents, all of whom were first-year students enrolled in 37 sections of the university’s traditional first-year seminar course, revealed that the common reader program promoted greater appreciation for reading; encouraged social and academic connections among students, faculty, and the book’s author; and enhanced students’ critical thinking. While many results were predictable, challenging and somewhat unexpected findings emerged when respondents in independent sections of the seminar were compared to those in thematic learning communities. First-Year Seminar - Outcomes, Academic Adjustment/Performance, Social Adjustment||23||2|
|Career and Technical Education Students Who Transition to Four-Year Institutions: An Exploratory Study
|Journal||2011||23 (2)||Qi, W. Cole, J. S. Each year more students with career and technical education (CTE) backgrounds are transitioning to four-year institutions. This exploratory study investigated differences between CTE, community college transfers and native (nontransfer) students at four-year institutions in regard to how they balance their time and their academic engagement patterns. An important finding of this study was that CTE students, when compared to traditional nontransfer students and community college transfers, spent equal amounts of time studying and demonstrated equal or significantly greater levels of academic engagement. The findings also provide the higher education community much needed information regarding the CTE students’ transition to college. Transfer Students, Two-Year Colleges, Academic & Career Advising||23||2|
|The Effects of Orientation Programming on Learning Outcomes Related to Academic and Social Adjustment with Implications for Transfers and Students of Color
|Journal||2011||23 (2)||Mayhew, M. Stipeck, C. J. Dorow, A. J. This study explored the influence of orientation programming on the academic and social adjustment of newly admitted undergraduate students during the fall semester 2006. Participants in this study included first-years and transfers enrolled in a large, public, predominantly White institution in the Southeastern part of the United States. When compared to new first-year students, transfer students were significantly more likely to agree that orientation was successful in helping them adjust academically but not socially. Other results showed that, when compared to White students, students of color were more likely to credit orientation programming with helping them socially adjust to the campus environment. Implications for researchers and practitioners are discussed. Orientation Programs, Academic Adjustment/Performance, Social Adjustment||23||2|
|Supporting American Indian Students in the Transition to Postsecondary Education
Bosse, S. A.
|Journal||2011||23 (2)||Bosse, S. A. Duncan, K. Gapp, S. C. Newland, L. A. The purpose of this study was to examine the factors that promote successful transitions into and through postsecondary education for American Indian students, from the perspectives of the student, school counselor, and college advisor. The method of study included analysis of interview transcripts from clinical practitioners, service providers, and American Indian advisees who had successfully completed postsecondary education programs. A phenomenological approach was used that included a multistep analysis to identify significant statements and themes among participant responses. Interviews revealed that strong academic preparation, motivation and self-confidence, family support, ongoing relations with culturally sensitive faculty members and advisors, strong connections with culturally relevant peer groups, and a clear focus for the future were all factors related to successful transitions to postsecondary programs. Success in degree completion was related to supportive relationships that take into account students’ cultural backgrounds and the integration of students’ cultural identities into the context of higher education. Students of Color, Academic Adjustment/Performance, Social Adjustment||23||2|
|Learning Community Transitions in the First Year: A Case Study of Academic and Social Network Change
Smith, R. A.
|Journal||2011||23 (2)||Smith, R. A. Residential learning communities often focus on easing first-year students’ transitions to college by emphasizing the creation of peer social and academic relationships. However, this relational process is most often examined through analyzing individual student characteristics, behaviors, and attitudes. This study used network analysis to elucidate the process of residential community development. Specifically, it examined academic and social integration by comparing peer networks generated through a theme-based residential learning community with a random-assignment residence hall floor. Results suggested that learning communities may create an environment where first-year students form academic and social ties more quickly, although these levels were not sustained into the second semester. Learning Communities, Academic Adjustment/Performance, Social Adjustment||23||2|
|When College Outdoor Orientation Programs End: A Grounded Theory Investigation of Program Discontinuation at Four-Year Colleges in the United States
Bell, B. J.
|Journal||2011||23 (1)||Bell, B. J. Vaillancourt, C. Outdoor orientation programs are established at the rate of 10 programs a year, yet discontinued at a rate of six programs a year (Bell, Holmes, & Williams, 2010). This study examined the discontinuation of 10 separate college outdoor orientation programs between 2003 and 2008. Using grounded theory, researchers proposed three reasons for program discontinuation: (a) the lack of integration with other campus programs, (b) a sense of exclusion from and competition with other student support programs, and (c) difficulty overcoming the departure of a key administrator. Outdoor orientation program sustainability seems influenced more by integration with other student development services and than by research validating a programs worth. Orientation Programs, Precollege Transition Programs,||23||1|
|Lasting Connections: A Case Study of Relationships Formed During a First-Year Seminar Course
Enke, K. A. E.
|Journal||2011||23 (1)||Enke, K. A. E. This article investigates the evolution of friendships formed during a first-year seminar for honors students enrolled in a private liberal arts college. Through an electronic survey and interviews with former students who had participated in the seminar course six years prior to the research, this case study examined why some friendships were maintained and others dissolved after college. While participants stressed that luck played a substantial role in placing well-matched students in a single class, they also articulated that the first-year seminar served as a powerful shared experience at a crucial time in their development. This research illustrates the first-year seminar’s potential to foster relationships among college students that persist beyond graduation. Social Adjustment, First-Year Seminar - Outcomes,||23||1|
|Multicultural Learning Communities: Vehicles for Developing Self-Authorship in First-Generation College Students
|Journal||2011||23 (1)||Jehangir, R. Williams, R. D. Pete, J. This longitudinal study of first-generation (FG), low-income students considers the impact of their participation in a Multicultural Learning Community (MLC) designed to challenge the isolation and marginalization such students experience at a large Midwestern research university. The study explores the extent to which learning community design, coupled with multicultural curriculum and critical pedagogy, creates avenues for self-authorship for historically marginalized students in a TRIO program. Twenty-four FG students were interviewed 3 to 4 years after participation in the MLC, and results were analyzed through the framework of self-authorship. Findings focus on the dimensions of interpersonal and cognitive development, demonstrating that curricular spaces can facilitate the interplay of these two dimensions to build social and academic integration for FG students. Students who are first in their family to attend college First-Generation Students, Students of Color, Learning Communities||23||1|
|Purposeful Engagement of First-Year Division I Student-Athletes
|Journal||2011||23 (1)||Comeaux, E. Speer, L. Taustine, M. Harrison, C. K. This study examined the extent to which transitioning, first-year student-athletes engage in educationally sound activities in college. The sample included 147 revenue and nonrevenue first-year student-athletes who were surveyed at four large Division 1-A universities. Findings revealed that revenue and nonrevenue first-year student athletes differed regarding their academic and athletic identities. Transitioning revenue student-athletes rated themselves as having slightly higher athletic identities, yet lower academic identities compared to their nonrevenue counterparts. The findings from this study also indicated that the kinds of effective educational practices that first-year student-athletes engage in have a positive influence on their academic self-concept. These findings have implications for head coaches and student affairs leaders, particularly academic counselors and advisors who are working with this special population of students. Student Athletes, Academic Adjustment/Performance, Academic & Career Advising||23||1|
|Curricular Infusion and High-Risk Drinking Among First-Year Students
Mahew, M. J.
|Journal||2011||23 (1)||Mahew, M. J. Klein, S. Behringer, L. B. Ulrich, A. S. Caldwell, R. J., & Hourigan, A. This study explored the curricular contexts effective at reducing high-risk drinking behaviors among 206 first-year undergraduate students. Results showed that infusing alcohol prevention messages into curricular content presented to first-year students who lived and studied together may have helped curb their high-risk drinking behaviors. This research suggests that participation in livinglearning communities with curricula designed to teach students about high-risk drinking can influence the degree to which students report engaging in such drinking behaviors and serves as an important reminder of how students can benefit from a strong, reciprocal relationship between academics, practitioners, and institutional researchers interested in college impact. Substance Abuse, Curriculum & Instruction, Living/Learning Initiatives||23||1|
|Perspectives of South Korean Undergraduate Exchange Students
|Journal||2010||22 (2)||Yin, L. Huang, L. C. This in-depth study examined the perspectives of 17 Korean undergraduate exchange students attending a U.S. southern university during the 2005-2006 school year. The struggles and frustrations they experienced; the difficulties they encountered socially, culturally, and academically; their contributions to the American academic community; and their purpose for coming to America for one year were investigated. A 39-item survey was completed by the participants, and interviews with four participants were conducted. In addition to the language barrier, the lack of transportation and opportunities to be exposed to the American culture as well as uneasy transition from living in a city to a small university town attributed to most of their struggles. The findings from this study provide a lens for academic administrators, advisors, and professors to view short-term exchange students and may allow educators to play a more proactive role in assisting in their transition. International Students, Social Adjustment,||22||2|
|An Emperical Study of Students on Academic Probation
James, C. L.
|Journal||2010||22 (2)||James, C. L. Graham, C. A substantial number of university students are placed on academic probation each year, many of whom never succeed in academia. Hence, it is critical to identify who these students are, why they end up on academic probation, and most importantly how best to intervene. To determine this, an empirical study of students on academic probation for the first time was conducted at a Canadian university. The results revealed that on average these students tended to be younger than the general population and included a disproportionate number of males, international, and First Nations students with the majority enrolled in first-year, general arts/sciences, or academic upgrading programs. The reasons cited by the students for being on academic probation tended to be of a more personal than academic nature, and although not statistically significant, an intervention involving personal contact via the telephone increased the retention rates for students in an experimental group. Academic Adjustment/Performance, Academic & Career Advising ,||22||2|
|The Impact of Key Factors on the Transition From High School to College Among First- and Scond-Generation Students
Smith, W. L.
|Journal||2010||22 (2)||Smith, W. L. Zhang, P. This study proposed to describe and understand the transition experiences of first-generation college students in comparison to secondgeneration college students by examining the frequency of activities linked to the transition process and the helpfulness of these behaviors for students at a medium-size state university in the Southeast. Parents, friends, high school teachers and guidance counselors, college professors and academic advisors, college orientation programs, and first-year seminars play a role in facilitating students’ transition from high school to college. The study found that key factors (those listed above) reduced the generational effect but certain control variables including high school GPA, receipt of a scholarship, and an academic ethic make the most difference in college GPA and quality of transition to college. Precollege Transition Programs, Underprepared Students,||22||2|
|Students’ Perceptions Regarding Their Impending Transition Out of College
|Journal||2010||22 (2)||Yazedjian, A. Kielaszek, B. J. Toews, M. L. Although researchers have argued students experience feelings of stress, fear, and uncertainty as they transition from college to work life, there is limited empirical research supporting this argument. Our study filled this gap by exploring 183 fourth-year students’ perceptions regarding their impending transition out of the college environment. We found students believed college had prepared them for life after graduation. However, they had ambiguous feelings regarding their impending transition, particularly when it came to their feelings about entering the workforce and gaining financial independence. In dealing with their impending transition, students reported they would turn to their family or friends for support as they moved from college to work life. Based on these findings, we provide suggestions for how institutional personnel can assist students during this time. Senior-Year Experience, ,||22||2|
|Tools of Engagement: Success Course Influence on Student Engagement
Mills, M. T.
|Journal||2010||22 (2)||Mills, M. T. Improving student outcomes requires better tools for assessing program effectiveness. Student success courses are offered on most college campuses. However, extant research is overwhelmingly summative, of mixed rigor, and focused on four-year colleges, providing limited support for improving practice in community colleges. This study examined relationships between participation in an extended orientation student success course and engagement as measured by the Community College Survey of Student Engagement. Findings showed (a) modest but positive course influence on use of support services, faculty interaction, and active and collaborative learning; (b) limited understanding of the influence of success courses on students indicated by weak alignment between course goals and engagement outcomes; and (c) connections between course instructional attributes and engagement gains. First-Year Seminar - Outcomes, Two-Year Colleges,||22||2|
|For Idealism in Youth
|Journal||1989||1 (2)||Gordon, J. This essay is a reminiscence of a life-shaping experience from my own freshman year and an attempt to draw certain lessons from that experience for the freshmen of the eighties, for whom the essay was written and to whom it is addressed. I describe a personal discovery I made at the "March on Washington" in 1963, the march in which Rev. Martin Luther King, Jr., gave his "I have a dream" speech, and I use this experience as a basis for reflection on the spiritual distance American youth have traveled since that time. The theme of the piece is the need in a fully human life for devotion to the world outside the suffocating boundaries of self-interest: the need for idealistic commitment. First-Year Experience, Social Attitudes,||1||2|
|Politics of Persuasion: Establishing a New Freshman Seminar with Full Academic Credit
|Journal||1989||1 (1)||Smitheram, V. This paper discusses the theories and practices of the politics of curriculum reform tested while working to establish a freshman seminar course at the University of Prince Edward Island. The step-by-step procedure for negotiating the approval process is relevant to all types of curriculum reform. Curriculum & Instruction, First-Year Seminars - General, Non-U.S. Institutions||1||1|
|College students' reactions to tutoring: The role of prior attitudes and attachment
Perrine, R. M.
|Journal||2001||13 (2)||Perrine, R. M. Wilkins, S. L. The present study explored relationships among college students' cognitive and affective reactions to academic tutoring, prior attitudes, and attachment style. Participants (N = 49) were first-year college students who were required to receive tutoring. Resistance to tutoring was related to prior negative attitudes toward tutoring and to insecure attachment. Students with prior negative attitudes tended to feel even more negatively toward tutoring after receiving tutoring in college. At-Risk Students, Student Behavior & Characteristics, Academic Skills Preparation||13||2|
|A Journal-Based Orientation Course as a Predictor Of Student Success at a Public Two-Year Technical College
|Journal||2000||12 (1)||Zimmerman, A. Grades earned in an orientation course can serve as predictors of academic achievement, retention, and graduation. The orientation course is a one-credit, five-week offering which is required for all students enrolled in the Associate of Applied Science degree program at a small, public two-year technical college located on a university branch campus. The course is journal-based, and journals are the major factor in determining the course grade. The orientation-course grade is a better predictor of student success than high school rank and far superior to the ACT score. Since the orientation-course grade is known after only five weeks of academic performance, it can serve to identify students who may profit from very early and proactive intervention. First-Year Seminar - Outcomes, Academic Adjustment/Performance||12||1|
|Negotiating Ties: A Qualitative Study of First-Generation Female Students' Transitions to College
Nunez, A. M.
|Journal||2005||17 (2)||Nunez, A. M. This qualitative study analyzed the first-year transition experiences of first-generation female students at a large public research university. Using transition theory as a departure point it addresses how students redefine their relationships with family, rather than breaking away from them. Using lenses of cultural and social capital, it demonstrates how institutional agents and programs support, and how family ties, enhance these students' college transitions. Results imply that college campuses should offer an array of accessible support options to monitor students' first-year experiences and address difficulties that emerge in the first year. These options include peer advising networks, college transition courses, targeted academic support programs, and family orientation programs. First-Year Experience, Gender, Parents & Families||17||2|
|Importance of Sense of Place and Sense of Self in Residence Hall Room Design: A Qualitative Study of First-Year Students
Clemons, S. A.
|Journal||2005||17 (2)||Clemons, S. A. McKelfresh, D. Banning, J. For years, researchers have often summarized their work with the assessment that "If students feel at ‘home’ on campus, they are less likely to leave." The purpose of this qualitative study was to discover how students express their sense of place and sense of self in their residence hall rooms — how it becomes their "home." Focus groups and open-ended surveys were employed to gather qualitative data from a group of first-year students living in residence halls. Based on an inductive qualitative analysis, several themes were identified. These included that personalization of their room was important to the students, that students have myriad ideas about how to re-design their rooms, and that students often find both the physical and policy environment of the residence hall a deterrent to self-expression. Implications are discussed. Residence Life||17||2|
|Socioeconomic Status and College Major: A Reexamination of the Empirical Evidence
Williams, M. L.
|Journal||2005||17 (2)||Williams, M. L. Leppel, K. Waldauer, C. This study extends the work of Davies and Guppy (1997) in examining the effects of socioeconomic status on student choice of college major. As hypothesized, parental occupations are important determinants of choice of major, with mothers' occupations having a stronger but different impact. There are no racial/ethnic differences among student choices, except that Asian students are much more likely to select majors related to higher income fields. Higher paying majors also are chosen by students who enter college at an older age, have high academic ability, are male, and feel it is very important to be well-off financially. However, students from families with high socioeconomic status have a much greater probability of selecting lower income fields. Academic & Career Advising , Student Behavior & Characteristics||17||2|
|First-Year Students' Perception of Power and Use of Persuasive Techniques: A Comparison of Learning Community versus Traditional Classes
Baker, L. A.
|Journal||2005||17 (2)||Baker, L. A. Meyer, K. R. Hunt, S. K. Research examining differences in perceptions of power and influence between instructors and students has overlooked learning community classrooms. A number of institutions of higher education have turned to learning community programs to facilitate first-year students' transition to college. Since extant literature suggests that students employ different communication tactics based on their participation in learning communities, exploring differences in their use of persuasive strategies and perceptions of power in learning community versus traditional classes is warranted. Research also reveals that males and females differ in their use of power to influence others. Survey results of 309 participants indicate significant differences in students' perceptions of power and use of persuasive communication tactics. Implications for instructors are discussed. Learning Communities, Curriculum & Instruction||17||2|
|Learning Community Effects on First-Year Student Success in a General Chemistry Course
|Journal||2005||17 (2)||Barrows, S. Goodfellow, M. The Schuylkill Campus of Penn State University established a learning community of students connected through the First-Year Seminar (FYS) and first-semester general chemistry. This science-based learning community was created to address the 35% attrition rate for science, math, and engineering students between their first and second years. Desired outcomes included improved retention and grades in first-semester general chemistry and an increased number of students continuing on to higher-level chemistry classes. Findings suggest that the learning community model employed had the desired retention effect. This paper describes all the elements involved in creating the learning community, the FYS curriculum, and student-outcome results. Learning Communities, Academic Adjustment/Performance, Retention||17||2|
|One mentor or two: An instrumental case study of strategic collaboration and peer mentoring.
|Journal||2008||20 (2)||Wasburn, M. This instrumental case study investigates the use of a team mentoring approach in a first-year seminar, which was created in response to concerns about first-year student attrition. The seminar was developed in the department of Organizational Leadership at Purdue University - West Lafayette in 2004. The aims of the course were to familiarize students with the leadership curriculum, introduce them to the faculty teaching those courses, create a network of peers within the leadership major, and provide the first-year students with upper-class mentors who could help them adjust to campus life. The differences between a one-mentor and a two-mentor design are discussed. Mentoring, First-Year Seminars - General||20||2|
|The role of preceptors in first-year student engagement in introductory courses
Black, K. A.
|Journal||2008||20 (2)||Black, K. A. Voelker, J. C. The preceptor program at the University of Hartford was designed to increase engagement among first-year students and to provide role-modeling opportunities for upper-class students. Data from the first two years of the program were examined. In the first year, 611 undergraduate students in 40 introductory-level courses (26 with preceptors, 14 without) participated in the study; in the second year, 664 undergraduate students in 52 introductory-level courses (35 with preceptors, 17 without) participated. First-year students in preceptor courses reported significantly greater engagement than first-year students in non-preceptor courses, although there was some evidence that the preceptor effect was greater in professional courses than in liberal arts courses. Testimony from both preceptors and faculty suggested that the preceptors were effective role models for good student habits. Suggestions for future research and for program implementation are discussed. Mentoring, Curriculum & Instruction||20||2|
|Measuring the Success of a Summer Reading Program: A Five-Year Study
|Journal||2009||21 (2)||Liljequist, L. Stone, S. Students were surveyed about a first-year summer reading program (SRP) at Murray State University, a regional, comprehensive university, for five consecutive years. Data are presented on how well the program met five stated goals: (a) providing a common academic experience for incoming first-year students, (b) introducing students to intellectual life at the university, (c) creating a greater sense of community, (d) emphasizing the value of reading, and (e) establishing the connection between reading and other cultural events on campus. Overall, students valued the SRP when they perceived the reading level of the book to be easier, (r = 0.11, p < .01) and when the book was shorter (r = 0.23, p < .0001). Further, they indicated valuing the experience more when the book was required reading in at least one of their classes (r = 0.13, p < .0001). Implications for future research and for SRPs at other institutions are presented. Curriculum & Instruction, Social Adjustment, First-Year Experience||21||2|
|Service-Learning and Honors Undergraduates: The Effect on Social Dominance Orientation
|Journal||2009||21 (2)||Stewart, T. Research examining service-learning in honors undergraduate education is scarce, and there have been no empirical studies that examine the effect of service-learning participation on honors undergraduates' social dominance orientation (SDO). The current study aimed to determine whether 119 first-year undergraduate honors students experienced significant changes in their social dominance orientation after completing required service-learning projects in Title 1 elementary schools. Paired-samples t-tests and ANOVA showed no significant changes between the pre- and post-SDO means in general and between gender and ethnic groups. Findings are discussed through a comparison to previous literature. Recommendations for practice and further opportunities for research conclude the article. Curriculum & Instruction, Social Attitudes||21||2|
|Comparing Student Learning Outcomes in an Independent Section of a First-Year Seminar to a First-Year Seminar Embedded in a Learning Community
Smith, D. N.
|Journal||2009||21 (2)||Smith, D. N. Goldfine, R. Windham, M. In this study, the authors examine the differences between two groups of students—those enrolled in either an independent section of a first-year seminar and those enrolled in a first-year seminar embedded in a learning community. In particular, the authors focused on the extent to which course/program outcomes were being met, as reported by student self-evaluations. The hypothesis that students in the embedded first-year seminar course would rate the course learning outcomes as having been met at a significantly higher rate than their peers in the independent sections of the seminar was not supported. Possible explanations for the findings are discussed. First-Year Seminar - Outcomes, Learning Communities||21||2|
|Making the Grade: Understanding Learning and Grade Orientations of First-Year Students
Purcell, J. M.
|Journal||2009||21 (2)||Purcell, J. M. First-year undergraduate students enter college with varying expectations, motivations, and goals and are being bombarded with messages about the importance of grades, sometimes to the detriment of learning. This descriptive, cross-sectional study employs LOGO II to describe the learning and grade orientations of first-year students and identify differences between students enrolled at two- and four-year institutions. Predictor variables and effect sizes related to each orientation are also reported. Results show that students are motivated to learn for the sake of learning, not simply to earn good grades, and help paint a more complete picture of first-year student motivation in the college classroom. Student Behavior & Characteristics, Curriculum & Instruction||21||2|
|Navigating College Life: The Role of Peer Networks in First-Year College Adaptation Experience of Minority Immigrant Students
|Journal||2009||21 (2)||Kim, E. Many immigrants regard college education as a primary means for socioeconomic advancement and assimilation into U.S. society. However, despite their growing numbers in American higher education, little consideration has been given to how immigrant students negotiate acculturative stress, social integration, cultural values, and academic engagement to navigate toward success in college. Given that the transition to college is a critical period marked by a host of complex challenges in psychological, academic, social, and cultural adjustment, the present study examines minority immigrant students' college adaptation experiences, with particular attention to the academic domain, and explores the role of campus peer networks during the first-year college transition process. Data were collected through in-depth interviews with 49 ethnic minority immigrant students from a large public midwestern university. The study participants tended to rely on peer networks of the same ethnicity rather than institutional agents when seeking assistance in adapting to the college environment. Ethnic peer network membership on campus played a positive role in helping minority immigrant students adjust academically to college and persist through the first to second year. Students of Color, Academic Adjustment/Performance, Retention||21||2|
|Adjustment to College Before and After September 11, 2001
Johnson, V. K.
|Journal||2009||21 (1)||Johnson, V. K. Kerr, S. Gans, S. E. Bierschwale The present study compares college adjustment among emerging adults beginning college in 2000 (before the September 11, 2001 terrorist attacks) and in 2001 (three weeks before 9/11). A prospective longitudinal design was used to follow 41 students throughout their first college year. Participants completed questionnaires about symptoms of anxiety and depression before starting college and questionnaires about their adjustment to college in the first two semesters of college. Students starting college weeks before 9/11 reported more difficulty with their social adjustment than the comparison sample. Furthermore, precollege depression and anxiety explain a significant portion of variance in spring semester social adjustment. These findings may have implications for other crises, such as natural disasters and random acts of violence. Social Adjustment, Physical & Emotional Health||21||1|
|Defining Mentoring in the First-Year Experience: One Institution's Approach to Clarifying the Meaning of Mentoring First-Year Students
D'Abate, C. P.
|Journal||2009||21 (1)||D'Abate, C. P. Mentoring has emerged as an important element of programs to support the success of first-year students. However, the term mentoring is ambiguous and frequently leads to conceptual confusion, which can limit the quality of support provided to students and confuse those acting as mentors. This article offers a case study of one college's approach to defining the functions associated with mentoring. Study results reveal that, with some exceptions, faculty and peer mentors share a high level of agreement on the meaning of mentoring. Eliminating ambiguity can help administrators, faculty, and peer mentors better serve students by delivering mentoring as intended. Implications for faculty, peer mentors, administrators, assessment officers, and researchers are discussed. Mentoring, First-Year Experience||21||1|
|Cocurricular Involvement and First-Year Students' Transition to University: Quality vs. Quantity of Involvement
|Journal||2009||21 (1)||Tieu, T.-T. Prancer, S. M. A newly developed measure of the quality of students' involvement in cocurricular activities was used to assess the relationship between quality of involvement and adaptation during the transition to university. Results indicated that the higher the quality of students' involvement, the better their adjustment to university. The relationship between involvement and adjustment was mediated by self-esteem, perceived stress, and social support. Implications for interventions to help students adjust to the transition to university are discussed. Cocurricular Engagement, Academic Adjustment/Performance, Social Adjustment||21||1|
|What Type of First-Year Seminar is Most Effective? A Comparison of Thematic Seminars and College Transition/Success Seminars
Friedman, D. B.
|Journal||2009||21 (1)||Friedman, D. B. Marsh, E. G. This study compared two approaches to a first-year seminar, special academic theme vs. college transition theme, to determine if one approach was more effective in terms of one-year retention rates, first-year grade point averages (GPAs), and student perceptions of the course experience and outcomes. Participants included 177 first-semester, first-year students enrolled in nine sections of the seminar. While the results revealed no significant difference in retention levels or GPAs, they did reveal significant differences in favor of college transition theme seminars in two factors related to student perceptions: out-of-class engagement and knowledge of campus policies. These findings indicate that the type of seminar offered is a less important consideration if retention and grades are the only outcomes that matter to an institution. First-Year Seminar - Outcomes, Retention, Academic Adjustment/Performance||21||1|
|An Examination of the Impact of First-Year Seminars on Correlates of College Student Retention
Strayhorn, T. L.
|Journal||2009||21 (1)||Strayhorn, T. L. This quantitative research study sought to measure the impact of first-year seminar participation on three correlates of student retention: academic integration, social integration, and satisfaction with college life. Results suggest that students who participate in first-year seminars are not necessarily more integrated into the academic and social dimensions of college than their peers. Significant predictors of satisfaction included gender and academic achievement in college; that is, high-achieving women were most highly satisfied with college compared to their peers. Implications for college educators are discussed in the context of Tinto's (1993) theory of student departure. First-Year Seminar - Outcomes, Satisfaction||21||1|
|A study of engagement patterns of lateral and vertical transfer students during their first semester at a public research university.
|Journal||2007||19 (2)||Kirk-Kuwaye, C. Kirk-Kuwaye, M. Transfer students are a growing population for four-year institutions and on many campuses, a majority. While much research on transition practices exists, the focus has been on the two- to four-year transition or vertical transfers, which account for less than half of the transfer students at many four-year institutions, rather than on four- to four-year transition or lateral transfer. This study, using a qualitative research design, compares the pattern of engagement of lateral and vertical transfer students during their first semester at a public research university. The study results indicate that lateral transfer students have as many engagement challenges as vertical transfer students and suggest that previous institutional and personal experiences and expectations are critical variables in providing services for and developing theories about transfer students. Transfer Students, College Expectations||19||2|
|Bridge to success: Insight into summer bridge program students' college transition
|Journal||2008||20 (1)||Walpole, M. Simmerman, H. Mack, C. Mills, J. T. Scales, M., & Albano, D. This study examines the college transition of students who participated in a summer bridge program. Three surveys collected longitudinal data on these students' aspirations and academic and social activities. Data provided from institutional research on their academic progress were also analyzed. A control group composed of nonparticipating entering students was used for comparison. Findings indicate that program participants' academic and social engagement increased over the first two years of the program, and the retention rate in the fall of their junior year was higher than that of the control group. There were no significant differences between the program students and the control group in the numbers of credits attempted or in grade point average. Control group students did earn significantly more credits than program students during two semesters. Precollege Transition Programs, Academic Adjustment/Performance, Retention||20||1|
|Infusion of a professional development curricular strand across an undergraduate program
Bulger, S. M.
|Journal||2007||19 (2)||Bulger, S. M. Lindauer, J. R. Jacobson, B. The senior-year experience represents a critical period as students prepare to make the transition from their familiar academic surroundings to post-college life. The purpose of this study was to investigate the effectiveness of a professional development curricular strand that has been infused across an undergraduate curriculum. This curricular strand was designed to facilitate student transition to post-college life, provide regular opportunities for self-reflection regarding professional readiness, and help integrate and bring successful closure to the undergraduate experience. Fifty-three students, who enrolled in courses infused with professional development content, responded to a survey and participated in focus groups designed to elicit their feedback about the content's effectiveness. Resulting data were analyzed to identify emergent themes. The participants considered the professional development content to be a valuable component of the required coursework, and the related teaching-learning activities contributed to their readiness for professional transition, self-reflection, and closure regarding the undergraduate experience. Senior-Year Experience, Academic & Career Advising||19||2|
|Examining worldview fit and first-year retention at a private, religiously affiliated institution
|Journal||2007||19 (1)||Morris, J. Beck, R. Mattis, C. The primary purpose of this article is to elaborate on a psychological concept related to Tinto's construct of social integration. The concept introduced in this article is worldview fit, defined as the perceived ideological compatibility between the student and the institution (e.g., faculty, peers). This purpose was accomplished through three research objectives: (a) construction of a worldview fit measure and an assessment of its psychometric properties, (b) examination of worldview fit across demographic groups at a religiously affiliated campus that might show worldview fit differences, and (c) testing the ability of the worldview fit measure to predict fall-to-fall retention in first-year students at a religiously affiliated campus. Results of this current study suggest that worldview factors might contribute to student satisfaction and retention. Student Behavior & Characteristics, Retention, Social Adjustment||19||1|
|The electronic tether: Parental regulation, self-regulation, and the role of technology in college transitions
Hofer, B. K.
|Journal||2008||20 (2)||Hofer, B. K. One of the primary psychosocial tasks of the period of emerging adulthood is to become an autonomous, self-governing, self-regulating individual. Increased use of e-mail and cell phones, however, means that students enrolling in college directly out of high school are often electronically tethered to their parents, yet little is known about the influence of the frequency and content of this contact on student development during the transition to college and to adulthood. Using a Web-based format for data collection, this study involved surveying students (n = 407) and their parents (n = 73) during the first two years of college. Most students communicate frequently and are satisfied with their level of communication. Those who are in the highest frequency of communication and whose parents are continuing to regulate their behavior and academics are the least autonomous and least satisfied with the college experience and their relationship with parents. Parents & Families, New Technologies, Student Development||20||2|
|Students' perceptions of their academics, relationships, and sense of belonging: Comparisons across residential learning communities
Schussler, D. L.
|Journal||2008||20 (1)||Schussler, D. L. Fierros, E. G. This study examined how participation in one of four learning community models influenced first-year college students' perceptions of their academic environment, relationships with other members of the college community, and sense of belonging at the institution. The research was conducted at a private, mid-sized university and employed a mixed-methods design including a Likert-type survey administered to 1,517 first-year students, open-ended surveys administered to a subset of 119 first-year students, and interviews with five focus groups. Results revealed that students in the high-impact model were most likely to obtain academic support from their peers and to establish a strong sense of belonging to the university. However, no statistically significant differences were found related to students' social relationships or their relationships with professors. Findings from this study, then, simultaneously affirm the positive impact of combining residential living with a common course for helping first-year college students establish an academic support network and sense of connection to the institution but suggest that the level of intensity of the learning community model may have less of an impact on development of social networks and relationships with professors. Living/Learning Initiatives, Social Adjustment, Academic Adjustment/Performance||20||1|
|Investigating a First-Year Seminar as an Anchor Course in Learning Communities
Friedman, D. B.
|Journal||2007||19 (1)||Friedman, D. B. Alexander, J. S. First-year seminars have increasingly been used as anchor courses in learning communities. This study investigated the impact participation in Freshman Seminar had on the grade earned in a linked learning community course in fall 2004. Grades in the linked course for 1,294 first-year students who were enrolled in 37 different learning communities where Freshman Seminar served as the anchor course were analyzed. Students enrolled in a linked section of Freshman Seminar earned higher grades in the learning community course than both students enrolled in a non-linked version of Freshman Seminar and students not enrolled in Freshman Seminar. In addition, first-year students enrolled in a Freshman Seminar that was not linked to the learning community class outperformed first-year students who did not enroll in Freshman Seminar. First-Year Seminar - Outcomes, Learning Communities,||19||1|
|Intended and unintended consequences of first-year learning communities: An initial investigation
|Journal||2008||20 (1)||Jaffee, D. Carle, A. C. Phillips, R. Paltoo, L. Most of the research on first-year student learning communities (FLCs) focuses on the impact of these programs on student success and retention. This paper reports on the investigation of the impact of FLCs on social community, peer friendships, and classroom dynamics. The researchers identify sociological principles that account for the positive effects of FLCs on these phenomena but also show how these principles predict potential unintended negative consequences of FLCs. Collecting data from three types of first-year classes, the researchers examined the relationship between student participation in learning communities and reported level and intensity of various social group dynamics. The results suggest that FLCs can produce both positive and negative consequences. Learning Communities, Social Adjustment||20||1|
|Student perceptions about their informal learning experiences in a first-year residential learning community
Domizi, D. P.
|Journal||2008||20 (1)||Domizi, D. P. This study examined the perceptions of six first-year students involved in a residential learning community during the program's pilot year. During group interviews, study participants shared their perceptions about what they were learning as members of the community and what value they placed on that learning. The findings indicated students perceived they were learning (a) how to relate to their peers in a number of ways, (b) that the new environment prompted them to question personal beliefs and assumptions, and (c) that they were benefiting from the academic and social support of the learning community. Findings from this study may heighten awareness among faculty and administrators regarding issues students face outside the classroom and may suggest to classroom instructors ways to use informal learning to enhance formal learning experiences. Learning Communities, Residence Life, Living/Learning Initiatives||20||1|
|“Risky business”: The college transition, loneliness, and alcohol consumption
|Journal||2008||20 (2)||McBroom, E. Fife, E. M. Nelson, C. L. A total of 296 students at a large southeastern university completed a series of measures designed to assess the connection between loneliness and alcohol use in the first college year. Results showed a somewhat surprising negative relationship between loneliness and alcohol consumption: As loneliness decreased, consumption increased. The researchers suggested that this relationship may be due to the social nature of alcohol consumption on college campuses. Substance Abuse, Physical & Emotional Health, Social Adjustment||20||2|
|The Retention Impact of a First-Year Seminar on Students With Varying Pre-college Academic Performance
Miller, J. W.
|Journal||2007||19 (1)||Miller, J. W. Janz, J. C. CChen, C. Two studies reported here sought to determine if there was a significant effect on retention to the second year of college for students who participated in a first-year seminar compared to those who did not for students of high, middle, and low levels of pre-college academic preparation. The studies also examined possible interactive effects. First-year seminar participants returned to the second year at a higher rate, as did students of higher pre-college academic preparation. No significant interaction effects were noted. All students benefited equally from participation. These results, replicated in two studies, indicate that students of all academic ability levels benefit from participation in a first-year seminar. Further, the level of the benefits does not differ based upon entering academic ability level. First-Year Seminar - Outcomes, Retention, Student Behavior & Characteristics||19||1|
|The impact of a first-year experience course on the academic performance, persistence, and graduation rates of first-semester college students at a public research university
Lang, D. J.
|Journal||2007||19 (1)||Lang, D. J. This study assessed the impact of a first-year experience course on the academic performance, persistence, and graduation rates of first-semester college students enrolled at a public research university in fall 1998. Two groups of first-year college students were matched according to their gender, race, SAT score, high school GPA, and intended program of study. Comparisons indicated that first-year experience course completers achieved a higher mean GPA in their first semester than those of similar academic potential who chose not to take the elective course. Moreover, course completers persisted to their second, third, and fourth semesters at greater rates than the group of nonparticipants. Likewise, first-year experience course completers graduated within four, five, and six years of study at higher rates than their nonparticipant counterparts. Consequently, the first-year experience course had an overall positive impact on the academic performance, persistence, and graduation rates of the first-semester students in this study. First-Year Seminar - Outcomes, Academic Adjustment/Performance, Retention||19||1|
|Developing a student typology to examine the effectiveness of first-year seminars.
|Journal||2008||20 (2)||Weissman, J. Magill, B. A. Many institutions of higher education have designed a variety of first-year seminars to facilitate student transition to college. These seminars are often assessed in terms of their overall impact on academic performance and retention. However, limited research has been conducted to identify the types of seminars that are most effective for specific kinds of students. This article describes a study that used cluster analysis to develop a typology of student groups based on precollege characteristics and examined the influence of two types of seminars on the academic performance and retention of each student group. The findings indicate that the influence of each type of seminar varied among the groups. They also suggest that students’ pre-college characteristics can be moderated by participation in the appropriate type of first-year seminar. Knowledge of their own students’ characteristics may assist institutions in targeting students more effectively for particular first-year seminars and, thus, enhance academic success and retention. First-Year Seminar - Outcomes, Student Behavior & Characteristics||20||2|
|Transferring teaching skills: Faculty development effects from a first-year inquiry program
McClure, A. I.
|Journal||2008||20 (1)||McClure, A. I. Atkinson, M. P. Wills, J. B. Pedagogical literature focuses on the effectiveness of first-year programs on students' success in college. Less attention is devoted to the effects these programs have on faculty. In this study, focus groups were conducted with 20 faculty members who teach first-year seminars at North Carolina State University, a large, public research university. The goal was to investigate how participating in a first-year program influences how faculty teach their other courses. Faculty reported positive transfer effects in four areas of teaching: (a) reflecting on teaching methods, (b) using formal measures to assess critical thinking, (c) devoting class time to discussions about critical thinking, and (d) reevaluating how they see themselves as instructor. These findings highlight ways that structural elements of first-year programs, such as faculty training, peer mentoring, and involved membership in a teaching community, benefit participating faculty and the students they teach. Faculty Development/Training, Curriculum & Instruction||20||1|
|Addressing the linguistic needs of nonnative English speakers in the first year
Andrade, M. S.
|Journal||2007||19 (2)||Andrade, M. S. The academic language needed for success in college or university courses can be challenging for nonnative English speakers (NNES). Institutions have implemented initiatives such as study partnerships, Supplemental Instruction, content-based language courses, and technology-based support to strengthen the English skills of NNES. This study examined the effectiveness of a program in which NNES enroll in an English language course and a linked general education (GE) course. The English language instructor attends the GE course with the students and focuses on the development of language skills using the GE course materials. Study skills, cultural information, and GE course content are also addressed in the English language course. Findings indicated that participants' GE course grades were generally comparable to those of mainstream students. Learning Communities, ESL Students, Curriculum & Instruction||19||2|
|Adjusting to the first year of college: Students' perceptions of the importance of parental, peer, and institutional support
|Journal||2007||19 (2)||Yazedjian, A. Purswell, K. E. Sevin, T. Toews, M. L. The goal of this analysis was to explore students' perceptions of the role of supportive relationships in their adjustment during their first year of college. A total of 22 second-year students, who had a GPA of 2.0 or higher (the university's standard of academic success), reflected on their first year during focus group interviews. Students' narratives revealed that support from parents, peers, and the institution facilitated their adjustment to college. However, these support systems sometimes hindered their adjustment as well. Understanding how the same factors can both help and hinder students as they adjust to college is useful for developing, implementing, and evaluating activities and services aimed at facilitating students' adjustment to their new environment. Academic Adjustment/Performance, Parents & Families||19||2|
|Social involvement and commuter students: The first-year student voice,
Krause, K. D.
|Journal||2007||19 (1)||Krause, K. D. This qualitative study explores the nature of undergraduate commuter students' social involvement with peers during the transitional first six months of their university experience. Focus group interviews with 46 participants provided a student perspective of the role of social interactions in students' transition to university life. Findings point to the importance of small-group, face-to-face discussions as a significant socializing vehicle, particularly in the early university experience. The role of information and communication technologies in students' social interactions emerged as a key theme, with many expressing frustration about the use of web-based resources with insufficient human interaction. The study contributes to understandings of the role and nature of commuter students' peer interactions during the early months of their transition to higher education. It has implications for academic leaders, policy makers, and practitioners who are serious about understanding and supporting the particular needs of commuter students in the first year. Commuter Students, Social Adjustment, New Technologies||19||1|
|Help or hindrance? The role of secondary schools in a successful transition to university
|Journal||2007||19 (2)||Brady, P. Allingham, P. The transition from secondary school to postsecondary education poses numerous challenges for first-year university students. Two hundred and fifty second-year students attending a small Canadian university were surveyed regarding the ease or difficulty with which they adjusted, in the previous year, to the next phase in their formal education. Quantitative and qualitative data analysis revealed that in attempting to assist their seniors to meet the academic requirements necessary for university admission, secondary schools may inadvertently be preventing a significant minority of students from making a smooth transition to tertiary education. Specifically, participants cited the difficulty in adjusting to a reduced level of support from their instructors as well as an increased requirement to engage in independent study as being especially problematic. Academic Adjustment/Performance, Non-U.S. Institutions||19||2|
|Community College Transfer Students' Adjustment to a Four-Year Institution: A Qualitative Analysis
Owens, K. R.
|Journal||2010||22 (1)||Owens, K. R. This research presents findings from a qualitative study investigating the perceptions of students engaged in the transfer process. Fifty-seven community college transfer students were interviewed through e-journaling during fall 2006 and spring 2007 in an effort to learn what students perceive as a successful transfer process, supports needed to accommodate a successful transfer process, and barriers inhibiting successful transfer. In reflecting on their initial adjustment, student journals described experiences of marginality, difficulty finding guidance, and learning to navigate the university system. E-journals also reveal personal attention, academic integration, social interaction, and technology as important parts of the transfer support system while lack of communication between and within the community college and the university was seen as a significant barrier. Student comments also presented recommendations for change. Transfer Students,||22||1|
|The Differential Patterns of College Involvement Between Transfer and Native Students
|Journal||2010||22 (1)||Wang, X. Wharton, B. I. Guided by a conceptual model of student involvement, this study examined the patterns of undergraduate student involvement in academic and social activities and student services, focusing on a comparison between transfer and native students at a large, Midwestern public research university. The results indicated that compared to native students, transfer students did not seem to differ much in academic involvement; however, transfers were less involved socially, used fewer student support services, and participated less in campus events and student organizations. Transfer Students, Cocurricular Engagement||22||1|
|Drinking in Youth Ages 13-21 Attending and Not Attending College
|Journal||2010||22 (1)||Reifman, A. Ro, H-S. Barnes, G. M. Feng, D. This study used a representative metropolitan sample to make longitudinal comparisons of college-bound and non-college-bound youth on incidents and predictors of heavy drinking. Respondents in the six-wave study were ages 13 - 16 at wave 1 and 18 - 21 at wave 6 (n's ranged from roughly 425-500 for different analyses). College/non-college comparisons were conducted over the transition from 12th grade to the following year and over the full longitudinal span (for the latter, a cohort-sequential design simulated a nine-year stretch from ages 13 - 21). College-bound respondents exhibited a sharper rise in heavy drinking from 12th grade to the first year of college than did the non-college respondents from 12th grade to the next year. Long-term trajectories were similar in the two groups. Statistical interaction tests revealed that the combination of having been intoxicated at an early age and attendance at college put individuals at higher than usual risk for heavy drinking during the first college year. Substance Abuse, Physical & Emotional Health||22||1|
|Detecting Differential Item Functioning of a Course Satisfaction Instrument in the Presence of Multilevel Data
|Journal||2010||22 (1)||Finch, H. French, B. The purposes of this study were to test for uniform differential item functioning (DIF) between male and female students on end-of-semester class evaluations in an introductory university science course and to demonstrate DIF detection methods that take into account the complex sampling mechanism that often underlies data used in such assessments . Analyses were conducted using the multiple indicator multiple cause (MIMIC) model, which has been shown to be a flexible and effective tool for DIF detection . Because the data were collected in a hierarchical framework, with students nested in course section, a multilevel modeling approach was used . Results highlight certain aspects of the course that suggest differences in item response patterns between males and females while controlling for overall course satisfaction, as well as demonstrate the differences in DIF detection when the analytic strategy matches the data structure . Curriculum & Instruction||22||1|
|A Longitudinal Examination of Parental Attachment, College Adjustment, and Academic Achievement
Kolkhorst, B. B.
|Journal||2010||22 (1)||Kolkhorst, B. B. Yazedjian, A. Towes, M. L. This study examined the connection between the parent-adult child attachment relationship, adjustment, and achievement among a sample of 168 college students and explored how the attachment relationship changed over time . Our findings indicated the attachment variables were all positively related to adjustment to college during years one and three . However, different attachment variables were positively related to GPA in years one and three, suggesting an evolution takes place in the parent-adult child relationship during college . Despite these significant correlations, regression analyses revealed that the quality of the parent-adult child relationship was the only significant predictor of adjustment during year one, and none of the variables were statistically significant predictors of adjustment during year three . As for GPA, none of the variables significantly contributed to the variance in GPA during year one, and the quality of the parent-adult child relationship was the only predictor of GPA in year three. Parents & Families, Academic Adjustment/Performance||22||1|
|Freshmen with learning disabilities: A profile of needs on an urban campus
Mitchell, A. A.
|Journal||1995||7 (2)||Mitchell, A. A. Sedlacek, W. E. The author presents a profile of first-year students with learning disabilities at a large, state, mid-Atlantic university. The profile concentrates on student aspirations, anxieties, and opinions. Students with Disabilities, Student Behavior & Characteristics,||7||2|
|Language diversity and the first-year experience: Implications for academic achievement and language skills acquisition
|Journal||2001||13 (2)||Ramburuth, P. This paper reports on the results of a study that investigated (a) the diversity in English language competence of first-year students enrolled in a Commerce and Economics Department at an Australian University and (b) the impact of language diversity and English language competence on academic performance. ESL Students, Academic Adjustment/Performance, Non-U.S. Institutions||13||2|
|First-year reentry women's perceptions of their classroom experiences
Wilkie, C. J.
|Journal||1993||5 (2)||Wilkie, C. J. Thompson, C. A. The authors conducted a two-part (questionnaire followed by interviews) study of first-year reentry women to determine the perceptions that they have of their academic experiences in the college classroom. They conclude that it is critical to provide reentry women with experiences consistent with, and capitalizing on, their status and experiences as women. In addition, the authors assert that educators must be sensitive to the high degree of fear that the women are experiencing as a result of the reentry process. Adult Students, Gender, Curriculum & Instruction||5||2|
|Impact of a study skills course on probationary students' academic performance
Lipsky, S. A.
|Journal||1990||2 (1)||Lipsky, S. A. Ender, S. C. Retention and grade point averages of students exposed to a one-credit study skills course were statistically different from students not exposed to such a course. Academic Skills Preparation, Retention, Academic Adjustment/Performance||2||1|
|Identifying personal problems of urban, commuter college freshmen
|Journal||1991||3 (2)||Bonifacio, P. Sinatra, P. Welch, K. The relationship between personal problems and academic achievement of commuter students is explored Commuter Students, Academic Adjustment/Performance||3||2|
|First-year college experiences of students from migrant farmworker families
|Journal||2004||16 (1)||Cranston-Gingras, A. Morse, W. C. McHatton, P. A. This study examined the first-year college experience of students from migrant farmworker families. Data were obtained through a written survey and subsequent small group interviews with 13 participants in a federally supported program for students from farmworker backgrounds. Information regarding the students' decisions to pursue a college degree, the quality of the first-year college experience, and the students' views of their academic futures is presented in this article. First-Year Experience, College Choice||16||1|
|International students and the first year of college
Andrade, M. S.
|Journal||2005||17 (1)||Andrade, M. S. This qualitative study investigated the first-year experiences of international students at an institution where large numbers of international students enroll, but few persist to graduation. Interviews with international students who persisted at the university and were in their senior year revealed several areas of first-year adjustment stemming from linguistic and cultural differences. The findings support some aspects of traditional persistence theories such as the importance of involvement and integration. International Students, First-Year Experience, Retention||17||1|
|Why Christian students leave Christian colleges: Evaluating the dynamics of adjustment in a Christian community
Boivin, M. J.
|Journal||1993||5 (1)||Boivin, M. J. Beuthin, T. M. Hauger, G. The article details two separate retention studies. It was shown that the level of high school academic achievement and the initial commitment to the institution were the best objective indicators of persistence, regardless of the level or depth of Christian commitment. In addition, four major complex reasons for leaving the institution were revealed. Retention, Student Behavior & Characteristics||5||1|
|Predictors of college adjustment among Hispanic students
|Journal||2006||18 (2)||Yazedjian, A. Toews, M. L. The purpose of this study is to assess personal and interpersonal predictors of college adjustment among a sample of 190 first-year Hispanic students. Specifically, we examined the extent to which personal factors such as self-esteem, acculturation, and ethnic identity and interpersonal factors such as parental education and parental attachment predicted adjustment during the first year of college. A hierarchical regression revealed that students' personal and interpersonal variables were predictive of overall college adjustment during the first college year. Although independently related to overall college adjustment, interpersonal factors did not lead to a significant increase in variance explained in the dependent variable. Students of Color, Academic Adjustment/Performance, Parents & Families||18||2|
|Minority students relationship of race, academic and nonacademic information in predicting the first-year success of selected admissions first-year students
|Journal||2002||14 (1)||Bryson, S. Smith, R. Vineyard, G. This study examines the validity of selected traditional academic background information and the Bryson Instrument for Noncognitive Assessment (BINA) in predicting the first-year grades of Black and White first-year students enrolled in a selected admissions program sponsored by a predominantly White Midwestern university. Students of Color, Academic Adjustment/Performance||14||1|
|Differences in leadership and co-curricular perception among entering male and female Asian-Pacific-American college students
Liu, W. M.
|Journal||1999||11 (2)||Liu, W. M. Sedlacek, W. E. The authors examine the perception of leadership and involvement among Asian-Pacific-American (APA) students. Perceptions on leadership and college expectations based on gender were also examined. The authors conclude definitions of leadership may need to be expanded to include the various ways leadership is exercised among the subpopulations of students. Students of Color, Cocurricular Engagement||11||2|
|Assessment of a freshman summer transition program in an open-admissions institution
Wolf-Wendel, L. E.
|Journal||1999||11 (2)||Wolf-Wendel, L. E. Tuttle, K. Keller-Wolff, C. M. The authors examine a transition program for first-year students at the University of Kansas and present an outcome assessment of its early implementation. They measure the effect of the program through students' GPA and retention, self-efficacy, and qualitative responses in focus groups. Findings include students with lower levels of academic preparation benefiting significantly in terms of social and academic self-efficacy and consistent qualitative responses from students at all levels indicating benefits from the program. Precollege Transition Programs, Academic Adjustment/Performance, Underprepared Students||11||2|
|The renewal of opportunity for enhancing character development during the college years
Whiteley, J. M.
|Journal||1990||2 (2)||Whiteley, J. M. A curriculum designed to influence moral development is outlined, and the challenges of measuring moral actions are described. Student Development, Curriculum & Instruction||2||2|
|Review of Campus life: Undergraduate cultures from the end of the eighteenth century to the present
|Journal||1990||3 (1)||Witten, C. The writer provides a critical review of this important history of college student life. Student Behavior & Characteristics, First-Year Experience||3||1|
|The transition experience of first-year university track and field student athletes
|Journal||1995||7 (2)||Tracey, J. Corlett, J. The authors conducted a six-month study of the transition from high school to university of track and field student-athletes. Results showed that the students felt overwhelmed physically and mentally, but they reported that sports acted as a positive anchor to give them perspective and belonging. Student Athletes, Physical & Emotional Health, Social Adjustment||7||2|
|Increasing student involvement through residence hall lifestyle assignments and developmental programming
Warner, M. J.
|Journal||1994||6 (1)||Warner, M. J. Noftsinger, J. B. This study investigated the effects of three lifestyle assignments (in terms of gender) on the involvement of students in residence hall activities. The authors discuss these findings in terms of enhancing the involvement and retention rate of first year students living in residence halls. Residence Life, Cocurricular Engagement||6||1|
|The relationship between undergraduate students’ perceived past academic success and perceived academic self-concept
Schlosser, L. Z.
|Journal||2001||13 (2)||Schlosser, L. Z. Sedlacek, W. E. This study attempted to assess how different levels of previous academic success related to varying outcomes, such as desire to pursue post-graduate education, higher career aspirations, and factors related to leaving school prematurely. The results indicated students who have been successful in the past are more likely to have more positive perceptions of their academic self-concept Student Behavior & Characteristics, Academic & Career Advising||13||2|
|First-to-second semester persistence: A case study
|Journal||1995||7 (2)||Somers, P. The author examines the persistence of 2,100 first-year students at a public, west-coast university. The study showed that college experience variables (i.e., grade point, attendance) had an impact on persistence, while financial aid did not. Retention, Student Behavior & Characteristics, Financial Aid||7||2|
|Changes in social commitment of university freshmen over a decade by race and gender
Regan, A. M.
|Journal||1989||1 (2)||Regan, A. M. Sedlacek, W. E. Differences were found in attitudes of entering first-year students in 1978 and 1988 toward recruitment of black students and toward use of the university's influence to improve social conditions. Social Attitudes, Student Behavior & Characteristics||1||2|
|Stress and college persistence as a function of attachment style
Perrine, R. M.
|Journal||1998||11 (1)||Perrine, R. M. The author explored college students' perceived stress and persistence in a college as a function of attachment style. Results showed students with secure attachment reported significantly less perceived stress and were less likely to quit college than students with insecure attachment. Physical & Emotional Health, Retention, Parents & Families||11||1|
|College stress and persistence as a function of attachment and support
Perrine, R. M.
|Journal||2001||13 (1)||Perrine, R. M. The study explored college students' stress and persistence as a function of social support and attachment style. Results showed that students with one type of insecure attachment (fearful) perceived the most stress, were the least satisfied with their available support, and had the highest drop-out rate. Females perceived more stress, and dropped out at a higher rate, than males. Satisfaction with support mediated the relationship between attachment and stress, but not between gender and stress. Related topic heading(s): Health, Retention Physical & Emotional Health, Retention, Parents & Families||13||1|
|Race differences in enrollment in high prestige academic college majors
Noldon, D. F.
|Journal||1996||8 (2)||Noldon, D. F. Sedlacek, W. E. The authors compared the responses of incoming Asian, Black, and White honors students at a large eastern research institution. Asian students most often differed from White and Black students on all issues, especially academic issues (i.e., improving learning skills, familiarity with library research). Students of Color, Academic Adjustment/Performance||8||2|
|The best and the worst: College seniors' experiences with academics and services
Noldon, D. F.
|Journal||2000||12 (2)||Noldon, D. F. Kim, S. H. Sedlacek, W. E. Telephone surveys were used to measure college seniors' satisfaction with university academic and student services. A random sample of 155 seniors at a large eastern university, described their best and worst experiences. The authors conclude gender is a factor in determining preference for various types of services. Senior-Year Experience, Satisfaction||12||2|
|Attitudes of tolerance for diversity among college students
Miville, M. L.
|Journal||1992||4 (1)||Miville, M. L. Molla, B. Sedlacek, W. E. The authors examined student attitudes of tolerance toward people from diverse backgrounds. The Cultural Orientation and Awareness Test-a 60-item survey for assessing demographic and attitudinal information-was administered to 132 entering first-year students attending the 1990 summer orientation program at the University of Maryland, College Park. Social Attitudes||4||1|
|Attitudes of freshmen toward Arab-Americans: A university campus dilemma
Miville, M. L.
|Journal||1994||6 (2)||Miville, M. L. Sedlacek, W. E. One hundred ninety-seven students (52% female) were administered one of two forms of the Situational Attitude Scale (SAS) and the SAS-Arab during a summer orientation program. The survey results indicated that students have become more tolerant in their view of Arabs since the 1992 study conducted by Sergent, Woods, & Sedlacek. Social Attitudes||6||2|
|A test of the effectiveness of a one-term freshman orientation program at the foreign campus of an accredited private American university
|Journal||1999||11 (2)||Koutsoubakis, D. This study tested the effectiveness of a first-year seminar developed and implemented according to innovative and successful U.S. benchmark programs on students at the London (U. K.) campus of an accredited American university. The results suggest the course promotes increased levels of integration and intent to persist. First-Year Seminar - Outcomes, Retention||11||2|
|Pessimism in the academy: Social climate changes on a university campus over a fifteen-year period
Miville, M. L.
|Journal||1992||4 (2)||Miville, M. L. Sedlacek, W. E. Miville and Sedlacek assessed campus social climate-attitudes about diversity, social issues, and different cultures-during summer orientation at a large, public, eastern university. Student cohorts from 1975 and 1990 were compared. The authors discuss a trend toward political conservatism that was exhibited in the results. Social Attitudes||4||2|
|Assessing trends in student attitudes using CIRP data, 1985-1994
Koch, G. E.
|Journal||1998||11 (1)||Koch, G. E. Nelson, K. H. This study used Cooperative Institutional Research Program (CIRP) data to examine attitude trends in the Austin College population over a ten-year period. The authors conclude the use of CIRP appears to present an efficient and worthwhile strategy for assessing trends longitudinally on a campus and comparing them to national norms. Student Behavior & Characteristics, Social Attitudes,||11||1|
|Freshman attitudes and behavior toward drugs: A comparison by year and gender
Kohatsu, E. L.
|Journal||1990||2 (1)||Kohatsu, E. L. Sedlacek, W. E. Declines in first-year student drug use from 1978 to 1988 show changes in attitudes and behaviors toward drugs. Substance Abuse, Physical & Emotional Health||2||1|
|Gender differences among incoming African-American freshmen on academic and social expectations
Kim, S. H.
|Journal||1996||8 (1)||Kim, S. H. Sedlacek, W. E. The authors surveyed the expectations of 212 incoming African-American first-year students at a predominantly White institution. The results showed gender differences in reasons for attending college, level of difficulty of course work, and amount of involvement in extracurricular activities. Students of Color, College Choice, Cocurricular Engagement||8||1|
|Learning styles and absenteeism: Is there a connection?
|Journal||1995||7 (1)||King, J. The author examined the relationship between learning styles and the rate of absenteeism at a two-year institution. No significant relationship was found, except in the case of those students who preferred kinesthetic methods of learning. Their rate of absenteeism was lower. Related topic heading(s): Research Student Behavior & Characteristics, Attendance||7||1|
|The relationship of locus of control and self-efficacy to academic achievement of first-year students
Hoover, K. G.
|Journal||2003||15 (2)||Hoover, K. G. This correlation study assessed whether the psychological variables of college students' locus of control, self-efficacy, and achievement expectations strengthen the prediction of academic achievement beyond that of traditional cognitive measures of high school grade point average and scores on the ACT or SAT examination. The study used earned credit hours, college grade point average, and total quality points (course credit hours multiplied times the numerical value of the letter grade) as indicators of academic achievement. Total quality points yielded the highest correlation with all predictor variables. High school grade point average and ACT composite score were most predictive of academic achievement. Addition of locus of control, self-efficacy, and achievement goals explained 49% to 53% of the variance in achievement. Student Behavior & Characteristics, Academic Adjustment/Performance, College Expectations||15||2|
|The differential influence of authoritative parenting on the initial adjustment of male and female traditional college freshmen
Hickman, G. P.
|Journal||2001||13 (1)||Hickman, G. P. Toews, M. L. A sample of 101 first-year college students was surveyed to examine the relationship between gender, authoritative parenting, aptitude, self-esteem, initial academic achievement (i.e., first-semester GPA), and the overall adjustment of traditional first-year college students. Correlation coefficients demonstrated that authoritative parenting style was positively related to males' initial GPA, but not significantly associated with females' GPA. Parents & Families, Academic Adjustment/Performance, Gender||13||1|
|Humor and college adjustment: The predictive nature of humor, academic achievement, authoritative parenting styles on the initial adjustment of male and female first-year college students
Hickman, G. P.
|Journal||2003||15 (2)||Hickman, G. P. Andrews, D. W. A self-report questionnaire on academic achievement, birth order, and family structure; the Student Adaptation to College Questionnaire; the Parental Authority Questionnaire; and the Coping Humor Scale were administered to 257 first-year college students. Researchers examined the relationships among (a) authoritative parenting style, (b) family structure, (c) academic achievement, (d) birth order, and (e) humor on the initial adjustment of first-year students. Multiple regression models demonstrated that humor, academic achievement, and authoritative parenting were positively related to students' overall college adjustment. Implications were drawn for parents as well as educational institutions. Student Behavior & Characteristics, Parents & Families, Academic Adjustment/Performance||15||2|
|The children of the upheaval: A look at today's college freshmen
Green, K. C.
|Journal||1989||1 (2)||Green, K. C. Based on results of CIRP surveys, first-year students appear to be more intellectually docile, greedy, career-oriented, and indulgent than first-year students in the 1960s. Student Behavior & Characteristics, Social Attitudes||1||2|
|A qualitative study of the learning processes and outcomes associated with students who serve as peer mentors
Harmon, B. V.
|Journal||2006||18 (2)||Harmon, B. V. The purpose of this study was to examine the type of learning students who served as peer mentors experienced during the mentoring process. In this generic qualitative study, peer mentors who worked with undergraduate first-year students in learning communities were interviewed about their perceptions of what they learned from their experiences as well as how that learning impacted their personal and professional development. Interviews with peer mentors revealed that they learn by reflecting on their own personal experiences and integrating learning from those experiences into their mentoring style. Peer mentors internalize learning experiences and immediately apply them to their own personal development while discovering practical career-related applications for how to use what they learn. Mentoring, Student Development||18||2|
|Disenfranchised grief among first-semester male university students: Implications for systemic and individual intervention
Gold, J. M.
|Journal||2000||12 (1)||Gold, J. M. Neururer, J. Miller, M. The authors explore the grief experienced by first-semester male college students and the relationship it has to their life circumstances and attitudes toward college. The study concludes with implications of the findings and recommendations for solutions. Physical & Emotional Health, First-Year Experience||12||1|
|Parental alcoholism and perceptions of support among university freshmen
Chase, N. D.
|Journal||1994||6 (2)||Chase, N. D. Deming, M. P. Karesh, D. The authors administered the Children of Alcoholics Screening Test (CAST)-a 30-item questionnaire utilized to determine a person's feelings, attitudes, perceptions, and experiences related to the drinking behavior of parents-to 593 students at an urban, non-residential, southeastern university. The authors discuss the implications of their findings and they suggest areas for future investigation. Parents & Families, Substance Abuse||6||2|
|Grief experiences of first-year women students in the transition to college: Implications for individual and systemic interventions
Gold, J. M.
|Journal||2001||13 (2)||Gold, J. M. Miller, M. Rotholz, J. This study investigated the interaction of systemic and existential grief issues in first-semester, female college students. In-state students who had not visited home experienced more severe grief responses. A comparison of the grieving responses of returners and non-returners to college after the first semester found high grievers earned significantly lower fall GPAs and returned to campus for spring semester in fewer numbers. High grievers, regardless of ethnicity, evidenced greater sense of pessimism and more pronounced external locus of control for their lives. Physical & Emotional Health, Gender, Academic Adjustment/Performance||13||2|
|Student perceptions of life-task demands as a mediator in the freshman year experience
Brower, A. M.
|Journal||1990||2 (2)||Brower, A. M. First-year students tend to focus energy on day-to-day tasks, living needs, and academic demands rather than life tasks predicted by the student development literature Student Behavior & Characteristics, First-Year Experience||2||2|
|Measuring student performances and performance appraisals with the College Life Task Assessment Instrument
Brower, A. M.
|Journal||1994||6 (2)||Brower, A. M. Brower's article reports on the development of a 20-minute, 35-item questionnaire called the College Life Task Assessment Instrument (CLT). He concludes that the CLT can be used to better understand individual students and provide them with guidance in a broad range of life domains found to be central to college life. Student Behavior & Characteristics, First-Year Experience||6||2|
|Earning and learning: Reasons students attend college
|Journal||2004||16 (1)||Arboleda, A. Chen, J. Shelley, M.C., II Whalen, D. F. Linear models of two of the most salient motivations for undergraduates to attend college--learning (intrinsic) and enhanced post-graduation earnings (extrinsic)--are estimated from a sample of 2,199 respondents to the 2000 Cooperative Institutional Research Program (CIRP) survey of first-year students, supplemented by institutional records. Model results, using composite variables derived from exploratory factor analysis, emphasize that women are more motivated to attend college to learn than men. Implications are drawn regarding student development and higher education administration, focusing on the need to use different teaching approaches for students with different goals. Student Behavior & Characteristics, Curriculum & Instruction, Gender||16||1|
|The volunteer potential of first-time entering students: Interest areas and incentives
Balenger, V. J.
|Journal||1991||3 (1)||Balenger, V. J. Sedlacek, W. E. Entering first-year students indicated a strong interest in volunteering for homecoming activities and campus recruitment organizations while expressing less interest in volunteering at the counseling and health centers. Cocurricular Engagement||3||1|
|Variables correlated with satisfaction with a mentoring relationship in first-year college students and their mentors
Walker, S. C.
|Journal||2001||13 (1)||Walker, S. C. Taub, D. J. The study examined first-year college students' satisfaction with paired mentoring relationships. No differences in satisfaction were found between those in network and those in dyadic mentoring relationships. Frequency of contact was positively correlated with satisfaction. Demographic similarity was not correlated with satisfaction. First-year students and their mentors, therefore, appear to be equally as satisfied with network mentoring relationships as they are with more traditional, dyadic mentoring relationships. Mentoring, Satisfaction||13||1|
|New student disorientation: Becoming a member of an academic community
|Journal||1997||9 (1)||Magolda, P. The author reports on part of a 28-month study of college students who participated in an academic community. Specifically, the paper explores the activities of the residential college's Welcome Week, where students discussed issues concerning academics and the cultural community. First-Year Experience, Residence Life||9||1|
|Academic achievement and emotional intelligence: Predicting the successful transition from high school to university
Parker, J. D. A.
|Journal||2005||17 (1)||Parker, J. D. A. Duffy, J. M. Wood, L. M. Bond, B. J. Hogan, M. J. This study examined the impact of emotional intelligence (EI) on the successful transition from high school to university. The short form of the Emotional Quotient Inventory (EQ-i) was completed by 1,426 first-year students attending four different universities within the first week of classes (September) and the end of the academic year (May). Results revealed that academically successful students had significantly higher levels of several different emotional and social competencies. These findings suggest that emotional intelligence plays an important role in the successful transition from high school to university. Student Development, Academic Adjustment/Performance||17||1|
|Effects on grades on a new university policy requiring faculty to take attendance
King, B. M.
|Journal||2004||16 (2)||King, B. M. Eason, B. L. O’Brien, G. M. St. L. Johnson, E. Hunt, N. P. A new policy requiring faculty members to take attendance in first-year courses was implemented in a large public, metropolitan university. A detailed analysis of the effects of the new policy was also conducted in a large introductory lecture course taught by a single instructor using the same textbook and test format during the same five-year period. The analysis revealed that attendance (based on performance on attendance-reward exam questions) and grades were highly correlated (+.65) before the policy went into effect and that the new policy markedly increased both attendance and grades. Attendance, Academic Adjustment/Performance||16||2|
|An assessment of the effectiveness of the University of Hartford first-year interest group model
Duran, R. L.
|Journal||2005||17 (1)||Duran, R. L. Colarulli, G. C. Barrett, K. A. Stevenson, C. B. In this study, an effective model of first-year interest groups (FIGs) and an innovative faculty development process are briefly described. Evaluation results found that University of Hartford FIGs improved student learning, improved curricular integration, fostered student community, and promoted faculty collaboration and innovation. Learning Communities, Faculty Development/Training, Curriculum & Instruction||17||1|
|Strategies for evaluating a freshman studies program
|Journal||1989||1 (1)||Ketkar, K. Bennet, S. A freshman studies program can be evaluated in economic terms using the common business techniques of break-even analysis and the elasticity coefficient. First-Year Experience||1||1|
|Science cohort model: Expanding the pipeline for science majors
Beaudin, B. Q.
|Journal||2002||14 (2)||Beaudin, B. Q. Roth, R. L. Greenwood, J. H. Boudreau, L. A. This article reports the findings of a study of first-year students interested in science and science-related majors who volunteered to participate in an academic-advising Science Cohort pilot program. The findings indicate that students in the Science Cohort had higher grade point averages and completed more credit hours of course work than their control group counterparts. Academic & Career Advising||14||2|
|Personal competency training as a preventive intervention
Cannici, J. P.
|Journal||1990||2 (2)||Cannici, J. P. Poulton, J. After exposing one group of first-year students to a course in social skills, one group to an academic skills course, and one group to no treatment, the incidence of depression and its consequences were measured Physical & Emotional Health, Academic Skills Preparation||2||2|
|Development of the senior concerns survey: An exploratory factor analysis
Pistilli, M. D.
|Journal||2003||15 (1)||Pistilli, M. D. Taub, D. J. Bennett, D. E. The researchers created an instrument, the Senior Concerns Survey (SCS) and administered it to 100 seniors at a large, public midwestern research institution. An exploratory factor analysis revealed four areas of concern for college seniors: (a) Career Related Concerns, (b) Change and Loss Related Concerns, (c) Graduate/Professional School Related Concerns, and (d) Support Related Concerns Senior-Year Experience||15||1|
|On the brink of transition: The concerns of college seniors
Taub, D. J.
|Journal||2006||18 (2)||Taub, D. J. Servaty-Seib, H. L. Cousins, C. Using a revised, more parsimonious version of the Senior Concerns Survey (Pistilli, Taub, & Bennett, 2003), differences in the concerns of college seniors living in campus residence halls (N = 166) were explored. Significant differences were found based on gender, race, post-graduation plans, and major. Results indicated that concerns in the senior year go beyond those related to career. Implications for practice in higher education are discussed Senior-Year Experience||18||2|
|Models for student retention and migration
Tukey, D. D.
|Journal||1991||3 (2)||Tukey, D. D. Retention rates can be calculated and enrollments predicted by using mathematical models. Retention||3||2|
|A longitudinal study of the effects of the freshman seminar
|Journal||1989||1 (1)||Wilkie, C. Kuckuck, S. The results of a three-year research study of the cumulative grade point averages of high-risk students who successfully completed an orientation seminar in the first semester of their first year are reported. First-Year Seminar - Outcomes, At-Risk Students, Retention||1||1|
|The effects of a freshman seminar paired with Supplemental Instruction
Yockey, F. A.
|Journal||1998||10 (2)||Yockey, F. A. George, A. A. This study examines the impact on student performance of one section of a new model of first-year seminar, which is paired with an introductory-level core social science course. Their results indicate that students in the first-year seminar paired with Supplemental Instruction achieved significantly higher grades in the paired core course, attained significantly higher semester grade point averages for the semester of intervention, and had significantly better retention rates after two years than students in a control group. Retention, First-Year Seminar - Outcomes, Curriculum & Instruction||10||2|
|Factors relating to the postsecondary success of students with learning disabilities
|Journal||1998||11 (1)||Strasburger, R. Turner, M. Walls, R. The authors examined how secondary educational settings affect the aptitude of students with learning disabilities. The study indicated that students having more inclusive, less structured and supported programs within the secondary school settings are more successful in graduating from college. Students with Disabilities, Retention, Academic Adjustment/Performance||11||1|
|Principles for effective retention
|Journal||1990||2 (1)||Tinto, V. Common characteristics of successful retention programs are identified and explored Retention||2||1|
|Invention in intervention: The first-year student in Norway
Ronning, W. M.
|Journal||1997||9 (1)||Ronning, W. M. The author presents the results of an intervention program conducted by three departments of different cultures in each of three successive years. The intervention programs were shown to have positive results on retention rates and student satisfaction. Retention, Non-U.S. Institutions||9||1|
|Implementation, utilization, and outcomes of a minority freshman peer-mentor program at a predominately White university
Schwitzer, A. M.
|Journal||1998||10 (1)||Schwitzer, A. M. Thomas, C. The authors observed the progress of 52 African-American first-year students who volunteered to participate in a first-year peer-mentor program at a predominantly White university. The authors report higher two-year retention rates for the study group compared to nonparticipants. Mentoring, Students of Color, Retention||10||1|
|The effect of noncognitive factors on freshman academic performance and retention
Pickering, J. W.
|Journal||1992||4 (2)||Pickering, J. W. Calliotte, J. A. McAuliffe, G. J. The authors administered a survey to first-year students designed to measure the non-cognitive predictors of (a) academic difficulty or academic success after the first year of college, and (b) attrition or retention in the second year. In both instances, the utilization of non-cognitive predictors was better than the utilization of either cognitive or demographic predictors alone. Student Behavior & Characteristics, Academic Adjustment/Performance, Retention||4||2|
|The first-year seminar as a predictor of academic achievement and persistence
Hyers, A. D.
|Journal||1998||10 (1)||Hyers, A. D. Joslin, M. The authors contend that grades earned in a first-year seminar are good predictors of academic achievement and persistence into subsequent years. The study was conducted at a small liberal arts college where the first-year seminar (FYS) is required for all traditional age students. The authors conclude that students earning a C+ or less by mid-semester in FYS require closer attention or intervention to reduce risk of withdrawal. First-Year Seminar - Outcomes, Retention, Academic Adjustment/Performance||10||1|
|Academically suspended university students: What percent return? What percent graduate?
Goldman, B. A.
|Journal||2003||15 (1)||Goldman, B. A. Blackwell, K. M. Beach, S. S. This study tracked five cohorts of first-year students for six years after their initial enrollment to determine how many, by gender and race, were academically suspended for failure to remain in academic good standing, how many of those returned, and of those who returned, how many graduated. The study revealed that a significantly greater percentage of males than females and a significantly greater percentage of minority (African-American) than non-minority (Caucasian) students were academically suspended. Retention, At-Risk Students||15||1|
|Graduation and attrition rates: A closer look at influences
|Journal||1989||1 (1)||Goldman, B.A. Gillis, J. H. The influences of changing majors, course load patterns, housing location, and first-semester grade point average on persistence are analyzed. Retention, Student Behavior & Characteristics, Residence Life||1||1|
|Summer bridge: Improving retention rates for unprepared students
|Journal||1991||3 (2)||Garcia, P. A summer program to improve basic skills of underprepared students and to familiarize these students with the campus environment favorably impacts the retention rate of high-risk students. Precollege Transition Programs, At-Risk Students, Retention||3||2|
|The bridge: A summer enrichment program to retain African-American collegians
|Journal||1992||4 (2)||Gold, M. Deming, M. P. Stone, K. This article describes a four-week summer enrichment (summer bridge) program at Georgia State University. The program is targeted at African-American students who will be entering the college in the fall, with the goal of preparing the students for college-level coursework and increasing their rate of retention. Precollege Transition Programs, Retention, Students of Color||4||2|
|Using living/learning centers to provide integrated campus services for freshmen
Schein, H. K.
|Journal||1992||4 (1)||Schein, H. K. Bowers, P. M. The article presents a synopsis of living/learning centers at large universities, and it offers a case study of evaluation of a living/learning center academic program at the University of Illinois. Living/Learning Initiatives, Residence Life||4||1|
|Measuring student development in resident assistants
|Journal||1990||2 (2)||Utterback, J. Barbieri, J. Fox, S. Solinger, D. Using the Student Developmental Task and Lifestyle Inventory, it was found that veteran resident assistants were no more developed than new participants, but gender differences were noted on factors of intimacy, tolerance, and emotional autonomy. Student Development, Residence Life||2||2|
|Predicting freshman persistence in economics: A gender comparison
Beaudin, B. Q.
|Journal||1992||4 (2)||Beaudin, B. Q. Horvath, J. Wright, S. P. The authors conducted a study to identify variables that predict the probability of persisting in the study of economics. The results suggest that females persist as economic majors in smaller proportions than do their male counterparts. In addition, the grade that first-year women earned in the initial course affected persistence differently from that of first-year men. Retention, Gender, Academic Adjustment/Performance||4||2|
|Residence hall climate: Predicting first-year students' adjustments to college
|Journal||2004||16 (1)||Kaya, N. This study investigated the relationship between residence hall climate and students' adjustment to their collegiate environment. A web-based questionnaire was administered to first-year students living in coeducational residence halls at a public university in the southeastern United States. The results revealed that group cohesiveness in residence halls was significantly related to students' college adjustment. In addition, high degrees of personalization in a residence hall room and less disruption by noise were significantly related to students' attachment to their institutions. Practical applications of these findings are discussed and future research areas are identified. Residence Life, Social Adjustment||16||1|
|Effects of a first-year living and learning residence hall on retention and academic performance
Kanoy, K. W.
|Journal||1996||8 (1)||Kanoy, K. W. Bruhn, J. W. The authors compared first-year students in a living and learning residence hall with a control group to study differences in academic performance and retention rates. Those in the living/learning hall achieved greater academic success than did the control group, but the retention rates showed no difference. Living/Learning Initiatives, Academic Adjustment/Performance, Retention||8||1|
|Learning teams students and the college e-mail culture
|Journal||1997||9 (2)||Windschitl, M. Leshem-Ackerman, A. The authors studied e-mail usage by examining three different groups: (a) learning team students who were given laptop computers, (b) learning team students without computers, and (c) non-learning team students without computers. The results showed that e-mail use promoted cohesiveness among the learning team members who had been given laptop computers. New Technologies, Curriculum & Instruction||9||2|
|How are first-year student study habits and grade predictions related to semester and cumulative grades, long-term retention, and graduation?
Zlokovich, M. S.
|Journal||2003||15 (1)||Zlokovich, M. S. Crites, D. Bingham, J. Buck, L. Burt, S., Goings-Vogelsang, C., Humphrey, R., Kos A longitudinal study of undergraduates in seven different lower-level core courses examined study habits, grade predictions, course grades, cumulative grades, and long-term retention. Eight years later student enrollment status (retained and currently enrolled, graduated, or terminated studies at the university), and cumulative GPA were related to the students' study habits and grade predictions during fall 1993. Graduates earned higher course grades and higher cumulative GPAs and more accurately predicted their course grades than non-graduates. Students who earned the lowest grades overestimated their exam and course grades the most. Student Behavior & Characteristics, Retention, Academic Adjustment/Performance||15||1|
|Academic benefits of on-campus employment to first-year developmental education students
|Journal||1994||6 (2)||Wilkie, C. Jones, M. The purpose of this study was to determine whether Astin's theory of efficacy of involvement applied to a population of developmental education students. The study revealed that working part-time on campus for an average of eight hours per week during the entire first year of college resulted in significantly higher rates of retention and higher academic achievement for traditional-age developmental education students. Academic Adjustment/Performance, Employment, Underprepared Students||6||2|
|The Learning and Study Strategies Inventory (LASSI) as a predictor of first-year college academic success
|Journal||1995||7 (2)||Prus, J. Hatcher, L. Hope, M. Grabiel, C. The authors examined the ability of the LASSI to predict first-year success of 317 students. The ability of the LASSI to predict first-year success beyond that which could be predicted using entry-level variables was found to be quite limited. Academic Adjustment/Performance, Student Behavior & Characteristics||7||2|
|Differentiation from the family of origin and adjustment to college in young adults
Roberts, T. W.
|Journal||1995||7 (1)||Roberts, T. W. The author examines the difference in personal views held by second-semester freshmen and first-semester sophomores about the perceived psychological health of their family of origin. The findings suggest that students having problems adjusting to college might benefit from family counseling. Parents & Families, Physical & Emotional Health, Academic Adjustment/Performance||7||1|
|The importance of admissions scores and attendance to first-year performance
|Journal||2006||18 (1)||Moore, R. The goal of this study was to determine how ACT Aptitude Ratings (AAR, a pre-admission criterion) of first-year students are associated with various aspects of their first-year experiences. AAR scores were only weakly correlated with students' first-semester grade point averages (GPA), as well as their second-semester grades and attendance rates in a large, introductory biology course. The strongest correlates of students' academic success during their first year of college were their first-semester GPAs and their rates of class attendance. These results (a) indicate that instructors, advisors, and other learning assistance professionals should not rely heavily on AAR scores when making academic decisions regarding academic aspects of students' first-year experiences and (b) emphasize the importance of motivation-related behavior such as class attendance for the academic performances of first-year students. These findings are discussed relative to several recommendations to improve students' academic performances during their first year of college. Academic Adjustment/Performance, Attendance||18||1|
|Academic service quality and instructional quality
|Journal||2002||14 (2)||Greiner, K. Westbrook, T. S. This article reports a study of the relationship between academic service quality and instructional quality in higher education. The study found a high correlation between academic services and instructional quality. Curriculum & Instruction||14||2|
|Guidelines for conducting college persistence/education research
Hoover, D. R.
|Journal||1991||3 (1)||Hoover, D. R. The article offers general research concepts and a blueprint by which to conduct persistence/education research. Retention||3||1|
|Motivation, learning strategies, and personality
|Journal||1993||5 (1)||Moody, R. Moody administered the Motivational Strategies for Learning Questionnaire (MSLQ) and the Myers-Briggs Type Indicator to 546 first-year students at the University of Hawaii. Analyses of these data as reported by the author suggest that the MSLQ is a valuable instrument for identifying student strengths and weaknesses. Student Behavior & Characteristics, Academic Adjustment/Performance||5||1|
|Measuring academic intrinsic motivation in the first year of college: Reliability and validity evidence for a new instrument
French, B. F.
|Journal||2003||15 (2)||French, B. F. Oakes, W. This study surveyed first-year students from a large public university to measure intrinsic motivation for academic work. The instrument was based on a taxonomy of four types of intrinsic motivators: challenge, control, curiosity, and career outlook. Results from empirical item analyses, reliability analyses, and confirmatory factor analyses are provided and suggest that the instrument is a promising tool for the assessment of intrinsic motivation for academic work with first-year students. Student Behavior & Characteristics, Academic Adjustment/Performance||15||2|
|Helping freshman parents see the value of general education courses
|Journal||1990||2 (2)||Hinni, J. Eison, J. Acquainting parents with the relationship between general education and essential life skills during a special parents' orientation session will improve the student's chances of college success. Parents & Families, Curriculum & Instruction||2||2|
|Academic course for parents of first-year students impacts favorably on student retention
Harmon, W. W.
|Journal||1990||2 (1)||Harmon, W. W. Rhatigan, J. J. The retention rates of students whose parents participated in a one-semester, credit-bearing course were greater than the students whose parents did not participate. Parents & Families, Curriculum & Instruction||2||1|
|First year students' goals: Six years in the life of a student goals inventory
Calder, W. B.
|Journal||1993||5 (2)||Calder, W. B. Calder described a six-year (1984-1990) assessment of the career, academic, and personal goals of first-year college students. The data are discussed within the context of college student personnel program-planning that meets the real (not assumed) goals of first-year students and with respect to future research possibilities. Student Behavior & Characteristics, Academic & Career Advising||5||2|
|Learning communities and their effect on students’ cognitive abilities
Walker, A. A.
|Journal||2003||15 (2)||Walker, A. A. This study investigated the effects of learning communities on the cognitive development of first-year college students at a large, urban, highly selective, research university. Surveys administered during the fall and spring of the first college year determined that cluster participation was significantly and positively associated with all four cognitive outcomes: critical thinking, analytical thinking/problem solving, reading skills, and writing skills. Learning Communities, Student Development, Academic Adjustment/Performance||15||2|
|African-American freshmen in an historically black college
Washington, C. M.
|Journal||1998||11 (1)||Washington, C. M. Schwartz, R. A. This study examined the academic success and retention of first-year African-American college students at a historically Black, private, liberal arts college. The authors used step-wise regression analysis and found both cognitive and non-cognitive variables that predicted academic success. Students of Color, Retention||11||1|
|Freshman interest groups and the first-year experience: Constructing student communities in a large university
|Journal||1994||6 (1)||Tinto, V. Goodsell, A. Tinto and Goodsell report the findings of a qualitative case study involving Freshman Interest Groups (FIGs) at the University of Washington. The intent of the study was to determine in what manner participation in a FIG affected students' learning experiences, and how these experiences fit in with the broader environment associated with the first year of college. Learning Communities, First-Year Experience||6||1|
|Long-term and recent student outcomes of the Freshman Interest Group program
Tokuno, K. A.
|Journal||1993||5 (2)||Tokuno, K. A. Tokuno reports the results of two studies involving three student cohorts involved in the Freshman Interest Group (FIG) program at the University of Washington. The first study examines the effect of the FIG program on scholarship for the 1990 cohort. The second study furnishes long-term data on scholarship, progress, and retention of students from the three student cohorts and compares this data to students from the same matriculating classes who were not in the FIG program. Learning Communities, Retention||5||2|
|The Learning Edge Academic Program: Toward a community of learners
Logan, C. R.
|Journal||2000||12 (1)||Logan, C. R. Salisbury-Glennon, J. Spence, L. D. The authors describe a comprehensive summer program for first-year students at a large research university. Data are presented to provide evidence for continuing programs that offer incoming student assistance in both curricular and social support mechanisms. Results of the study suggest that participating first-year students are more likely to report positive college experience and greater ease in using technology. Precollege Transition Programs, Learning Communities||12||1|
|The strategic thinking and learning community: An innovative model for providing academic assistance
Commander, N. E.
|Journal||2004||16 (1)||Commander, N. E. Valeri-Gold, M. Darnell, K. Today, academic assistance efforts are frequently geared to all students, not just the underprepared, with study skills offered in various formats. In this article, the authors describe a learning community model with the theme, Strategic Thinking and Learning (STL). Results of data analysis indicate that participants of the STL community performed better academically than students in other learning communities. The pedagogical implications of the model are considered in terms of the quality of strategy instruction. Learning Communities, Curriculum & Instruction||16||1|
|Shared and connected learning in a freshman learning community
Franklin, K. K.
|Journal||2000||12 (2)||Franklin, K. K. The author asserts that the opportunity for students to participate in connected and shared learning is in jeopardy due to increasing life role complexity. First-year students participating in a learning community at one metropolitan university reported an understanding of and appreciation for connected and shared learning. The author concludes that shared learning is a pivotal antecedent to connected learning. Learning Communities, Curriculum & Instruction, Residence Life||12||2|
|A qualitative investigation of student outcomes in a residential learning community
Blackhurst, A. E.
|Journal||2003||15 (2)||Blackhurst, A. E. Akey, L. D. Bobilya, A. J. Researchers conducted a qualitative study of students' in- and out-of-class experiences in a residential learning community at a mid-sized public institution. Focus group interviews were conducted to explore (a) the outcomes of learning community membership from participants point of view and (b) the connections between participants' reported perceptions and behaviors and the measurable outcomes of the program (i.e., those previously assessed using quantitative means). Based on the findings, recommendations for learning community program development and administration are presented. Learning Communities, Living/Learning Initiatives, Residence Life||15||2|
|Understanding and responding to eating disorders among college women during the first-college year
Schwitzer, A. M.
|Journal||2002||14 (1)||Schwitzer, A. M. Rodriguez, L. E. In the present study, the investigators extended a developing model of eating disorders among college women by examining the college adjustment demands and developmental tasks unique to this population. Compared with college students in general, women with eating-related concerns tended to experience a specific set of college adjustment concerns including: problematic perfectionism associated with academics and personal adjustment; dysfunctional behavior and stress associated with eating problems; and social support needs. They also tended to share a history of early psychological issues and family dynamics. Physical & Emotional Health, Academic Adjustment/Performance||14||1|
|A longitudinal investigation of emotional health among male and female first-year college students
Sax, L. J.
|Journal||2004||16 (2)||Sax, L. J. Bryant, A. N. Gilmartin, S. K. This study explored men's and women's emotional health during the first college year and identified college environments and experiences associated with changes in emotional health for both groups. The sample included 17,331 first-year college students who were surveyed in fall 2000 and spring 2001 at 50 institutions nationwide. Findings revealed declining levels of self-rated emotional health in the first year of college and suggested that emotional well-being is associated with peer relationships, academic success and, for women, family relationships. Physical & Emotional Health, Gender, Parents & Families||16||2|
|Incoming students’ alcohol use and intent to join Greek organizations
Oswalt, S. B.
|Journal||2006||18 (2)||Oswalt, S. B. Shutt, M. D. Cooper, D. L. Incoming first-time, first-year students attending summer orientation at a large public university in the Southeast completed an instrument that assessed their use of alcohol and other drugs during the previous year, their perceptions of use by current students on campus, their intended alcohol use, and their intent to join a Greek organization. For most variables examined, results indicate statistically significant differences between those students who intend to join a Greek organization and those who do not plan to join or are undecided about joining. While Greek organizations are often blamed for high-risk alcohol use among their members, these results suggest that students opting to join a Greek organization have a higher use prior to attending the university. Implications for first-year programs and alternate means of alcohol education are discussed. Substance Abuse, Physical & Emotional Health, College Expectations||18||2|
|Homesickness in the freshman year
|Journal||1992||4 (1)||Guinagh, B. Guinagh reports on a study conducted at the University of Florida to measure the extent of homesickness among first-year students. The author also analyzed the components of homesickness, and he utilizes the finding to suggest two ways of helping college students overcome homesickness. Physical & Emotional Health, First-Year Experience||4||1|
|The drinking patterns of entering freshmen at a Southern university
Lo, G. C.
|Journal||1993||5 (1)||Lo, G. C. Globetti, G. Lo and Globetti examine the drinking patterns of entering first-year students at the University of Alabama. The authors discuss their findings and relate them to the student college transition process. Substance Abuse, Physical & Emotional Health||5||1|
|Health service utilization by nonreturning freshmen
Cavendish, J. M.
|Journal||1996||8 (1)||Cavendish, J. M. The author studied the health service utilization patterns of 5,088 first-year students at West Virginia University. The results showed that there may be a connection between health problems and student attrition. Physical & Emotional Health, Retention,||8||1|
|An assessment of health risk for first-year students
Grayson, J. P.
|Journal||1997||9 (2)||Grayson, J. P. The author examined health problems of first-year students at York University in Canada. The results showed that stresses may contribute to low assessments of health while integration into the institution may help improve students' health. Physical & Emotional Health, Non-U.S. Institutions||9||2|
|The effects of an orientation course on the retention and academic standing of entering freshmen, controlling for the volunteer effect
|Journal||1993||5 (1)||Strumpf, G. Hunt, P. This study attempted to determine the effect of an orientation course on the retention and academic standing of first-time, full-time first-year students. Strumpf and Hunt's study clearly suggests that the orientation course is a successful method for increasing the rate of retention. First-Year Seminar - Outcomes, Retention||5||1|
|Patterns of substance abuse and attrition among first-year students
|Journal||2000||12 (1)||Bergen-Cico, D. The author analyzed data from students at a four-year university who required a medical or institutional intervention for substance abuse. The study presents characteristic profiles of students at risk for substance abuse, suggests strategies for intervention, and raises questions for further study. Substance Abuse, Physical & Emotional Health, Retention||12||1|
|Student perceptions of the transition from high school to university: Implications for preventative programming
|Journal||2000||12 (2)||Birnie-Lefcovitch, S. This study examines students' perceptions about the move from high school to university. Using panel-design survey methodology, the author concluded that the vast majority of students view this transition as a normative life event. However, areas of concern perceived by students were revealed. First-Year Experience, Physical & Emotional Health||12||2|
|Retention, bonding, and academic achievement: Success of a first-year seminar
Starke, M. C.
|Journal||2001||13 (2)||Starke, M. C. Harth, M. Sirianni, F. This study followed the progress of eight cohorts of first-year students exposed to a college seminar between 1986 and 1993 and to compare their college careers with those of students who did not take the course. The data indicate that students who enrolled in a three-credit first-year orientation course fared significantly better than students who did not take the course on measures of retention. The data also showed significantly higher scores for students enrolled in a college seminar on many academic, personal, and social skills. First-Year Seminar - Outcomes, Academic Adjustment/Performance, Retention||13||2|
|Learning how to be a successful student: Exploring the impact of first-year seminars on student outcomes
Keup, J. R.
|Journal||2005||17 (1)||Keup, J. R. Barefoot, B. O. This study uses longitudinal data comprised of responses to the Cooperative Institutional Research Program' s (CIRP) 2000 Freshman Survey and the 2001 Your First College Year (YFCY) Survey to investigate the impact of first-year seminars on key student outcomes. The findings speak to the effectiveness of first-year seminars as a means of facilitating the transition from high school to college. First-Year Seminar - Outcomes||17||1|
|The effect of a content-based freshman seminar on academic and social integration
Maisto, A. A.
|Journal||1991||3 (2)||Maisto, A. A. Tammi, M. W. Students who enrolled in a first-year seminar course earned higher grade point averages than students who did not enroll and reported more out-of-class contacts with faculty than did non-seminar students First-Year Seminar - Outcomes||3||2|
|Avenues to success in college: A non-credit eight-week freshman seminar
Odell, P. M.
|Journal||1996||8 (2)||Odell, P. M. The author looks at the role played by a non-credit, eight-week first-year orientation program in students' academic success. The results showed that students who attended the program achieved higher grades and had a lower percentage of academic difficulty than those who did not participate. First-Year Seminar - Outcomes, Academic Adjustment/Performance||8||2|
|The first five years of freshman seminars at Dalton College: Student success and retention
Hoff, M. P.
|Journal||1996||8 (2)||Hoff, M. P. Cook, D. Price, C. The authors examine the success of the first-year seminar course at Dalton College for its first five years. The results showed that students who enrolled in the course did significantly better than other students in a number of ways, including a higher retention rate. First-Year Seminar - Outcomes, Retention||8||2|
|Relationship of freshman orientation seminars to sophomore return rates
Fidler, P. P.
|Journal||1991||3 (1)||Fidler, P. P. Since the beginning of a first-year seminar program in 1972, course participants achieved higher sophomore return rates than non-participants. First-Year Seminar - Outcomes, Retention||3||1|
|A comparison of effects of campus residence and freshman seminar attendance on freshman dropout rates
Fidler, P. P.
|Journal||1996||8 (2)||Fidler, P. P. Moore, P. S. The authors conducted a study comparing dropout rates of first-year students living on campus versus participating in a first-year seminar. The results showed that participation in a first-year seminar reduced the dropout rate independently from the effect of housing. First-Year Seminar - Outcomes, Residence Life, Retention||8||2|
|Teaching the freshman seminar: Its effectiveness in promoting faculty development
Fidler, P. P.
|Journal||1999||11 (2)||Fidler, P. P. Neururer-Rotholz, J. Richardson, S. This study examined the effects of a training workshop on the teaching techniques of faculty who taught a first-year seminar. A survey was distributed to 68 faculty who had participated in a training workshop and taught a first-year seminar. Qualitative data were obtained later from all 20 of those who agreed to a follow-up interview. Many faculty reported that new teaching techniques, learned in preparation for a first-year seminar, were used in their discipline-based courses. The authors concluded this experience expanded concepts of faculty roles to include using a wider array of teaching techniques, lecturing less, and facilitating discussions more in discipline-based courses. Related topic heading(s): Faculty Development Faculty Development/Training, First-Year Seminars - General, Curriculum & Instruction||11||2|
|Freshman seminar: A broad spectrum of effectiveness
Davis, B. O., Jr.
|Journal||1992||4 (1)||Davis, B. O., Jr. The author reports the outcomes of a longitudinal retention study, conducted at Kennesaw State College, which assessed the academic performance of students who have taken first-year seminars and compared it to the performance of students not enrolled in first-year seminars. The study revealed that regularly admitted students who had completed a first-year seminar were retained at a higher rate than their seminar classmates with lower SAT scores. Developmental studies students (those on the lower end of the academic spectrum) with first-year seminar participation showed a modest improvement in both retention and grade point average when contrasted with a comparable group of non-seminar participants First-Year Seminar - Outcomes, Underprepared Students, Academic Adjustment/Performance||4||1|
|Clustered and nonclustered first-year seminars: New students' first-semester experiences
Crissman, J. L.
|Journal||2001||13 (1)||Crissman, J. L. This research study evaluated the first-semester experiences of a group of new students clustered together in a first-year seminar and English composition course. The study found that clustered students were more satisfied with the first-year seminar, experienced greater peer support, enjoyed better relationships with the faculty, and had more out-of-class contact with their faculty than students who were not clustered. Learning Communities, First-Year Seminar - Outcomes, Satisfaction||13||1|
|A cognitive developmental analysis of the freshman seminar experience
Brown, D. M.
|Journal||1989||1 (2)||Brown, D. M. In addition to providing a smooth transition to college life, the first-year seminar can serve as a vehicle to promote essential cognitive development in college students First-Year Seminar - Outcomes, Student Development||1||2|
|Subject-based first-year experience courses: Questions about program effectiveness
Cavote, S. E.
|Journal||2004||16 (2)||Cavote, S. E. & Kopera-Frye, K. This study was part of a program evaluation that examined academic performance and retention differences between first-term students who completed a subject-based first-year experience (FYE) course and comparable first-term students who did not enroll in an FYE course. Results indicated that differences in academic performance and persistence were unrelated to completion of a FYE course. First-Year Seminar - Outcomes, Academic Adjustment/Performance, Retention||16||2|
|Is there life after freshman seminar? The case for the freshman seminar class reunion
|Journal||1997||9 (1)||Anselmo, A. The author describes how first-year seminar class reunions increase the benefits of first-year seminars for the urban commuter college student. It also reports the results of a pilot study that tested the effectiveness of class reunions in the reduction of attrition. First-Year Seminars - General, Commuter Students, Retention||9||1|
|The relationship between gender and student outcomes in a freshman orientation course
Blackhurst, A. E.
|Journal||1995||7 (2)||Blackhurst, A. E. The author looks at the role of gender in the relationship between first-year students and their first-year seminar instructors, as well as the differences between sexes in developing mature relationships and academic autonomy. Results showed gender to have a profound effect in these areas. Related topic heading(s): Student Sub-populations||7||2|
|Assessing the short-term career goals of first-year business students
Gore, P. A., Jr.
|Journal||2004||16 (2)||Gore, P. A., Jr. Metz, A. J. Alexander, C. S. Hitch, J. L. Landry, J. C. The present study was undertaken with first-year business students in an effort to describe their career development status and short-range career goals. Very little is currently known about the career development goals of first-year students in general or about the goals of students in specific disciplines. Such information is essential to developing career-related materials for use in first-year seminar courses. Academic & Career Advising , First-Year Seminars - General||16||2|
|The first-year seminar as a means of improving college graduation rates
Schnell, C. A.
|Journal||2003||15 (1)||Schnell, C. A. Louis, K. S. Doetkott, C. This study of 1,700 students was designed to determine whether college graduation rates of entering students enrolled in a first-year seminar during academic years 1991 through 1994 at a medium-sized, public midwestern university significantly differed from those of a matched comparison group not enrolled in the seminar. Analysis indicated significantly greater graduation rates for those enrolled in the seminar. Logistic regression analysis of the results identified high school decile, high school class size, seminar, and ACT scores as factors impacting graduation rates. First-Year Seminar - Outcomes, Retention||15||1|
|Expanding the role of required out-of-class experiences in FYE: Lessons from personal development and student development projects
|Journal||2006||18 (1)||Camarena, P. Saltarelli, A. Lung, J. Assessment data from both an FYE-infused general education course and a first-year seminar were analyzed to identify students perceptions about projects that required significant participation in out-of-class activities as an integral part of the course. The results from this analysis revealed that, in addition to increasing knowledge and campus engagement, these projects also promoted student development more broadly by encouraging students to try new things and step out of the box. Although these projects represented additional work on the part of students, they overwhelmingly endorsed the value of the projects. Specific categories of students coded responses are presented and a model of key elements essential for the success of the project is described First-Year Seminars - General||18||1|
|Using an academic-content seminar to engage students with the culture of research
|Journal||2006||18 (1)||Brent, D. Faculty and administrators at many research-intensive institutions are concerned about effectively introducing students to the research culture that sets research institutions apart from technical and junior colleges. The first-year seminar with academic content might accomplish this objective because it can be focused on students' own research projects. A case study of an academic-content seminar focused on research illustrates how such seminars can promote engagement with research culture. Interviews with students illustrate the gulf that they perceive between their high school research experiences and their university research experiences. Three pedagogical features of research-based first-year seminars emerge as important means of bridging this gulf: (a) repeated exposure to research activities; (b) a term-length research project; and (c) frequent, scheduled one-on-one conferences with the instructor First-Year Seminars - General, Curriculum & Instruction||18||1|
|A first-year seminar for international students
Andrade, M. S.
|Journal||2006||18 (1)||Andrade, M. S. This article describes the rationale for a first-year seminar for international students and reports the findings of a study examining its effectiveness. The seminar focuses on four primary objectives: (a) policies and procedures of the university's English as a Second Language (ESL) program; (b) university policies and American higher education; (c) campus resources, time management, computer and study skills; and (d) American and regional culture and appreciation for diversity. Results indicate that information about university life and culture is particularly helpful to students' adjustment. Findings also demonstrate that the seminar has a positive effect on students' involvement with peers and promotes active learning. Overall, students view the course as being successful in aiding their transition to the university First-Year Seminar - Outcomes, International Students, ESL Students||18||1|
|Designed for first-year students: University colleges today
|Journal||1989||1 (1)||Strommer, D. The university college is a flexible structure that provides integrated programs and services necessary to ensure first-year student success. First-Year Experience||1||1|
|Reflections of a former freshman
Whiteley, J. M.
|Journal||1991||3 (1)||Whiteley, J. M. The writer reflects on his own moral development within the college experience. He maintains that the hidden curriculum was far more influential than the formal curriculum in influencing this pattern of moral development. Student Development||3||1|
|Creating a learning environment that is conducive to learning for the majority
|Journal||1989||1 (1)||Rosser, S. Removing sexism from college classroom interactions and curriculum content provides a positive learning environment for all students. Curriculum & Instruction, Gender||1||1|
|Managing the tension of in(ter)dependence: Communication and the socialization of first-year college students
Smith, A. K.
|Journal||2006||18 (2)||Smith, A. K. Carmack, H. J. Titsworth, B. S. The adjustment to college represents a potentially invigorating and unsettling time for students. As students are socialized into college experiences, they must simultaneously navigate issues of identity, uncertainty, and change--all of which take place in a dynamic, ever-changing communication environment. The purpose of this study was to explore the experiences of college students as they navigate their first year of college. After conducting individual interviews, focus-group interviews, and shadowing observations, we observed that college students' socialization is driven by the tension of in(ter)dependence, a desire for independence and a continuing need for dependence. As students meet new people and establish themselves as college students, they do so while managing the need for connectedness and separateness and (re)defining their sense of self. We discuss these observations within the context of how communication studies can substantially inform theory and praxis related to college student socialization. First-Year Experience, Social Adjustment, Student Development||18||2|
|Freshman year enhancement in American higher education
Murphy, R. O.
|Journal||1989||1 (2)||Murphy, R. O. Several models of first-year seminar programs are identified and examined. First-Year Seminars - General||1||2|
|Experiencing first-year university in a problem-based learning context
|Journal||2006||18 (1)||Roderick, C. Carusetta, E. This qualitative study provides insight into the first-year university experiences of students in a problem-based learning context, an area that has received little attention in the literature. Data collection consisted of one-on-one interviews with students throughout their first year and of participant observation of students in the classroom at Renaissance College at the University of New Brunswick. Major challenges for students included reconciling the discrepancy between their perceptions of the university and their actual experiences, time management, and adjusting to new grading schemes. Students' sense of support and community evolved from relationships with peers and faculty at the college and friendships developed in the larger university setting. First-Year Experience, Curriculum & Instruction, Non-U.S. Institutions||18||1|
|Conversations with Metropolitan University students
Franklin, K. K.
|Journal||2002||14 (2)||Franklin, K. K. Cranston, V. Perry, S. N. Purtle, D. K. & Robertson, B. E. These researchers conducted interviews with first-year students enrolled in a first-year experience course to better understand the students' attitudes toward the institution, their coursework, and their lives outside the classroom. First-Year Experience||14||2|
|The residential arrangements of first-year students in Australia: Student accommodations and adjustment to university
|Journal||1997||9 (2)||James, R. McInnis, C. The authors looked at the early experiences of first-year students in Australian universities, focusing on student adjustment to, and affiliation with, university life. Students who lived in and out of residence halls were examined. First-Year Experience, Residence Life, Non-U.S. Institutions||9||2|
|First-year female students: Perceptions of friendship
Crissman Ishler, J. L.
|Journal||2002||14 (2)||Crissman Ishler, J. L. Schreiber, S. This study sought to describe first-year female students' perceptions of their pre-college and new collegiate friendships during their first-year experience. First-year students, especially females, have difficulty letting go of pre-college friendships, and investing in new friendships. Social Adjustment, Gender||14||2|
|Connections and reflections: Creating a positive learning environment for first-year students
|Journal||2004||16 (1)||Donahue, L. This study analyzed end-of-the semester reflection essays from first-year seminars to determine students' perceptions of their learning environments. Data analysis revealed that students need peers who provide personal and intellectual support, faculty who are personable and approachable, courses that encourage connections and community, and cocurricular activities that create common bonds and out of the classroom learning. First-Year Experience||16||1|
|Coping with loss: Emotional acculturation in first semester freshmen
Brown, D. M.
|Journal||1990||2 (1)||Brown, D. M. Christiansen, K. E. The authors provide a review of psychological studies of the grief process. Findings from these studies are used as the basis for suggestions of ways instructors can assist first-year students in coping with grief. Physical & Emotional Health||2||1|
|The first-year student as immigrant
|Journal||1996||8 (1)||Chaskes, J. The author examines the social and psychological dimensions involved in the transition from high school to college. The examination is structured in the form of an analogy to the immigrant experience. First-Year Experience||8||1|
|Personal, professional, and political effects of teaching a first-year seminar: A faculty census
|Journal||2002||14 (1)||Wanca-Thibault, M. Shepherd, M. Staley, C. This study determines the effects of participation in a first-year seminar program on instructors. This research uncovered several recurring themes among instructor responses in the University of Colorado-Colorado Springs Freshman Seminar Program and some challenges to be addressed in the future. Faculty Development/Training, First-Year Seminars - General||14||1|
|Analysis of the impact of student financial aid on first-time enrollment: A case study
|Journal||1994||6 (2)||Somers, P. Patricia Somers presents some methods that institutions can employ to research the influence of financial aid on first-time enrollment. Results of the study are presented, and implications for students and the institution are discussed. Financial Aid, College Choice||6||2|
|Advocating for first-year students: A study of the micropolitics of leadership and organizational change
Anttonen, R. G.
|Journal||2002||14 (1)||Anttonen, R. G. Chaskes, J. This paper reports the results of a research study of recipients of the "Outstanding First-Year Student Advocate" award given annually by the National Resource Center for The First-Year Experience and Students in Transition and Houghton Mifflin Company. A survey revealed the First-Year Student Advocates to be senior members in terms of length of service at their institutions. They tackled tough problems, were creative and persistent, took risks, and empowered others. First-Year Experience||14||1|
|Impacts of internal motivators and external rewards on the persistence of first-year experience faculty
Soldner, L. B.
|Journal||2004||16 (2)||Soldner, L. B. Lee, Y. R. Duby, P. B. The authors surveyed full-time, first-year seminar faculty members to examine their persistence and attrition. Results show marked differences in the patterns of responses made by persisting and non-persisting faculty as regards internal motivators and external rewards. Based on the findings of this survey, recommendations are provided for maintaining and enhancing faculty involvement. Faculty Development/Training, First-Year Seminars - General||16||2|
|Faculty training: From group process to collaborative learning
Friday, R. A.
|Journal||1990||2 (1)||Friday, R. A. A variety of group processes may be more beneficial to first-year seminar faculty and students than the traditional lecture style of teaching. Faculty Development/Training, First-Year Seminars - General, Curriculum & Instruction||2||1|
|Engaging freshmen in classroom discussion: Interaction and the instructor techniques that encourage it
Reynolds, K. C.
|Journal||1998||10 (2)||Reynolds, K. C. Nunn, C. E. The authors summarize findings of research, examining the relationship between student interaction in first-year seminar courses and instructor techniques and interaction. The study results indicate that first-year students differ significantly from upperclass students and somewhat from their instructors when reporting the effects of certain teaching techniques on participation. Students and their instructors reported higher levels of interaction in first-year seminar classrooms than in other first-year or upper-level classes. Faculty Development/Training, First-Year Seminars - General, Curriculum & Instruction||10||2|
|Promoting intellectual development during the freshman year
|Journal||1992||4 (1)||Wright, S. Wright examines the relationship between intellectual development in the first year of college and interdisciplinary general education courses that were designed to promote active learning at the University of Hartford. Results of the study indicate a significant relationship between intellectual growth and the number of general education courses that students were enrolled in. Student Development, Curriculum & Instruction||4||1|
|Training freshman seminar faculty
Friday, R. A.
|Journal||1989||1 (2)||Friday, R. A. Many college teachers benefit from using therapeutic listening skills and icebreakers to facilitate group processes in first-year seminars as well as in other courses. Faculty Development/Training, First-Year Seminars - General, Curriculum & Instruction||1||2|
|Review of Women's ways of knowing: The development of self, voice, and mind
|Journal||1990||2 (2)||Wilkie, C. The author offers a critical review of this important work in the area of women's cognitive development. Student Development, Gender||2||2|
|Preferred College Classroom Environment Scale: Creating positive classroom environments
Wilke, C. J.
|Journal||2000||12 (2)||Wilke, C. J. The author used focus group interviews with more than 100 students to construct the Preferred College Classroom Environment Scale (PCCES), which assesses the degree to which five dimensions of a conventional college classroom environment help students learn. The study revealed the relative similarity of preferences of first-year males and females while emphasizing three meaningful differences. Curriculum & Instruction||12||2|
|The freshman interest group program at the University of Washington: Effects on retention and scholarship
Tokuno, K. A.
|Journal||1992||4 (1)||Tokuno, K. A. Campbell, F. L. Tokuno and Campbell report the positive impact of the University of Washington's Freshman Interest Group (FIG) Program on retention and scholarship. In addition, the authors relay that the FIG Program at Washington is very successful in building social support and informing students about resources for learning outside the classroom. Learning Communities, Social Adjustment||4||1|
|Teaching freshman students at Leningrad University
|Journal||1990||2 (1)||Verbitskaya, L.I. An integrated program of science and humanities is necessary to produce competent specialists and culturally viable citizens. Curriculum & Instruction, Non-U.S. Institutions||2||1|
|Scholarship of teaching
|Journal||1992||4 (1)||Weimer, M. Author proposes that teaching deserves to be redefined as an intellectually vigorous, scholarly activity. She defines and describes the land of scholarship she feels fits the complexity of the proposed phenomenon to be studied. The author also outlines some steps-actions that can and should be undertaken in the interest of promoting a scholarship of teaching- and then makes conclusions regarding the impact and feasibility of such a field of study. Curriculum & Instruction, Faculty Development/Training||4||1|
|A survey of gender biases of freshman students toward engineering
|Journal||1991||3 (1)||Schaer, B. Aull, J. Pancake, C. Curtis, C. Wiens, G. Results from a survey of first-year engineering students indicate that men agree with prevailing gender stereotypes of engineers, and women seem less secure with the choice of engineering as a career. Gender, Academic & Career Advising||3||1|
|Incorporating emotional skills content in a college transition course enhances student retention
Schutte, N. S.
|Journal||2002||14 (1)||Schutte, N. S. Malouff, J. M. This study compared first-semester college students who completed college transition courses that incorporated information on emotional, communication, and critical thinking skills with students who completed first-year experience courses that did not incorporate these applied emotional concepts. Results indicated that the first group showed a greater increase in the ability to understand, regulate, and harness emotions and a higher retention rate. Curriculum & Instruction, First-Year Seminar - Outcomes, Retention||14||1|
|Preparing incoming students for the university educational process: From the students' perspective and retrospective
Hanley, G. L.
|Journal||1996||8 (1)||Hanley, G. L. Olson, S. L. The authors studied the effectiveness of a program called University 100 at California State University, Long Beach that introduced first-year students to the demands of university life. The results showed that University 100 was successful in helping students make the transfer to higher education. First-Year Seminars - General||8||1|
|Gender differences in enrollment in high prestige academic college majors
Nelson, E. S.
|Journal||1997||9 (2)||Nelson, E. S. Dixon, C. The authors investigated gender in the population of first-year and senior students enrolled in high prestige majors at James Madison University. The results showed that male seniors did not have a higher percentage of enrollments in the top 10 majors than did female seniors. Gender||9||2|
|Interdisciplinary general education: Five ways it promotes good freshman teaching and learning
Colarulli, G. C.
|Journal||1990||2 (1)||Colarulli, G. C. McDaniel, E. A. Students and faculty members benefit from interdisciplinary general education courses because of the focus on faculty collaboration and the conjoining of disciplines. Curriculum & Instruction||2||1|
|Making teaching more effective
Cross, K. P.
|Journal||1990||2 (2)||Cross, K. P. Teachers who use practical means to collect feedback on their teaching effectiveness can improve academic instruction in today's college classrooms. Curriculum & Instruction, Faculty Development/Training||2||2|
|Do active learning techniques enhance learning and increase persistence of first-year psychology students?
Dahlgren, D. J.
|Journal||2005||17 (1)||Dahlgren, D. J. Wille, D. E. Finkel, D. G. Burger, T. Two studies compared a lecture-only with a group-activity instruction method to determine whether enhancing student involvement in an introductory class would increase learning and persistence in college. The results indicated that when group activities were used, first-year students were more involved and more likely to stay in college. However, exam grades were not enhanced when group activities were used. Curriculum & Instruction, Academic Adjustment/Performance, Retention||17||1|
|Courses associated with freshman learning
|Journal||1994||6 (1)||Bohr, L. The author studied the associations of first-year student courses with reading, mathematics, and critical thinking skill gains for college freshmen. The author also reports the effects of individual courses, and she discusses how these data might affect first-year curricula. Curriculum & Instruction||6||1|
|Counselor tutorial program: A cooperative learning program for the high-risk freshman engineering courses
|Journal||1994||6 (1)||Budny, D. The author studied the effects of the Counselor-Tutorial (CT) program-an optional, one-credit class offered by the Department of Freshman Engineering at Purdue University, West Lafayette campus-on matriculating students whose high school academic backgrounds indicate the potential to succeed in college, but who also show the highest likelihood of having difficulty in completing the first-year engineering curriculum. Curriculum & Instruction, Underprepared Students, Academic Skills Preparation||6||1|
|Using telephone calls as examples of care to promote student success and retention
Volp, P. M.
|Journal||1998||10 (1)||Volp, P. M. Hall, T. L. Frazier, C. L. The authors discuss a collaborative intervention conducted by faculty members and student affairs staff in which telephone calls were made to at-risk first-year students in the sixth week of fall semester, 1993. The study group earned higher average GPAs, more credit hours, and had higher fall-to-spring retention rates. The authors found gender to be an important element of the intervention. Male students called by men showed the highest positive change in grades, and female students called by women had the highest retention rates. At-Risk Students, Retention, Gender||10||1|
|Academic self-concept and the first-year college student: A snapshot
Quilter, S. M.
|Journal||1995||7 (1)||Quilter, S. M. The investigator examines first-year students who were found to be either at-risk or of average ability at Eastern Michigan University. The results showed that both groups had high educational expectations for themselves. At-Risk Students, College Expectations, Student Behavior & Characteristics||7||1|
|Identifying noncognitive factors that influence success of academically underprepared freshmen
Richardson, S. M.
|Journal||1994||6 (2)||Richardson, S. M. Sullivan, M. M. Richardson and Sullivan studied traditional-age students enrolled at a small, private liberal arts college in New England. The authors identify the motivation-related factors that were the strongest predictors of first-year grade point average, and they suggest that examination of these variables can lead to better evaluation of academically underprepared students and increased persistence. Underprepared Students, Academic Adjustment/Performance, Retention||6||2|
|Change factors affecting college matriculation: A re-analysis
Mitchell, D. F.
|Journal||1999||11 (2)||Mitchell, D. F. Goldman, B. A. Smith, M. The authors studied how changes in major, place of residence, and course load delay graduation among non-transfer students who persevere through 8 to 10 semesters of college. The study data suggest that less academically talented students are more likely to make changes and experience more delays in matriculation than are the more academically talented students. Underprepared Students, Student Behavior & Characteristics||11||2|
|Effects of a learning strategies course on at-risk, first-year science majors
Haning, B. C.
|Journal||2002||14 (2)||Haning, B. C. Donley, J. Eckard, N. The authors describe a one-credit biology tutorial developed for a group of at-risk science majors. Instruction in the tutorial centered on teaching students to use effective learning strategies such as listening, textbook reading, studying, and note taking. The tutorial students achieved higher final grades than at-risk students in a control group. At-Risk Students, Academic Skills Preparation, Underprepared Students||14||2|
|Promoting the development of high-risk college students through a deliberate psychological education-based freshman orientation course
McAdams, C. R, III
|Journal||1998||10 (1)||McAdams, C. R, III Foster, V. A. The authors studied 72 students enrolled in a Deliberate Psychological Education (DPE)-based orientation course for high-risk college freshmen at a large southeastern university. The authors conclude the DPE model appears useful in assisting high-risk students in their transition to college. At-Risk Students, Students of Color, First-Year Seminars - General||10||1|
|Validating a proposed model of African-American students' social adjustment
Schwitzer, A. M.
|Journal||1998||11 (1)||Schwitzer, A. M. Ancis, J. R. Griffin, O. T. This study examined a model that describes four features of African-Americans' social adjustment to predominantly White campuses. Multiple research methods were used to compare African-American and White students' social adjustment in order to determine whether the model is uniquely descriptive of African-American students' experiences. The authors found the model's features were not descriptive of White students' social adjustment. Social Adjustment, Students of Color||11||1|
|Predictors of academic success and failure of first-year college students
|Journal||1996||8 (2)||Wilkie, C. Redondo, B. The authors examine the possibility of predicting academic success of first-year students from self-reports of attitudes and behaviors during the first year. The results showed some correlation between positive attitudes and behavior and academic success. Academic Adjustment/Performance, Student Behavior & Characteristics||8||2|
|Reactions of participants to either one-week pre-college orientation or to freshman seminar courses
|Journal||1992||4 (2)||Rice, R. Rice compares the reactions of first-year Oregon State University students to three different types of orientation/first-year seminar offerings. Rice's findings accent the importance of investigating the growing variety of first-year seminars in order to be able to identify their common effect and distinguish their differing impacts upon first-year students. First-Year Seminar - Outcomes||4||2|
|Assessment and comparison of advising for freshmen and upperclassmen
Iaccino, J. F.
|Journal||1991||3 (2)||Iaccino, J. F. First-year students reported that their faculty advisors were more concerned about adjustments to college while upperclassmen rated advisors high on academically oriented dimensions such as knowledge about major courses and graduation requirements Academic & Career Advising||3||2|
|Using an automated freshman profile to advise the first year student
Kramer, G. L.
|Journal||1993||5 (2)||Kramer, G. L. Taylor, L. K. Rich, M. A. Udarbe, J. The authors of this article document the design, implementation and analysis of the Automated Freshman Profile concept at Brigham Young University. The article addresses the selection of faculty as first-year student advisors, and it discusses strengths and weaknesses of the program Academic & Career Advising||5||2|
|Evaluation the cost-effectiveness of a freshman studies program on an urban campus
|Journal||1995||7 (1)||Murtuza, A. Ketkar, K.W. The authors examined the cost-effectiveness of the Freshman Studies Program at Seton Hall University. They concluded that it represented not only an effective approach to fulfilling the need for first-year student advisement but also the most financially sound method available. Academic & Career Advising||7||1|
|Preparing freshmen to take essay examinations successfully
|Journal||1989||1 (2)||Holt, D. Eison, J. This article offers ten recommendations for instructors who wish to improve student writing skills. Curriculum & Instruction, Academic Adjustment/Performance||1||2|
|Evaluation of Illinois Benedictine's freshman advising program
Iaccino, J. F.
|Journal||1989||1 (1)||Iaccino, J. F. The importance of assessing advising programs is exemplified through Illinois Benedictine's evaluation and refinement of its Freshman Advising Program Academic & Career Advising||1||1|
|A support program for freshman medical students
|Journal||1993||5 (1)||Hayes, J. Munro, S. Arnold, L. Duckwall, J. The authors describe the Year One Support Program, an intervention designed to help students face the curriculum and developmental task demands associated with enrollment in the University of Missouri, Kansas City School of Medicine. Academic Adjustment/Performance||5||1|
|Career advising issues for entering African-American students
|Journal||1998||10 (2)||Helm, E. Sedlacek, W. E. Prieto, D. The authors discuss a model of career advising based on noncognitive variables. Questionnaires were administered to 343 African-American, first-year students at a large eastern university to examine their needs and interests on a variety of topics including career and advising issues. The study found students most often reported going to college for job-related reasons. More males were likely to leave college to take a job than females while females were less sure of getting a job after graduation. The authors' recommendations include how to make referrals to a career counselor. Academic & Career Advising , Students of Color||10||2|
|First-year initiatives and results of a year-long advising pilot study: A proposed advising model
Gallagher, D. J.
|Journal||2000||12 (2)||Gallagher, D. J. Allen, N. The study investigates expectation-experience discrepancies and tests the hypothesis that a focus on first-year developmental advising would be related to increased satisfaction with advising and with the institution. Stratified random sampling was used to select 140 first-year students from the fall 1997 class at a small independent comprehensive college in suburban Philadelphia. Of this sample, 70 students were assigned randomly to the pilot and control groups. Seven faculty advisors volunteered to meet frequently with advisees. The authors conclude with a proposal for an advising structure. Academic & Career Advising , College Expectations||12||2|
|Undecided first-year students: A 25-year longitudinal study
Gordon, V. N.
|Journal||2003||15 (1)||Gordon, V. N. Steele, G. E. This study surveyed undecided first-year students over a 25-year period to obtain a profile that could be used to target their changing educational and career advising needs. The students' responses over this period were consistent in terms of their demographic characteristics, reasons for attending college, levels of undecidedness, and type of advising requested. On the other hand, their levels of anxiety about choosing a major and their areas of academic and career interest reported changed slightly over the years. Academic & Career Advising||15||1|
|"Why study?" A guide for discussion leaders
|Journal||1990||2 (1)||Eison, J. The author presents a theoretically based activity designed to motivate first-year students to study. Curriculum & Instruction, Academic Adjustment/Performance||2||1|
|Correlates of universal-diverse orientation among first-year university students
Fuertes, J. N.
|Journal||2000||12 (1)||Fuertes, J. N. Sedlacek, W. E. Roger, P. R. Mohr, J. J. The authors measured UDO (universal-diverse orientation) among a sample group of students and concluded that UDO levels had some modest but significant correlation with factors such as academic self-confidence and help-seeking behaviors. Implications of findings and suggestions are included. Academic Adjustment/Performance||12||1|
|Prototype matching and striving for future-selves: Information management strategies in the transition to college
Brower, A. M.
|Journal||1997||9 (1)||Brower, A. M. The author analyzes literature to present a sequence of decisions that students make in their transition to college. The paper argues that universities can best present information and support to students by knowing the particular phase in which those students are currently involved. Student Development||9||1|
|Time management difficulties: A self-assessment and problem-solving activity
|Journal||1989||1 (1)||Eison, J. Holtschlag, D. Using the Problems in Time Survey (PITS), instructors of first-year seminars can assist students in identifying personal time management weaknesses and can use strategies to modify students' behavior. Curriculum & Instruction, Academic Adjustment/Performance||1||1|
|Remedial students’ perceptions: Pre-College decision making, satisfaction with the freshman year, and self-perceptions of academic abilities
Fielstein, L. L.
|Journal||1998||10 (2)||Fielstein, L. L. Bush, L. K. The authors constructed a brief self-report questionnaire to identify noncognitive variables that influence pre-college decision making, satisfaction with the first-year experience, and academic confidence among academically prepared and under-prepared students. The subjects were 196 first-year students enrolled in an Arkansas university. The authors analysis revealed that less prepared students were older, decided to go to college later, reported more satisfaction with academic advising, and were less likely to accept American College Testing scores as a valid measure of their academic abilities than their academically prepared counterparts. Underprepared Students, College Choice||10||2|
|Boredom: The academic plague of first-year students
|Journal||1989||1 (2)||Aldridge, M. Delucia, R. C. Many first-year students experience academic boredom, which hinders learning and academic integration. Through an understanding of factors that cause boredom, institutions can confront this problem through various policies and programs. Student Behavior & Characteristics, Academic Adjustment/Performance||1||2|
|Capitalizing on Interpersonal Thriving: Exploring the Community Cultural Wealth in Latino Undergraduate Men’s Peer Networks
Perez II, D.
|Journal||2018||30 (1)||Perez II, D. Zamora, B. T. Pontious, M. W. Few studies examine factors that contribute to Latino undergraduate men’s successful transition during college. Using data from The National Study on Latino Male Achievement in Higher Education, this study integrated two asset-based theories—Schreiner’s (2010) thriving quotient and Yosso’s (2005) community cultural wealth framework—to understand how participants experienced interpersonal thriving. Latino undergraduate men shared how they used different forms of capital to cope with microaggressions that diminished their social connectedness. Additionally, participants leveraged social capital they accrued from Latino and non-Latino peer networks to sustain their cultural wealth and to exercise diverse citizenship by supporting other marginalized communities. Implications for research and practice focus on increasing Latino undergraduate men’s success by capitalizing on the knowledge, skills, and resources they possess and use to foster interpersonal thriving. International Students, Academic Adjustment/Performance, Social Adjustment||30||1|
|Mathematics and Natural Science Students’ Motivational Profiles and Their First-Year Academic Achievement
|Journal||2018||30 (1)||Fokkens-Bruinsma, M. Vermue, C. E. Deinum, J. F. Our study focused on describing first-year university students’ motivational profiles and examining differences in academic achievement based on these profiles. Data on academic motivation of 755 students in the field of mathematics and natural sciences were collected before the start of their bachelor’s degree program; data on GPA were collected at the end of the first year. A two-step cluster analysis indicated a four-cluster solution: Students in cluster 1 scored high on intrinsic motivation (IM) and extrinsic motivation (EM), but low on amotivation (AM). Students in cluster 2 scored high on IM and low on EM and AM. Students in cluster 3 scored high on EM and AM. Students in cluster 4 scored lower on IM and EM and higher on AM. Students in cluster 2, who had the most self-determined motivational profile, obtained the highest GPA. Our study suggested that distinguishing students based on motivational profiles may be helpful in identifying students at risk for lower academic achievement or even dropping out. Academic Adjustment/Performance, Student Behavior & Characteristics, First-Year Experience||30||1|
|Academic Success for Student Veterans Enrolled in Two-Year Colleges
|Journal||2018||30 (1)||Chan, H. This study examined the relationship between college readiness of student veterans and retention, graduation, or transfer. I analyzed transcript and administrative data for student veterans who used GI Bill benefits at a public two-year college in Wisconsin. Results from logistic regression show that successful course completion rate (earning a C grade or above) is the strongest predictor for the probability of retention, graduation, or transfer. Those who had a higher Compass score in pre-algebra were more likely to persist, graduate, or transfer. Female and younger student veterans also demonstrated a higher probability of retention, graduation, or transfer than their male or older counterparts. However, those who transferred credits from military or other postsecondary institutions fared worse than those who did not. These findings emphasize the role of academic preparation on student veterans’ achievement in a public two-year college context. Adult Students, Academic Adjustment/Performance, Transfer Students||30||1|
|Examining the Impact of Class Difficulty on Transition and Success in College
|Journal||2018||30 (1)||Blake, T. Majumder, S. Deal, J. Hendryx, M. Conrad, K. This study examines the impact of class difficulty on first-semester GPA, controlling for a number of precollege factors and the course load taken in the first semester. Although a large body of literature exists on the determinants of academic performance, class difficulty is often neglected in the literature. For this study, we created a new measure of class difficulty and included that in a regression model to explain student GPA across semesters as the student matriculates through college. We found that students who take more difficult classes tend to have lower GPAs in the first semester but higher GPAs during their second year of study. It is our contention that more difficult first-semester classes better prepare students for subsequently harder classes in their progress toward graduation. First-Year Experience, College Expectations, Academic Adjustment/Performance||30||1|
|“They Don’t Care About You”: First-Year Chinese International Students’ Experiences With Neo-racism and Othering on a U.S. Campus
|Journal||2018||30 (1)||Yao, C. This qualitative research study illuminates the experiences affecting first-year Chinese international students in the United States and gives insights as to how these students perceive interpersonal relationships at college. Participants shared reports of neo-racism and othering as negatively affecting their feelings of connection to other members of their collegiate community. Findings and implications from this study indicate a need for better support for first-year Chinese international students in college. International Students, Student Behavior & Characteristics, Social Attitudes||30||1|
|The Role of High School Research Experiences in Shaping Students’ Research Self-Efficacy and Preparation for Undergraduate Research Participation
Swan, A. K.
|Journal||2018||30 (1)||Swan, A. K. Inkelas, K. K. Jones, J. N. Pretlow, J. Keller, T. F. The effects of undergraduate research participation are well documented, but less is known about students’ pathways into undergraduate research participation. This mixed-methods study explored the role of an International Baccalaureate research project in students’ development of research self-efficacy in high school, and how this development influenced students’ participation in undergraduate research. Social Cognitive Career Theory (Lent, Brown, & Hackett, 1994) was used to understand students’ learning experiences and educational decision-making processes related to conducting research. Findings were based on analyses of data gathered through a survey, student records analysis, interviews, and focus groups. Findings of this study suggest that students’ precollege research experiences enhance research self-efficacy, which leads to interest in and confidence with conducting research during college. Academic Skills Preparation, Academic Adjustment/Performance, Student Development||30||1|
|Building Relationships With Students
||Toolbox||2003||1 (2)||Student Engagement||1||2|
|Facilitating Classroom Interactions
||Toolbox||2003||1 (4)||Active Learning, Instructional Strategies||1||4|
|Motivating Millennial Learners
||Toolbox||2004||2 (1)||Classroom Management, Millennial Students||2||1|
|Teaching With Tech
||Toolbox||2004||2 (2)||Technology, Millennial Students||2||2|
|Different Ways of Assessing Knowledge
||Toolbox||2004||2 (3)||Assessment of Student Learning, Instructional Strategies||2||3|
|Blank Stares and Sealed Lips
||Toolbox||2004||2 (5)||Active Learning, Student Engagement||2||5|
|Teaching a La Carte
||Toolbox||2004||2 (6)||Assessment of Student Learning, Student Engagement||2||6|
|A Framework for Teaching and Learning
||Toolbox||2005||3 (1)||Course Design, Millennial Students||3||1|
|Confessions of a PowerPoint Enthusiast
|The Five Voices of Teaching
||Toolbox||2005||3 (3)||Teachers and Teaching, Student Engagement||3||3|
|Strategies for Cooperative Learning
||Toolbox||2005||3 (5)||Active Learning, Student Engagement||3||5|
|What About Textbooks?
||Toolbox||2005||3 (6)||Course Design, Student Engagement||3||6|
|Building a Syllabus
||Toolbox||2006||4 (1)||Course Design||4||1|
|Organizing Teaching to Promote Learning
||Toolbox||2006||4 (2)||Course Design, Instructional Strategies||4||2|
|If You Are Here, Raise Your Hand: The Attendance Dilemma
|Breaking the Ice: Another Semester Begins
||Toolbox||2006||4 (4)||Classroom Management, Millennial Students||4||4|
|A Bunch of Teaching Strategies
||Toolbox||2006||4 (5)||Active Learning, Instructional Strategies||4||5|
||Toolbox||2007||5 (1)||Course Design||5||1|
|Lecture-Induced Mind Paralysis
||Toolbox||2007||5 (2)||Active Learning, Millennial Students||5||2|
|The Power of Narratives
||Toolbox||2007||5 (3)||Spirituality and Affect||5||3|
|Moving Beyond Multiple Choice
||Toolbox||2007||5 (4)||Assessment of Student Learning||5||4|
|Learning to Serve: Serving to Learn
||Toolbox||2007||5 (5)||Service Learning||5||5|
||Toolbox||2007||5 (6)||Spirituality and Affect, Millennial Students||5||6|
|Web-Based Assignment Venues
|Creating Safe Places for Learning
||Toolbox||2008||6 (2)||Classroom Management, Student Engagement||6||2|
|The Three Ironies of Teaching
||Toolbox||2008||6 (3)||Teachers and Teaching, Peer Observation||6||3|
|The Physics of Teaching
||Toolbox||2008||6 (4)||Physics of Teaching, Time/Space Management||6||4|
|Intentional Course Content
||Toolbox||2008||6 (6)||Course Design||6||6|
|Going Retro: Teaching Techless
||Toolbox||2009||7 (2)||Instructional Strategies||7||2|
|Teaching that Transforms: Engaging the Mind and Capturing the Heart
||Toolbox||2009||8 (2)||Spirituality and Affect, Instructional Strategies||8||2|
|Children's Literature Goes to College
||Toolbox||2009||8 (3)||Instructional Strategies, Student Engagement||8||3|
|Expanding the Boundaries for Learning: Moving Beyond the Classroom Walls
||Toolbox||2010||8 (4)||Physics of Teaching, Technology||8||4|
|Teaching From a Liberal Arts Perspective
||Toolbox||2010||8 (6)||Instructional Strategies||8||6|
|Problem-Based Learning: A Strategy for Enhancing the Relevance Connection
||Toolbox||2010||9 (1)||Problem-Based Learning/Critical Thinking||9||1|
|Bringing the Bling: Add Some Unexpected Excitement to the Classroom
||Toolbox||2010||8 (5)||Instructional Strategies, Student Engagement||8||5|
|The Rubric: A Tool for Authentic Assessment
||Toolbox||2010||9 (2)||Assessment of Student Learning||9||2|
|Five Little Things That Contribute to Classroom Success
||Toolbox||2010||9 (3)||Physics of Teaching, Technology||9||3|
|Digital Media in the Classroom: A Movie is Worth 10,000 Words
|The Art of the Question: You Get What You Ask For
||Toolbox||2011||9 (5)||Problem-Based Learning/Critical Thinking||9||5|
|Starting and Finishing Well: Openers and Closers
||Toolbox||2011||9 (6)||Instructional Strategies, Student Engagement||9||6|
|Deadlines and Due Dates
||Toolbox||2011||10 (1)||Instructional Strategies||10||1|
|The Reality of Uncertainty: A Tool for Teaching
||Toolbox||2011||10 (2)||Problem-Based Learning/Critical Thinking, Student Engagement||10||2|
|Value-Added Discussion Enhancers
||Toolbox||2011||10 (3)||Active Learning, Student Engagement||10||3|
|Want to Mix It Up? Try Blended Learning
||Toolbox||2012||10 (4)||Technology, Blended/Hybrid Courses||10||4|
|The Two-Way Street of Civility
|Class Size Matters: A Dozen Ways to Maximize Teaching and Learning in Large Groups
||Toolbox||2009||8 (1)||Instructional Strategies, Classroom Management||8||1|
|Plagiarism As a 'Source' of Concern
||Toolbox||2012||10 (6)||Civility, Plagiarism||10||6|
|Teaching With a Dose of Rhythm and Flow
||Toolbox||2012||11 (1)||Course Design||11||1|
|Creative Venues for Students to Display Their Learning
|Put That in Writing: Helping Students Improve Writing Skills
||Toolbox||2012||11 (3)||Instructional Strategies||11||3|
|Prompt and Response: Creating Cognitive Links Strengthens Learning
||Toolbox||2013||11 (4)||Instructional Strategies, Student Engagement||11||4|
|Faculty Availability: Connecting With Students
||Toolbox||2013||11 (5)||Teachers and Teaching, Technology||11||5|
|Pursuing Academic Rigor One Course at a Time
||Toolbox||2013||11 (6)||Course Design, Academic Rigor||11||6|
|Assessing Web 2.0 Tools: Choose Carefully, Use Wisely
|Let’s Talk About It: Oral Discourse as an Assessment Strategy
||Toolbox||2013||12 (2)||Assessment of Student Learning||12||2|
|Teaching and Learning in the Digital Age: The Rules Have Changed
||Toolbox||2014||12 (3)||Technology, Instructional Strategies||12||3|
|Write Tight: Dabble With the Drabble
||Toolbox||2014||12 (4)||Instructional Strategies||12||4|
|What’s the Buzz? Connecting With Student Culture
||Toolbox||2014||12 (5)||Instructional Strategies, Millennial Students||12||5|
|Make a Movie … And Be the Star!
||Toolbox||2014||12 (6)||Technology, Instructional Strategies||12||6|
|Ensuring Thoughtful Assessment: Strategies That Make the Grade
||Toolbox||2014||13 (1)||Assessment of Student Learning||13||1|
|Aggregated Content Approach to Course Development
||Toolbox||2014||13 (2)||Course Design, Instructional Strategies||13||2|
|Reflective Practice and Teaching
||Toolbox||2015||13 (3)||Course Design, Teachers and Teaching||13||3|
|Pecha Kucha: Every Second Counts
||Toolbox||2015||13 (4)||Active Learning, Instructional Strategies||13||4|
|Enhancing Student Participation in the Classroom
||Toolbox||2015||13 (5)||Active Learning, Student Engagement||13||5|
|Creating Meaningful Assignments
||Toolbox||2015||13 (6)||Course Design, Instructional Strategies||13||6|
|Separating Fact From Fiction in the Digital Information Age
||Toolbox||2015||14 (1)||Instructional Strategies, Academic Rigor||14||1|
|Peer Assessment: A Formative Learning Tool
||Toolbox||2015||14 (2)||Peer Observation, Active Learning||14||2|
|Engaging Students in Online Discussions: A Digital Pathway to Engagement
||Toolbox||2016||14 (3)||Student Engagement, Blended/Hybrid Courses||14||3|
|Digital Assets at Your Fingertips: Open Educational Resources
||Toolbox||2016||14 (4)||Technology, Instructional Strategies||14||4|
|The Mind Map as a Tool for Critical Thinking
||Toolbox||2016||14 (5)||Active Learning, Instructional Strategies||14||5|
|Clarifying Perceptions of Students and Learning
||Toolbox||2016||14 (6)||Student Engagement, Active Learning||14||6|
|Help Students Tell the Story of Their Experiences One Second at a Time
||Toolbox||2016||15 (1)||Technology, Instructional Strategies||15||1|
||Toolbox||2016||15 (2)||Technology, Instructional Strategies||15||2|
|Fostering an Inclusive and Welcoming Classroom Environment
Clarke, K. C.
|Toolbox||2017||15 (3)||Clarke, K. C. Classroom Management, Civility||15||3|
|Teaching on Level Ground
||Toolbox||2017||15 (4)||Student Engagement, Classroom Management||15||4|
|The Power of Critical Reflection
|Toolbox||2017||15 (5)||Weigel, D. Active Learning, Problem-Based Learning/Critical Thinking||15||5|
|Capture the Power, Get to the Point
||Toolbox||2017||15 (6)||Teachers and Teaching, Instructional Strategies||15||6|
|Opening a Backchannel to Classroom Engagement
||Toolbox||2017||16 (1)||Active Learning, Technology||16||1|
|Making the Grade: Get Maximum Benefit From Course-Based Assessments
||Toolbox||2017||16 (2)||Assessment of Student Learning, Teachers and Teaching||16||2|
|Leverage Social Media for Better Learning
||Toolbox||2018||16 (3)||Technology, Teachers and Teaching||16||3|
|Mindset Matters: Giving Your Students an Edge for Success
|Toolbox||2018||16 (4)||Baldwin, A. Instructional Strategies, Teachers and Teaching||16||4|
|Making Your CATs Count: Classroom Assessment Techniques to Improve Student Learning
|Toolbox||2018||16 (5)||Garner, J. Instructional Strategies, Teachers and Teaching||16||5|
|Foster Youth in Higher Education: Mental Health and Academic Achievement During the First College Year
Hogan, S. R.
|Journal||2018||30 (2)||Hogan, S. R. Former and current foster youth transitioning to adulthood through a four-year university campus require special consideration. Identifying barriers to academic success is critical to the overall success of this unique student population. This study examined the relationship between mental health and academic achievement during the first year at a four-year university for 114 foster youth students. Using mental health measures from the Medical Outcomes Study (Hays, Sherbourne, & Mazel, 1994) and self-reported measures of academic performance, researchers collected data just prior to the start of students’ postsecondary educational journey and at the end of the first academic year. Results indicated minimal declines in the mental health of foster youth students during their first year. However, foster youth students with greater mental health problems demonstrated significantly poorer academic performance during their first year at a four-year university. The findings from this study have implications for child welfare advocates and student support services providers. foster youth, academic achievement, education, mental health, academic performance, child welfare, student services||30||2|
|Being With Friends and the Potential for Binge Drinking During the First College Semester
Crawford, L. A.
|Journal||2018||30 (2)||Crawford, L. A. Novak, K. B. In this prospective study, we assess the relationship between being with high school friends during the college transition and binge drinking. Across analyses (n = 489), the presence of high school friends during the college transition was associated with reduced binge drinking at the end of the first college semester among individuals at risk for this behavior because they drank in high school, associated alcohol use with the student role, or engaged in binge drinking at the beginning of the fall term. This is consistent with research linking social integration to behavioral regulation and suggests the presence of high school friends during the college transition serves as a source of social control at a juncture characterized by a reduction in normative constraint. Implications for practitioners seeking to assess new students’ risks for binge drinking and to more effectively meet the needs of vulnerable groups are discussed in relation to the study results. high school, binge drinking, friends, education, first-year students, first semester, social integration, behavioral regulation, college transition, social control||30||2|
|A WiSE Approach: How Service-Learning Influences First-Year Women in STEM
|Journal||2018||30 (2)||Manning-Oullette, A. Friesen, K. Parrott, A. This study examined the experiences of first-semester college women in science, technology, engineering, and mathematics (STEM) fields participating in a leadership service-learning course. The participants were first-year students in the Women in Science and Engineering (WiSE) program at a large, public, four-year midwestern institution. We used the leadership identity development (LID) model (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005) as a qualitative framework to examine how service-learning influenced student leadership identity development in the first semester of college. Key findings include the influence of individual and group on solidifying participant leadership identity development, thus increasing their persistence in male-dominated STEM fields. The authors offer recommendations for establishing a collaborative leadership curriculum to support the retention of women in STEM fields. first semester, education, college, STEM, science, math, engineering, technology, service-learning, persistence, collaborative leadership, retention||30||2|
|Looking Across High-Impact Practices: First-Year Student Democratic Awareness and Democratic Participation
Weiss, H. A.
|Journal||2018||30 (2)||Weiss, H. A. Fosnacht, K. Creating educated and informed citizens for our diverse democracy has long been one of the objectives of the U.S. educational system. Traditionally, service-learning has been the primary tool for colleges and universities to promote civic outcomes; however, other practices, particularly those requiring substantial student investments of time and energy, also hold the potential to improve civic outcomes. Using data from nearly 13,000 first-year students who responded to the National Survey of Student Engagement’s Civic Engagement module, we found that service-learning, learning communities, and research with faculty were positively and significantly correlated to two measures of democratic engagement. The results have important implications for how postsecondary institutions promote civic outcomes. democratic awareness, education, service-learning, learning communities, research, engagement, civic||30||2|
|How Do Students of Color Find “Home” on College Campuses?
|Journal||2018||30 (2)||Samura, M. First-year students often search for spaces in which they feel comfortable, safe, and at home. Even though existing research emphasizes the value of spaces in which college students, particularly students of color, are understood, little is known about how they navigate their search for home. Drawing upon a symbolic interactionist approach and employing qualitative analysis of in-depth interviews with six students of color, this study examined students’ meanings of home and the processes by which they found home on college campuses. The inquiry focused on students’ choices of living in race-themed special interest halls during their first year and revealed the assumptions they had about shared culture and assumed bonds among co-ethnics. The study revealed that students do not merely discover home, they actively create it. Insights gained from this research can inform the work of higher education staff, administrators, and scholars developing more inclusive campuses. first year, first-year students, interactionist, racial identity, special interest hall, students of color, residence hall||30||2|
|Belongingness in Residence Halls: Examining Spaces and Contexts for First-Year Students Across Race and Gender
Garvey, J. C.
|Journal||2018||30 (2)||Garvey, J. C. Guyotte, K. W. Latopolski, K. S. Sanders, L. A. Flint, M. A. The purpose of this study was to explore sense of belonging across race and gender using Strayhorn’s (2012) sense of belonging model as a conceptual framework to guide both quantitative and qualitative methods of data collection and analysis. Survey data confirmed findings from previous literature concerning disparities between belongingness among white women who had the highest sense of belonging as compared with other racial and gender identities. Contrary to the survey analysis, narratives of belonging were articulated more often among men across racial categories with some perceiving sense of belonging through a more static lens, while others perceived belonging as more fluid and dynamic. Women across racial lines often told more complex and relational narratives of belonging, focusing on their actual, rather than abstract, experiences. Implications concerning relationality and sense of belonging, sense of belonging as a dynamic process, and first-year residential programming are discussed. belongingness, belonging, racial, gender, identity, relationality, residential, race||30||2|
|A Look at Heutagogy: New Opportunities for Self-Directed Learning
|Toolbox||2018||17 (2)||Garner, B. With technology rapidly changing how students learn, faculty face the challenge of rethinking the common and current practices of higher education. In 2000, Hase and Kenyon proposed a new perspective on teaching, heutagogy, that creates a space where learners assume greater responsibility and control over the skills they master. In this issue of The Toolbox, learn how to embed heutagogy into your courses with activities that help students become self-directed learners. heutagogy, pedagogy, andragogy, technology, self-directed learning||17||2|
Poisel, M. A.
|Book||2018||0 (0)||Poisel, M. A. Joseph, S. Poisel, M. A. Joseph, S. The conclusion reflects on three themes emerging from the book: (a) recognition of emerging patterns and pathways of transfer mobility, (b) the need for increased intentionality in institutional attention to and support for transfers, and (c) a renewed call for specially designed programs and enhanced support for transfer students. We highlight areas where progress has been made in our approach to transfer students in the past decade and where significant work remains. transfer mobility, pathways, college students, intentionality||0||0|
|Understanding and Using Assessment Practices in the Context of the Transfer Student Experience
|Book||2018||0 (0)||Moser, K. Poisel, M. A. Joseph, S. This chapter reviews changing policy and trends related to transfer students and highlights how the careful assessment of transfer initiatives within the higher education landscape can influence transfer student success. The development of transfer programming and the assessment of its value must be deliberate, collaborative, and focused on data that include the measurement of student outcomes. Central to this work is collaboration between divisions across campus. Student success and the collection of success measures cannot be conducted in individual silos at the institution. Collaboration must be informed by a thorough understanding of the transfer experience at each institution, accompanied by a review of institutional policy and programming designed to address the needs of the transfer student population. Within this examination, institutions should also analyze existing data, including learning outcomes and usage patterns. Finally, for the effort to be sustainable, it is essential to connect this work with existing projects and strategic initiatives that are a priority for this institution. This will ensure the work is not superseded by other institutional priorities. assessment, transfer students, college, student success, learning outcomes, collaboration||0||0|
|Long-Term Learning Communities: Mitigating the Effects of Stereotype Threat and Cultivating Student Success
|Book||2018||0 (0)||Plinske, K. Poisel, M. A. Joseph, S. On the campus of a community college with students who predominantly come from underserved backgrounds, the risk of stereotype threat is high and can undermine students’ motivation and performance. Fortunately, research also has revealed that it is possible to mitigate the effects of stereotype threat. One powerful way to reduce the effect of stereotype threat is to increase students’ sense of belonging. Faculty and staff at Valencia College’s Osceola Campus have created a number of cohort programs structured as learning communities to foster students’ sense of belonging and increase the likelihood of their success. These cohort programs have demonstrated tremendous promise, closing gaps in student performance and significantly increasing students’ persistence and academic momentum. student success, stereotype threat, learning communities, community college, motivation, belonging, Valencia College, foster students||0||0|
|Academic Advising for Student Mobility
Van Der Karr, C. A.
|Book||2018||0 (0)||Van Der Karr, C. A. Poisel, M. A. Joseph, S. This chapter will discuss the ways advising can anticipate, plan for, and respond to the major challenges of transfers as a cohort and as individual students. The chapter will start with a review of transfer mobility issues relevant to advising including curriculum and credit evaluation, academic preparation, and navigation of a new institutional culture. This is followed by a discussion of the implications and strategies for advisors working with transfer students. Finally, it will address how advising intersects with other campus services and how advisors can be advocates and collaborators with colleagues, both on campus and at partner institutions. transfer students, mobility, advising, curriculum evaluation, academic preparation, campus services, college||0||0|
|Theories, Research, and Best Practices Related to Transfer Student Orientation
Foote, S. M.
|Book||2018||0 (0)||Foote, S. M. Poisel, M. A. Joseph, S. This chapter provides an introduction to theories, research, and best practices that can be used to guide the development and implementation of transfer student orientation programs. Factors to consider in the development of such programs, an overview of select student development theories with particular relevance to transfer students, and application of these theories to practice offer a framework for designing orientation programs. Examples of existing transfer student orientation programs, ranging from one-day sessions to transfer student seminars, are provided. The chapter ends with a discussion surrounding assessment of such programs. transfer students, orientation, college, student development, assessment||0||0|
|Transfer Readiness: Insights From 10 Years of Intentional Design
Romano, J. C.
|Book||2018||0 (0)||Romano, J. C. Hesse, M. L. Poisel, M. A. Joseph, S. Pathways are a means to improve student transfer success, but the curricular clarity that defines many pathways programs, while important, is not all that is necessary to make students transfer-ready. After describing pathways programs at the University of Central Florida and Arizona State University, the authors will discuss factors (e.g., purpose; curricular planning; and academic, career, and social preparation) that should be considered by community college and university educators working to prepare students for a successful transition between their institutions, and completion of both associate and bachelor’s degrees. pathways, transfer students, Central Florida, Arizona State, curricular planning, academic preparation, career preparation, social preparation, community college, transitions, intentional design||0||0|
|The Tennessee Reverse Transfer Program: A Case Study on Partnerships to Support Seamless Transfer
|Book||2018||0 (0)||Dietrich, N. Gammell, G. Lane, I. Poisel, M. A. Joseph, S. In this case study, the authors describe the partnerships involved in creating the Tennessee Transfer Pathways, the evolution of these partnerships through development of the Tennessee Reverse Transfer program, and the impact of these partnerships on the ongoing, statewide approach to transfer solutions. Tennessee Transfer Pathways, partnerships, Reverse Transfer, college students||0||0|
|Student Transfer and Mobility: Pathways, Scale, and Outcomes for Student Success
Shapiro, D. T.
|Book||2018||0 (0)||Shapiro, D. T. Poisel, M. A. Joseph, S. This chapter outlines postsecondary student mobility, using National Student Clearinghouse Research Center reports and findings to demonstrate the magnitude of the phenomenon, its patterns, and some of its effects on student success. It then focuses on how closer attention to data on the range of student enrollment behaviors can help institutions and advisors understand where their students may be coming from before they arrive on campus, where they are going when they leave, and why. Readers will gain insights to better meet students’ needs and to increase student success. transfer student, college, success, enrollment, campus, mobility, pathways, outcomes||0||0|
|Partnering With Students in Teaching and Learning
|Toolbox||2018||17 (1)||Gutierrez, P. Abbot, S. Felten, P. Research has demonstrated the benefits of a partnership approach to teaching and learning. Along with boosting students’ learning, these collaborations can increase engagement, motivation, and sense of belonging for instructors and students alike. While such partnerships can feel daunting, they need not be overwhelming. In this issue of The Toolbox, a trio of authors discuss strategies for creating student–faculty partnerships. partnerships, collaboration, engagement, teaching||17||1|
|A Novel Approach: Engaging First-Year Students in a Common Book Program
|E-Source||2018||15 (3)||Pentz, J. A first-year seminar gets students involved in dance and theater as part of Kansas State University’s common reading.||15||3|
|Using Pop Music as a Springboard for Inquiry-Based Informational Literacy Instruction
Brumbaugh, E. R.
|E-Source||2018||15 (3)||Brumbaugh, E. R. At Marshall University, a first-year seminar draws on song lyrics to get students to investigate social issues.||15||3|
|Collaborative Study Sessions Support Student Success
Harmon, K. L.
|E-Source||2018||15 (3)||Harmon, K. L. The University of Texas at Austin aims to help at-risk students through the evolving TIP Scholars program. http://bit.ly/ESource1533||15||3|
|Affinity From Afar: Connecting iCharleston Students to the College of Charleston
|E-Source||2018||15 (3)||Ghiz, O. Harward, C. Scott, K. An international bridge program helps to incorporate first-year study abroad students into the campus community back home.||15||3|
|Being There: The Role of Faculty Presence in Student Engagement
||Toolbox||2018||16 (6)||How do you know when you’re connecting with students? A body of literature examines the concept of presence, and for faculty members, it means more than just showing up for class. It involves transitioning from being the “expert in the room” to taking an active role in addressing students’ needs. This issue of The Toolbox looks at using presence to boost your connection with students. Assessment, Classroom management||16||6|
|A Move Forward: Assessing Student Readiness and Motivation via Professional Advising
|E-Source||2018||15 (3)||McFalls, T. DeJesus, M. Brown, S. Gebauer, R. Cabrini University, a small liberal arts institution, creates an advising model to support incoming students who cannot enroll in a learning community.||15||3|
|Boosting First-Year Retention With Limited Resources
|E-Source||2018||16 (1)||Bearman, A. Lewis, E. Bird, S. A unique approach, spurred by three strategic initiatives, leads to much-improved retention rates at Washburn University in Kansas. retention, education, first-year seminar, information literacy, assessment, evaluation||16||1|
|The Catalyst Semester: High-Impact Educational Practices in the City
|E-Source||2018||16 (1)||Kohng, R. Martin, J. K. Chicago’s North Park University pilots a cohort-based experiential learning program that embraces innovation while also deepening students’ civic engagement. education, civic engagement, experiential learning, service-learning, high-impact practice, community, Chicago||16||1|
|The Pitch: Experiential Learning in a First-Year Seminar
Hanson, E. J.
|E-Source||2018||16 (1)||Hanson, E. J. A large university incorporates experiential learning activities into its first-year seminar. experiential learning, first-year seminar, retention, persistence, major, business||16||1|
|A Framework for Helping Families Understand the College Transition
Hazard, L. L.
|E-Source||2018||16 (1)||Hazard, L. L. Carter, S. A private, independent institution improves its approach to orientation with an eye toward managing conflicting messages and creating clearer boundaries. families, college transition, education, involvement, messaging, adjustment, first-year students, at-risk students||16||1|
|Creating Pathways to Improve First-Generation Student Success
Glaessgen, T. A.
|E-Source||2018||16 (1)||Glaessgen, T. A. Wood, K. S. Biggs, M. M. Darabi, R. L. Missouri State University works to lessen the retention and graduation gap for a large segment of its population. first-generation students, pathways, retention, education, advising||16||1|
|Building Transfer Student Pathways for College and Career Success
||Book||2018||0 (0)||Poisel, M. A. Joseph, S. Analysis of bachelor’s degree completion suggests that only about a third of college graduates attend a single institution from start to finish. More than one quarter earn college credits from three or more schools before completing a degree. For most, these student-defined pathways lead to increased time-to-degree and higher costs. Many will simply drop out long before crossing the finish line. Ensuring college completion and success requires an understanding of the evolving nature of transfer transitions and a system wide approach that reaches beyond two-year and four-year institutions to include high schools participating in dual enrollment programs and military college initiatives. This edited collection is designed to respond to these challenges, offering insights into institutional and statewide partnerships that create clearly defined pathways to college graduation and career success for all students.||0||0|
|Working Together: Use Group Work as a Pivotal Learning Experience
|Toolbox||2019||17 (3)||Garner, B. Employers rank teamwork as critically important for college graduates and future employees, but many students don’t feel their experience in higher education prepares them to work effectively in groups. In this issue, author Brad Garner suggests ways that instructors can embed group-based activities into existing academic programs. Teamwork, groups, higher education, group members, projects, collaborative, workspace||17||3|
|Holistic Coaching, Targeted Support Help Low-Income Students Rise Above
|E-Source||2019||16 (2)||Ashcraft, M. Mattingly, A. Purdue University combines financial aid and support programming to address an achievement gap, leading to improved graduation outcomes for students. coaching, low-income, first-generation, students, Purdue, 21st Century Scholars, graduation, senior||16||2|
|Fostering Student Success Through Peer Supervision Models
Bosselait, L. R.
|E-Source||2019||16 (2)||Bosselait, L. R. Maier, C. The University of Cincinnati and the University of Kentucky leverage peer leadership and student employment to develop models that allow both schools to scale up service using fewer resources. peer leaders, student employment, Cincinnati, Kentucky, peer supervision, high-impact practice||16||2|
|Increasing First-Year Seminar Quality Through Greater Curricular Flexibility
Friedman, D. B.
|E-Source||2019||16 (2)||Friedman, D. B. Greene, S. The University of South Carolina’s first-year seminar strikes a balance between consistency and flexibility for instructors. first-year seminar, University 101, extended orientation, South Carolina, assessment, instructor||16||2|
|Making Internships High-Impact Through Online Coursework
|E-Source||2019||16 (2)||Mixson-Brookshire, D. Keleher, M. An internship course at Kennesaw State University aims for an increasingly impactful and reflective experience that boosts students’ potential in the workplace. internship, high-impact practice, online course, experiential learning, Kennesaw State||16||2|
|Quest for Student Success: The Importance of Student Tutoring
|E-Source||2019||16 (2)||Wills, C. Changes to tutoring at Middle Tennessee State University lead to increased rates of persistence and retention. student tutoring, retention, graduation, learning outcomes, Middle Tennessee State||16||2|
|Resource Spotlight: Building a Case for the First-Year Seminar
|E-Source||2019||16 (2)||Mathues, S. Using a thorough literature review, a guide for course redesign and implementation, and other resources, a text for professionals gives a clear road map for those seeking to establish the first-year seminar at their institutions. review, Harrington, Orosz, FYS, first-year seminar, book||16||2|
|Faculty Attitudes and Behaviors That Contribute to Thriving in First-Year Students of Color
|Journal||2019||31 (1)||Vetter, M. Scheriner, L. Jaworski, B. As the qualitative portion of a sequential explanatory mixed-methods study, this study identified the attitudes, behaviors, and teaching strategies of first-year seminar instructors whose students of color exhibited the highest gains in thriving at the end of their first semester. Thriving students are those who are fully engaged psychologically, socially, and academically in the college experience, making the most of their learning. Interviews with 13 faculty of high-thriving students of color revealed four themes: (a) faculty engaged learners where they are, (b) faculty connected with students personally in and out of class, (c) faculty embraced the tapestry of diverse learners, (d) and faculty saw students as individuals. Implications from these findings are explored through pedagogies and practices that may promote thriving in first-year students of color. faculty, students of color, first-year students, first-year seminar, thriving, culture||31||1|
|Risk and Protective Factors Explaining First-Year College Adjustment
|Journal||2019||31 (1)||Kahn, M. Solomon, P. Treglia, D. A correlational design was employed to determine how risk and protective factors relate to first-year college adjustment. In total, 348 students completed an online survey about their experience adjusting to college. Risk factors (i.e., psychiatric medication, fearful–avoidant attachment, and anxious–preoccupied attachment) negatively impacted college adjustment; while protective factors (i.e., resilience, academic self-efficacy, and optimism) enhanced college adjustment. The risk factors, protective factors, and control variables analyzed in this study accounted for 54% of the variance. Notably, risk factors lost their significance after adjusting for protective factors. A major clinical implication of these findings is that college mental health professionals must assess for protective factors and enhance these strengths in order to improve first-year college adjustment, which is likely to impact graduation rates. first-year, college adjustment, protective factors, risk factors, first-year students, attrition, persistence, strengths-based||31||1|
|First-Semester College Students' Perceptions of and Expectations for Involvement in the College Drinking Culture
|Journal||2019||31 (1)||Olmstead, R. Anders, K. Clemmons, D. Davis, K. The transition to college includes exposure to new cultures, such as the college drinking culture, which is likely to be encountered within the first few weeks. We conducted a qualitative content analysis of 242 first-semester undergraduate students’ written comments to open-ended questions about their perceptions of and expectations for involvement in the college drinking culture. Four groups emerged from our analyses: Non-Endorsers, Autonomous Drinkers, Have Bought In, and Law Abiders. A greater proportion of men than women were in the Have Bought In group. Groups were found to vary in their self-reported binge-drinking experiences, which was greater for the Have Bought In group compared to all other groups. In addition, the Autonomous Drinkers group had more binge-drinking experiences than the Non-Endorsers and Law Abiders groups. Findings are discussed in terms of implications for alcohol-related intervention for transitioning students. drinking, culture, first-year students, first semester, freshman, intervention, alcohol, binge||31||1|
|Student Veterans in Transition: The Impact of Peer Community
Jenner, B. M.
|Journal||2019||31 (1)||Jenner, B. M. Differences in contextual norms between the U.S. military and institutions of higher education mean that student veterans may experience difficulty integrating into the wider campus community, leading to educational inequity. However, this situation may be mitigated by the presence of a strong student veteran peer community. Previous studies of student veterans in higher education have shown that connecting with peers (particularly peers who have military experience) is an important part of the college experience; however, the nature of these peer connections has yet to be investigated. The current study examines the experiences of veterans at a Southern California community college’s Veteran Resource Center to illuminate the role of peer community for veterans transitioning from military service into higher education. Results indicate the presence of a robust veteran peer community can play a pivotal role in veterans’ transition to higher education. military, veteran, student veterans, transition, peer community, resources, service, co-identity, engagement||31||1|
|Moving Beyond Emotional Dissonance to Socio-Academic Integration for First-Year Community College Students at a Four-Year Institution
Pichon, H. W.
|Journal||2019||31 (1)||Pichon, H. W. Guillaume, R. O. Noopila, M. Y. As the number of campus-sharing partnerships between two-year and four-year institutions increases, so will the need for academic and student affairs professionals to address some of the nuances that come with navigating these new environments. Such partnerships may create unique challenges for first-year students. Thus, this qualitative study explored how 20 students participating in a partnership program navigated emotions associated with trying to persist. Findings identified themes of procrastination and isolationism, which have a major impact on socio-academic integration. The authors discuss strategies that academic and student affairs professionals can employ to help students resolve issues related to emotional dissonance. community college, four-year institution, socio-academic, integration, partnership, campus-sharing, procrastination, isolationism, emotional dissonance||31||1|
|Use Digital Communication Tools to Speak Through Infographics
|Toolbox||2019||17 (4)||Garner, B. As humans, our experience combining words and graphics dates back to the hieroglyphs of ancient Egypt. While digital technology may be key to our communication now, there are more opportunities for using images to augment text than ever before, as evidenced by the growing use of infographics as learning tools. In this issue of The Toolbox, author Brad Garner explores various types of infographics while offering advice on the best ways to apply them in the classroom. infographic, graphic design, image, words, digital communication, teaching, rubric||17||4|
|Providing Feedback: Maximize the Message and the Medium
|Toolbox||2019||17 (5)||Garner, B. Instructors should consider the effectiveness of feedback—but not in the musical sense. Rather, it is the effective messaging and responses to students’ assignments that evidence shows is vital to teaching and learning. In this issue, author Brad Garner examines how faculty can use feedback to make strong connections in the classroom. feedback, instruction, messaging, grading, faculty||17||5|
|Helping Students Develop and Sustain Their Resilience
|Toolbox||2019||17 (6)||Piscitelli, S. Effective instructors have opportunities to help boost students’ resilience on an everyday basis. By doing so, they can help students visualize their purpose and journey, prioritize resources, and eliminate what does not serve them, while also strengthening their resolve as they strive for success. In this issue, guest author Steve Piscitelli explores strategies for promoting resilience in students’ lives. resilience, mindset, growth, instructors, teaching strategies, learning||17||6|
|Supporting Transfer Student Success Through a Faculty Mentor Program
|E-Source||2019||16 (3)||Morton, K. As transfer students matriculate to campuses many resources can be implemented to help them through the transition and make academic connections. Appalachian State University utilizes a Faculty Transfer Mentor program as one strategy to address the issue of academic integration. Over 100 faculty and staff mentors have volunteered their time and been trained in the last three years to help transfer students develop supportive academic relationships. This article will provide details of our Faculty Transfer Mentor program, explain how we recruit and train mentors, and describe ways the mentors engage with transfer students. Transfer students, faculty/professional development, retention initiatives, student success||16||3|
|A Farewell from Dr. Christina Hardin
|E-Source||2019||16 (3)||Hardin, C.||16||3|
|A UCF Knights Tale: Intentional Efforts to Achieve Student Success
|E-Source||2019||16 (3)||Bonne, J. Priest, D. The University of Central Florida (UCF) is one of the largest universities in the nation at more than 68,000 students. UCF constantly strives to ‘reach for the stars,’ which includes goals of meeting the State of Florida’s Preeminence and Performance metrics. UCF developed a collective impact plan to meet metrics which include 60% 4-year graduation and 92% FTIC retention. Data indicated that sense of belonging, financial, and academic challenges all played a role in student attrition. UCF launched the Student Success Process Improvement project in 2016 to address these challenges. Since 2016, retention has risen 1.6% with greater gains in some at-risk populations. With leadership support, leveraging technologies, data-driven decision-making, and financial support, UCF will continue to reach for the stars. The Knight’s Tale has just begun. First-year students, retention initiatives, student success||16||3|
|Academic Recovery: The First-Year Seminar for Students on Probation
|E-Source||2019||16 (3)||Dial, M. The University of South Carolina aims to support students at a potential crisis point in an effort to help them adopt the skills and mindsets needed for college success. first-year students, at-risk students, first-year experience (general), first-year seminars||16||3|
|Maintaining Motivation and Preventing First-Semester Burnout
|E-Source||2019||16 (3)||Korstange, R. First-year experience courses are often tasked with helping students develop essential academic skills that will smooth their transition to college, and increase their success. As such, an important instructional strategy is to intentionally incorporate students real experience at the educational institution as a foundational element of the instructional design. This article describes one such lesson. Student responses to questions about the value they see in college, the specific challenges they are experiences, and their strategies to maintain motivation are marshaled to provide each student with more effective strategies for motivating themselves to complete their academic tasks. First-year students, at-risk students, curriculum/teaching strategies, general academic skills||16||3|
|Self-Directed Learning to Support Part-Time FYS Instructors: A Proposed Model
|E-Source||2019||16 (3)||Laucella, L. It is the understanding that first-year seminars share a common goal- to develop self-directed learning (SDL) habits in first-year students. This article provides a suggested model for faculty modeling-SDL in first-year seminars. This model explores how first-year seminar faculty can progress their courses towards SDL by following these five suggested steps that correspond to content delivery that is familiar to first-year students: Setting the Tone with I Do, Setting a Baseline, Structured We Do, Reflection, and You Do. Ultimately, this article hopes to initiate conversation about how faculty modeling-SDL translates into everyday practices. First-year students, curriculum/teaching strategies, faculty/professional development, first-year seminars||16||3|
|The State of First-Year Program Assessment: Recent Evidence From the 2017 NSFYE
Young, D. G.
|E-Source||2019||16 (3)||Young, D. G. Assessment of first-year programs is happening more frequently, using a wider variety of formats. What does this mean for first-year experience initiatives?||16||3|
|Give a Little Nudge to Prompt Positive Outcomes
Garner, J. B.
|Toolbox||2019||18 (1)||Garner, J. B. Nudges are low-cost interventions designed to influence our behavior by changing how or when choices are offered. In educational settings, nudges have been used to increase completion of the FAFSA, improve attendance, and decrease symptoms of depression and anxiety, among others. In the latest issue of The Toolbox, Brad Garner explores how we can use small prompts in the classroom to produce positive outcomes for student performance and learning.||18||1|
|Harnessing the Power of Self-Explanation for Deeper Learning
|Toolbox||2019||18 (2)||Garner, Bradley Devers, Christopher Self-explanation is a strategy for increasing learning by encouraging students to monitor their evolving understanding of material. This issue of The Toolbox offers several methods for incorporating self-explanation into the classroom.||18||2|
|E-Source Welcomes New Editor
|Everyone’s Doing Better Than Me: Using Faculty Storytelling to Address Barriers to Success
|E-Source||2019||17 (1)||Emily Halstead Hannah Nabi At Mercer University, faculty share personal stories to help normalize failure and support college student success.||17||1|
|Using Expressive Writing Activities in a First-Year Seminar to Explore Alcohol and Drug Use
Jennifer Ann Morrow
|E-Source||2019||17 (1)||Jennifer Ann Morrow A University of Tennessee instructor helps students process their experiences with alcohol and drugs so they can make healthier decisions.||17||1|
|Leveraging Residence Hall Assignments to Increase Engagement in a First-Year Seminar
Sarah A. Forbes
|E-Source||2019||17 (1)||Sarah A. Forbes Kyle A. Rhodes Mary J. Szabo Rose-Hulman Institute of Technology relies on established social bonds to jumpstart FYS course engagement.||17||1|
|Building a Successful Partnership Between FYE Instructors and Peer Leaders
Kris E. Kumfer
|E-Source||2019||17 (1)||Kris E. Kumfer Lisa R. Kamody Wendy Rogers Partnership guide helps Ohio University faculty and peer leaders build successful working relationships to support first-year student success.||17||1|
|Assessing the Difference Between 1-, 2-, and 3-Credit First-Year Seminars on College Student Achievement
Vaughan, A. L.
|Journal||2019||31 (2)||Vaughan, A. L. Pergantis, S. I. Moore, S. M. Research examining the differences between first-year seminars (FYS) of varying credit loads has been lacking. The purpose of this study was to investigate the effect of 1-, 2-, and 3-credit FYS on student achievement (N = 12,482). The results indicated that all students significantly benefited from participating in any of the three FYS types as compared to nonparticipants; however, at-risk subgroups (i.e., first-generation and male students, students of color, and conditionally admitted students) benefited more from participating in FYS with greater credit loads. On measures of first-term GPA and second-year fall credit load (i.e., reflecting persistence and progress toward degree completion), the achievement gap was nearly eliminated, and students exceeded their peers when participating in the 3-credit FYS. Overall, results support student participation in FYS with higher credit loads.||31||2|
|Using Familial Funds of Knowledge to Transition and Develop a Sense of Belonging: Reflections from First-Generation College Women of Color
|Journal||2019||31 (2)||Vaccara, A. Marcotte, M. A. Swanson, H. J. Newman, B. M. Using findings from a grounded theory study, we document how first-generation college students who also identified as women of color used familial funds of knowledge to develop a sense of belonging as they transitioned into, and through, their first year of college. Specifically, they drew upon familial funds of knowledge regarding transitioning successfully into new environments and keeping a focus on academics. Implications for practice are included.||31||2|
|Mentoring for Transfer Student Leadership Capacity and Personal Development
Lane, F. C.
|Journal||2019||31 (2)||Lane, F. C. Smith, M. McClain, T. Leadership capacity is related to many college student outcomes, and mentoring can support the development of this capacity among transfer students. Prior research has suggested that a student affairs professional serving as a student's most significant mentor is more strongly related than other mentor types (e.g., peer, faculty, and employer) to the development of leadership capacity. This finding may not generalize to transfer students, who have unique needs and may benefit from other types of mentors. This study explored the relationship between mentor type and the development of transfer student leadership capacity using data from the Multi-Institutional Study of Leadership. The results indicated no differences between the types of mentors, but the mentoring process was related to the development of leadership capacity in transfer students. Implications of these results for theory and practice are discussed.||31||2|
|Conditions for Success: Fostering First-Year Students' Growth Mindset in Developmental Mathematics
Suh, E. K.
|Journal||2019||31 (2)||Suh, E. K. Dahlgren, D. J. Hughes, M. E. Keefe, T. J. Allman, R. J. A quasi-experiment was conducted to determine if a growth mindset intervention in a developmental modular mathematics course would enhance student performance, persistence to final exam, and retention. University students (N = 227) in seven randomly selected sections were exposed to one of three interventions: growth mindset article + letter writing, neutral article + letter writing, and letter writing only. Students primed with a growth mindset article persisted at a significantly higher rate than those receiving a neutral article letter-writing prompt or students only writing letters. Persistence is defined as completing all course modules at 80% or higher and continuing in the course to the final exam. The growth-mindset intervention did not have a significant impact on retention into the two following semesters. Individual instructor was not found to affect student persistence. The utility of using mindset interventions for increasing first-year performance and persistence is discussed.||31||2|
|Life So Far: A Grounded Theory Analysis of College Student Transitions Through the Sophomore Year
|Journal||2019||31 (2)||Chaffin, L. Korey, C. A. Warnick, C. Wood, L. This longitudinal study examines students' transitions from their first year at a public liberal arts college through their second year on campus. The study's aim was to understand how the complex curricular, extracurricular, and social environment influences students' academic and social development. Grounded theory was used to analyze student voices as they reflected on their experiences during their first year and sophomore year. Students in the cohort exemplified similar transitions to those personified in previous studies. Students experienced multiple, nonsynchronous transitions as they managed and balanced their social needs with academic demands and at the same time endeavored to conceptualize disciplinarity.||31||2|
|Rendering the First-Year Experience: Experiences of Successful Foster Alumni College Students
Kearney, K. S.
|Journal||2019||31 (2)||Kearney, K. S. Will, L. Satterfield, J. W. The purpose of this study was to explore the experiences foster alumni college students (i.e., students who, as adolescents, were in foster care or other out-of-home conditions) considered pertinent during their first year in college. Ten self-identified foster alumni college students in a south central state participated. Interviews, participant-produced drawings, and an online questionnaire were sources of data. Participants' experiences with trauma and lack of family support played prominent roles in their integrations into higher education, particularly in terms of creating new relationships. However, participants also reported experiences with academics, finances, peer groups, and concerns about sharing their foster backgrounds. Findings further supported the differences between foster alumni and first-generation students more generally.||31||2|
|2016 National Survey of Senior Capstone Experiences: Expanding Our Understanding of Culminating Experiences
Young, D. G.
|Book||2017||0 (0)||Young, D. G. Chung, J. K. Hoffman, D. E. Bronkema, R. This research report details findings from the 2016 National Survey of Senior Capstone Experiences (NSSCE) and the potential implications for practice and research. The goal of this report is to offer insight on institutional goals for the senior year and how senior capstone experiences vary across institutional and campus contexts. Findings are divided into the following areas: (a) description of sample, (b) institutional focus on senior year, and (c) overview of senior capstone experiences. Due to the difference in mission, goals, and organization of two-year and four-year institutions, the majority of the findings revolve around four-year schools; however, an analysis of the capstone experiences at two-year colleges is included. Discussions explore how the senior capstone experience may support institutional goals surrounding post-graduation plans and the development of critical thinking skills, methods institutions can use to better prepare students for senior capstone experiences, and the potential for future research studies. Appendices include a description of survey methodology, a list of participating institutions, the survey instrument, and frequency of responses to NSSCE questions by institutional control and size.||0||0|
|Academic Advising and the First College Year
||Book||2017||0 (0)||Fox, J. R. Martin, H. E. Excellence in first-year student advising has been a cornerstone to student academic success. Advisors guide first-year students through a transitional period, helping them navigate complex academic decisions to aid in timely graduation and future career choice. Contributors to this book provide advisors current information surrounding demographics, theories, and best practices to support first-year students. The book is divided into four sections: (a) the current state of first-year advising, (b) challenges and situations related to first-year transitions and methods to advise students through them, (c) ways to encourage students to engage in their education via academic advising, and (d) resources proven important in delivering high-quality advising.||0||0|
Achambault, K. L.
|Book||2017||0 (0)||Achambault, K. L. Fox, J. R. Martin, H. E. The demographic of first-year college students has changed dramatically over the years. Students come from a variety of socioeconomic backgrounds, ethnicities, and ages with the goal of enhancing their career prospects. This chapter addresses the external forces that shape students’ access and transition to higher education, describes the changing profile of college populations, and explains the role of academic advisors in relation to these changes. Advisors aim to serve the needs of first-year students by being a resource hub for academic, financial, and developmental support.||0||0|
|The Role of the Academic Advisor in the First Year
|Book||2017||0 (0)||Damminger, J. Rakes, M. Fox, J. R. Martin, H. E. Academic advisors assist first-year students in successfully navigating their college transition. This chapter defines first-year advising and its role as an important component of student success. Additionally, it highlights the responsibilities of students and advisors alike while highlighting effective approaches for creating educational plans. The importance of advisors demonstrating proficiency in informational, conceptual, and relational skills using sound advising theory is highlighted, as each student presents a unique perspective and background. In recognizing this, advisors are able to increase their own knowledge and proficiency in serving students.||0||0|
|Advising Students Through First-Year Transitions
|Book||2017||0 (0)||Reynolds, M. Fox, J. R. Martin, H. E. Advisors aim to help first-year students navigate new environments, set realistic expectations and goals, and use their time in college effectively. This chapter discusses techniques, theories, and resources for establishing positive relationships between advisors and advisees. Some of the resources mentioned include using questionnaires, setting early expectations, identifying resources, encouraging reflection, and reassessing at various points throughout a term. Advisors must ultimately overcome limitations to empower students in their college transition. While not all students will experience a successful first year, advisor support will enable some to negotiate their transition successfully.||0||0|
|Unique Transitions at Two-Year Colleges
|Book||2017||0 (0)||Kirkner, T. Levinson, J. Fox, J. R. Martin, H. E. Advisors in two-year colleges must consider career path, post-associate degree plans, and the local employment pipeline when serving community college students. These students are also more likely to be first-generation in college, English-as-a-second-language learners, undocumented, and nontraditional students. They are also more likely to have mental health issues. With such a varied student population, advisors in two-year colleges must navigate this unique landscape openly to remain professionally fulfilled while also providing a positive experience for whatever student requires their assistance. This chapter addresses the unique aspects of the first-year experience for these students and offers strategies for advising in two-year colleges.||0||0|
|Advising Academically Underprepared Students
Miller, M. A.
|Book||2017||0 (0)||Miller, M. A. Harrell, C. Fox, J. R. Martin, H. E. Students who enter colleges and universities with underdeveloped academic skills are often considered at risk of attrition. This chapter discusses strategies deemed useful for working with students who require more academic to achieve their goals. Two underpreparedness risk factors the authors note as prominent are low socioeconomic and first-generation status. By employing various theories and practices to improve academic performance and retention for underprepared students, advisors can develop strategies and pathways that can help at-risk students achieve their goals. The authors highlight peer advising and early-warning systems as two strategies beneficial for supporting the success and retention of underprepared students. By varying approaches and basing advising practices on the students’ needs, advisors can help underprepared students achieve their goals.||0||0|
|Academic Recovery in the First Year
Fergueson, N. S.
|Book||2017||0 (0)||Fergueson, N. S. Fox, J. R. Martin, H. E. Despite institutional efforts to support student success, some students will experience academic challenges in the first year. As such, academic recovery is a key component of effective first-year advising strategies. The author describes three institutional approaches to academic recovery: voluntary recovery, intermediate recovery, and mandatory recovery. Additionally, she discusses various theories, such as hope theory and self-authorship theory, which provide frameworks for approaching academic recovery. Specific strategies to help students regain academic footing are described and are based on nine noncognitive psychosocial factors, which include building student resilience, showing empathy, and changing student mindset alongside other effective practices. By embracing meaningful ways to assist first-year students, advisors can navigate academic difficulties and work towards recovery for those at risk.||0||0|
|Advising Special Populations in the First Year
|Book||2017||0 (0)||Tomasiewicz, R. Fox, J. R. Martin, H. E. As the landscape of first-year students becomes more diverse, advisors must gain knowledge about barriers to success and advising theory to encourage a sense of belonging in a varied student population. Some of the special populations defined in this chapter include women, various underrepresented racial/ethnic groups, low socioeconomic status students, first-generation students, students with disabilities, and nontraditional students. In many cases, students will hold multiple identities, which requires advisors to avoid prejudgment and oversimplification of a student. Additionally, the chapter defines the importance of developing cultural competencies to increase an advisor’s ability to work effectively with students. By combining existing theories and new literature on special populations, advisors can develop different approaches to helping diverse students succeed.||0||0|
|Engaging First-Year Students in Academic Planning
Johnson, M. L.
|Book||2017||0 (0)||Johnson, M. L. Fox, J. R. Martin, H. E. This chapter provides an overview of how advisors can effectively encourage first-year students to take a more active role in planning their education and engaging in the advising process. One of the first methods for engaging first-year students provided involves developing competence and purpose, two of Chickering and Reisser’s (1993) vectors of psychological development. Furthermore, the idea of self-authorship is reinforced as an important outcome for college students. Helping students identify and participate in learning experiences like internships, undergraduate research, and service-learning can help to drive self-authorship. The author also discusses resources, such as learning management systems and e-portfolios, to support the academic planning process of first-year students.||0||0|
|Dangers of Foreclosure
Shaffer, L. S.
|Book||2017||0 (0)||Shaffer, L. S. Zalewski, J. Advisors have become increasingly aware of an issue known as identity foreclosure, which refers to an early commitment to goals and plans due to a lack of effort in exploring options or understanding oneself. This chapter discusses common causes of foreclosure, strategies for identifying it, and techniques to aid in academic recovery. Some of the common causes of foreclosure identified in the chapter include a fear of disappointing others, a lack of vision, and an adherence to credentialism. By focusing on external factors, first-year students can lose sight of their own goals and desires, which leads to identity foreclosure. Some of the most effective methods for counteracting this foreclosure involve the advisor taking a more active role in career development and making the student aware of all their future options.||0||0|
|Advisors’ Tools, Resources, and Partnerships
|Book||2017||0 (0)||Poch, S. Fox, J. R. Martin, H. E. This chapter presents various tools, partnerships, resources, and communities that heavily aid in the professional success of advisors. With an increasingly diverse population entering higher education, academic advisors have to be equipped to manage an array of student needs and issues. Therefore, advisors have a growing need to access an array of resources to support the ever changing interest of first-year students. Technology, such as predictive analytics and early-warning systems, has become a key aid in advising, allowing advisors to collect information to tackle issues as early as possible. Additional tools like Banner, PeopleSoft, and Blackboard offer resources for advisors and students alike to monitor academic progress and grades. The chapter also lists various networks and resources both on and off campus that would be beneficial for an advisor. Some examples of these include orientation programs, professional networks and associations, and professional development events. Partnerships with academic services, student life, multicultural centers, international student programs, and health services can also be immensely beneficial for advisors as these offices provide additional resources that may benefit a student beyond what an advisor can provide.||0||0|
|The Assessment Process: Connecting Advising and Learning
Aiken-Wisniewski, S. A.
|Book||2017||0 (0)||Aiken-Wisniewski, S. A. Fox, J. R. Martin, H. E. This chapter focuses on the effects of advising on the academic success of first-year students. In addition to an introductory description of assessment, topics of discussion include learning outcome development, academic advising assessment plans, advising methods that compliment learning outcomes, selection of evaluation and measurement tools, and the use of data in facilitating change. Student Learning Outcomes (SLO) are the foundation for the majority of the assessment practices and methods for student success. By creating a set of SLOs, advisors can track progress alongside the student more efficiently. Additionally, the use of measurement tools, such as the National Survey of Student Engagement (NSSE) or Community College Survey of Student Engagement (CCSSE), provide direct feedback and allow advising units to build on data collection efforts of others on campus.||0||0|
|Welcoming Blue-Collar Scholars into the Ivory Tower: Developing Class-Conscious Strategies for Student Success
Soria, K. M.
|Book||2015||0 (0)||Soria, K. M. This book aims to bring attention to the varied experiences of working-class college students who have historically been marginalized in higher education. Specifically, the author seeks to reveal aspects of higher education that normalize middle and upper-class cultures using Bourdieu’s Theory of Social Reproduction alongside other frameworks, such as the academic capital formation theory. Using the lenses of precollege academics, the choice process, admissions policies, and financial factors, Soria explores structural barriers working-class students experience in accessing higher education. These structural barriers, the author asserts, contribute to working-class college students facing many hardships in their academic career. Social integration for working-class students, along with the cultural implications of forcing students to conform to a middle- and upper-class standards within higher education, is also discussed. Four social processes that aim to help students overcome barriers to higher education are identified: (a) financial aid opportunities that ease family concerns about educational costs; (b) mentors, teachers, and community leaders who develop supportive social networks in school and communities and help parents and students overcome fears about pursuing higher education by transmitting knowledge about college; (c) mentors and social networks who help students navigate systems and barriers by building knowledge about how to handle classism and racism; and (d) accurate, trustworthy information received at critical moments. Ultimately, social class should be a prominent concern when discussing college students’ success, social integration, and retention, and campus-wide policies to help working-class students are increasingly important.||0||0|
|What Makes the First-Year Seminar High Impact? An Exploration of Effective Educational Practices
||Book||2017||0 (0)||Skipper, T. L. This report offers case studies from 27 different colleges and universities representing two-year, four-year, public, and private institutions detailing first-year seminars offered on these campuses. More specifically, cases describe the methods and practices employed to make the first-year seminar a high-impact practice (HIP). The goal of the report is to provide a framework for how HIPs can be implemented effectively and how first-year seminars can be designed to increase educational effectiveness. Extended orientation, academic, basic study skills, and hybrid seminar models are included among the case studies. Authors describe on average 5.3 educationally effective practices embedded the first-year seminar as well as assessment methods designed to measure the impact of those practices in particular and the first-year seminar in general. Participating institutions include: The American University of Rome, Cabrini University, Clark University, Coastal Carolina University, Durham Technical Community College, Florida SouthWestern State College, Indiana University - Purdue University Indianapolis, Ithaca College, LaGuardia Community College CUNY, Loyola University Maryland, Malone University, Montana State University, Northern Arizona University, Southern Methodist University, Southwestern Michigan College, St. Cloud State University, Texas A&M University-Corpus Christi, The University of Arizona, University of Kansas, University of Maryland Baltimore County, University of New Hampshire, University of North Carolina Wilmington, University of Northern Iowa, University of Texas at Austin, University of Texas at San Antonio, University of Wisconsin-Madison, and Virginia Commonwealth University. The volume includes an index of educationally effective practices, assessment methods, and outcomes.||0||0|
|What’s Next for Student Veterans? Moving From Transition to Academic Success
||Book||2017||0 (0)||DiRamio, D. This book highlights research findings about student veterans in higher education presented from various perspectives. Some topics discussed include equity, access, programming, support networks, and implications for future research. The first wave of research about student veterans focused primarily on describing their characteristics and the transition from military service to civilian life and the college campus. This edited collection presents findings from the second wave of research about student veterans, with a focus on data-driven evidence of academic success factors, including persistence, retention, degree completion, and employment after college. Being able to serve all aspects of the student body is important for institutions. Student veterans are no exception, as this sub-group requires unique programming and services. This book provides information needed to shape the next steps higher education must take to support student veterans and their families.||0||0|
|Data-Driven Inquiry, Servicemembers’ Perspectives, and Redefining Success
|Book||2017||0 (0)||Zoli, C. Maury, R. Fay, D. L. DiRamio, D. This chapter discusses the importance of engaging with student veterans directly to understand their specific needs. Understanding the individual student becomes as important as understanding the whole institution’s population, since each experience adds a perspective that can be documented and collected. Furthermore, this chapter looks at connections between veterans’ career aspirations, educational experiences in the military (i.e., training) and in higher education, and their future plans. The authors discuss barriers to and challenges related to the transition to higher education from the military, yet they also argue that student veterans have many sources beyond the classroom and academic experiences on which they can draw. By viewing their prior learning experiences as valid, a broader understanding of academic success becomes apparent. In short, the data described here allow higher educators to develop an increased understanding of military service, characteristics of those who serve, and the changing military climate.||0||0|
|Opportunity, Inequity, and America’s Story: Intersections With Military-Connected Individuals in Higher Education
Morse, A. Q.
|Book||2017||0 (0)||Morse, A. Q. Molina, D. DiRamio, D. This chapter describes the characteristics of undergraduate students with a military connection and their access and attainment of postsecondary education. Equity and access for students from underrepresented backgrounds is an increasingly important topic in higher education. This is also true of student veterans, as a “one-size-fits-all” model does not take into account the various underrepresented identities present among military-connected students. On a broader scope, this chapter also highlights connections between the inequities in postsecondary opportunities and military service. The core of the chapter discusses how students of color and from low SES backgrounds continue to struggle with issues of access and postsecondary attainment. Women and people of color had lower incomes, less access to military benefits, greater unmet financial need, and took out more loans to pay for college. By drawing on the various identities that may influence military-affiliated students, higher education will have a deeper understanding of the different challenges that service members and veterans face on a campus.||0||0|
|The Journey or the Destination: Exploring Engagement Patterns of Disabled Student Veterans
|Book||2017||0 (0)||Kraus, A. Nicholls, R. C. Cole, J. S. DiRamio, D. Using data from the 2015 National Survey on Student Engagement (NSSE), this chapter explores how disabled student veterans are engaged during their final year of college. While general characteristics of student veterans are known, gaining a clear sense of what makes them successful in relation to engagement and involvement is less understood. However, there is even less descriptive information available to identify various behaviors and experiences of student veterans with disabilities. By analyzing the data collected from the NSSE and through individual interviews, the chapter aims to provide information to help understand motivation, drive, and engagement of disabled students with military affiliation.||0||0|
|Mental Health and Academic Functioning of Student Servicemembers and Veterans in Higher Education: The Importance of Social Support
Barry, A. E.
|Book||2017||0 (0)||Barry, A. E. Whiteman, S. D. MacDermid Wadsworth, S. DiRamio, D. Military-affiliated college students represent a distinct group on college campuses due to their notably different life experiences. Therefore, it becomes increasingly important for higher education institutions to provide unique services to their student veterans or, at minimum, increase awareness of the needs of this sub-group. This chapter uses quantitative data to establish areas where veteran students require the most support, which largely proves to be social support. Topics covered include relating to civilian students, the lack of peer support from other students, and how higher education institutions can provide social support for student veterans. The authors explore the protective effects of receiving social support and outline the implications for further research and eventual policy changes.||0||0|
|Serving Those Who Served: Promising Institutional Practices and America’s Military Veterans
|Book||2017||0 (0)||Molina, D. Ang, T. The passage of the Post-9/11 GI Bill in 2008 allowed for higher education institutions to invest in college access and academic success for military-affiliated college students. A 2012 survey conducted by the American Council on Education (ACE) found that approximately 62% of higher education institutions provide services and resources for military-connected students on their respective campuses. However, there is a distinct lack of information surrounding the effectiveness of these services. To begin this exploration, the chapter highlights the work done by ACE in an effort to establish strategies and best practices emerging from various campus initiatives. Areas where additional work is need, such as pre-enrollment advising, financial aid, and academic support are also discussed.||0||0|
|Navigating Toward Academic Success: Peer Support for Student Veterans
|Book||2017||0 (0)||Kees, M. Risk, B. Meadowbrooke, C. Spinner, J. L. Valenstein, M. DiRamio, D. This chapter discusses the Peer Advisors for Veteran Education (PAVE), which is a nationwide program designed to aid military-affiliated students achieve success both personally and academically. PAVE aims to provide an approach for supporting student veterans in their transition from military to academia to employment. The program is designed to connect incoming student veterans with successful student veterans already on campus. Through this peer-to-peer support, PAVE builds a sense of community and facilitates access to resources that contribute to academic and personal success.||0||0|
|Completing the Mission II: A Study of Veteran Students’ Progress Toward Degree Attainment in the Post-9/11 Era
Lang, W. A.
|Book||2017||0 (0)||Lang, W. A. O'Donnell, T. DiRamio, D. As a result of the Post-9/11 GI Bill, nearly 2 million military-affiliated college students have been able to attend higher education institutions across the nation. However, colleges and universities have struggled with how to appropriately meet the needs of this group of students. Operation College Promise (OCP), led by the New Jersey Association of State Colleges, is one example of a program founded to respond to the needs of these nontraditional students. In the fall of 2011, OCP collaborated with the Pat Tillman Foundation to begin assessing how student veterans progress toward degree attainment. A 2013 study, which is the focus of this chapter, expanded on this review using the Framework for Veterans’ Success created by the OCP to continue measuring progress toward degree attainment for veteran students. The study revealed strong graduation rates and above-average GPA for student veterans, which shows value in having a comprehensive support network designed to recognize the unique needs of military students. Additionally, the study recommends further research surrounding degree attainment, including a need for faculty/staff training to address needs of student veterans.||0||0|
|Academic Outcomes and the Million Records Project
Cate, C. A.
|Book||2017||0 (0)||Cate, C. A. DiRamio, D. Population data on student veterans’ postsecondary academic outcomes has been difficult for researchers in higher education to obtain, resulting in the creation of the Million Records Project (MRP), a partnership between the VA, the National Student Clearinghouse, and Student Veterans of America. The MRP explores the academic success of student veterans in their efforts to attain a postsecondary degree. The chapter examines and summarizes the results from the MRP. As the first step in addressing several weaknesses inherent of the national-level databases and surveys, the MRP produced more accurate estimates of post-9/11 student veteran academic outcomes. A notable result from the project is that nearly 60% of student veterans using the Montgomery GI Bill and/or the Post-9/11 GI Bill completed a postsecondary credential. Similarly, the project revealed that 52.6% of student veterans earned an associate degree within four years and 59% earned a bachelors within 6 years. The chapter closes with a discussion on the National Veteran Education Success Tracker (NVEST), which serves as the next phase of the MRP.||0||0|
|Where Do They Fit? Applying the Conceptual Model of Nontraditional Undergraduate Student Attrition to Student Veterans
Van Dusen, R. L.
|Book||2017||0 (0)||Van Dusen, R. L. DiRamio, D. This chapter aims to identify some of the key factors influencing the retention of military-affiliated students. A study conducted at two postsecondary institutions attempted to determine how well Bean and Metzner’s (1985) Conceptual Model of Nontraditional Undergraduate Students explained institutional satisfaction and persistence among student veterans. The findings suggest the model is not a good fit for this population. By focusing on the variables analyzed in the study conducted by Bean and Metzner (1985), the chapter homes in on factors that influence institutional satisfaction and persistence. Ultimately, the authors concluded that the Conceptual Model of Nontraditional Undergraduate Students is not a good fit for student veterans and instead recommends colleges and universities openly communicate with student veterans to better assess their experiences and communicate with them about the success of other veterans.||0||0|
|Essential Practices for Student Veterans in the California Community College System
Miller, W. K.
|Book||2017||0 (0)||Miller, W. K. DiRamio, D. This chapter focuses on the essential practices for serving military-affiliated students in the California Community College System. The study used a Modified Delphi design to identify eight essential practices for helping student veterans with and without disabilities. These practices are: (1) having a veterans resource center; (2) ensuring each veteran has access to full learning opportunities; (3) ensuring physical access to all facilities; (4) learning about specific veterans’ needs from the veterans on campus; (5) helping every student veteran find a vocationally useful education goal; (6) using career services on campus to assist student veterans with job interviews by helping them translate their military abilities, knowledge, and skills to the “civilian world”; (7) supporting student veteran success on a presidential level; and (8) collaborating with the disabilities services office to provide each student an understanding of his or her rights, especially pertaining to the ADA Amendments Act of 2008 and Section 504 of Vocational Rehabilitation Act of 1973.||0||0|
|What’s Next? Charting the Course Before Moving Off the Radar
|Book||2017||0 (0)||DiRamio, D. DiRamio, D. Seven areas of concern are identified in this chapter that are classified as unfinished business in relation to support for military-affiliated students. These areas requiring improvement, include: staffing and collaboration; faculty and staff training; evaluating military schooling for college credit; preparing students for the transition into the workforce; dealing with the legacy of gender bias as veterans, especially women, transition to higher education; exploring the nexus of traumatic brain injury, mental health, and substance abuse; and addressing the educational inequity.||0||0|
|Investigating Sophomore Student Success: National Survey of Sophomore-Year Initiatives and the Sophomore Experiences Survey, 2014
Young, D. G.
|Book||2015||0 (0)||Young, D. G. Schreiner, L. A. McIntosh, E. J. In comparision to the first college year and the senior year, there continues to be a dearth of research on the sophomore year—a pivotal college transition. This report, a joint effort by researchers from the National Resource Center for The First-Year Experience and Students in Transition and The Thriving Project at Azusa Pacific University, aims to fill that gap by exploring how institutions support students in the second college year and how sophomores experience higher education. Findings from two studies are presented: the National Survey of Sophomore-Year Initiatives (NYSSI) and the Sophomore Experience Survey (SES). Framed by Astin’s (1991) Input-Environment-Outcome (I-E-O) model, the report helps educators isolate and evaluate how educational experiences shape student learning and development in the sophomore year. There are three sections present in this report: (a) an overview of the NYSSI, (b) an overview of the SES, and (c) an integrated discussion of the results from both research efforts and their implications for practice and ongoing research on sophomore student success. Additionally, appendices provide a list of the various participating institutions, survey questions, frequency of responses to NYSSI questions, and national norms for the SES.||0||0|
|From Disability to Diversity: College Success for Students with Learning Disabilities, ADHD, and Autism Spectrum Disorder
Shea, L. C.
|Book||2019||0 (0)||Shea, L. C. Hecker, L. Lalor, A. Approaching disability from the perspective of difference, the authors of this volume offer guidance on creating more inclusive learning environments on campus so that all students—whether or not they have a recognized disability—have the opportunity to succeed. Strategies for supporting students with specific learning disabilities, attention-deficit/hyperactivity disorder, autism spectrum disorder or who display learning and behavioral characteristics associated with these profiles are described. Chapters offer an overview of the postsecondary context for students with disabilities, describe the hallmarks of learning disabilities, ADHD, and autism spectrum disorder, and suggest how these conditions impact the transition to college. Readers will also find discussion of how to support students with learning disabilities, ADHD, and autism in the classroom and in cocurricular settings. The volume concludes with a discussion of six topics deemed essential for creating inclusive learning environments on campus: (1) disability-supportive campus climate, (2) curricular and self-advocacy initiatives, (3) programs for students on the autism spectrum, (4) disability-related professional development for faculty and staff, (5) coaching services, and (6) universal design.||0||0|
|2017 National Survey on the First-Year Experience: Creating and Coordinating Structures to Support Student Success
||Book||2019||0 (0)||Young, D. G. The first-year seminar continues to be a common structure for supporting student success in higher education, yet it represents only one of many first-year programs. With this in mind, the 2017 National Survey on The First-Year Experience marks a change from previous surveys administered by the National Resource Center by exploring a broad range of initiatives designed to support success in the first college year. Recognizing that individual first-year programs are connected to extensive bodies of literature and practice, authors representing diverse professional networks focused on college student success contribute their voices to the analyses and presentation of results. The report includes an overview of institutional attention to the first year and the prevalence of and connections between first-year programs, a review of the results relating to selected first-year programs, and implications for practice and future research. Detailed analysis of survey findings related to first-year advising, common-reading programs, early-alert initiatives, first-year seminars, learning communities, new student orientation, and first-year residential programs are included||0||0|
|Response Frequencies from the 2017 National Survey on the First-Year Experience
National Resource Center
|Book||2019||0 (0)||National Resource Center The 2017 National Survey on the First-Year Experience was designed to explore the structure and administration of a broad range of initiatives designed to support success in the first college year. Specific sections of the survey examine overall institutional attention to the first year, as well as common first-year programs including first-year seminars, academic advising, orientation, common-reading initiatives, early-alert programs, learning communities, and residential programs. Response Frequencies from the 2017 National Survey on The First-Year Experience contains comprehensive data tables including responses to all survey items disaggregated by institutional type, control, and first-year cohort size.||0||0|
|Aligning Institutional Support for Student Success: Case Studies of Sophomore-Year Initiatives
||Book||2019||0 (0)||Traditionally, institutional supports for college student success have been concentrated in the first and senior years, though attention to the sophomore year has increased over the last two decades. Paying attention to the second college year is vitally important, as some evidence suggests students are more likely to leave their institution during this time than they are in the first year. The case studies of sophomore initiatives featured in this volume describe programs that build on institutional objectives for the first college year and prepare students for the transition to the major and, ultimately, graduation. Rich program descriptions and discussions of assessment provide practitioners focused on designing a cohesive undergraduate experience excellent models to guide their work. Institutional case studies from the following two- and four-year colleges and universities are included: Colorado College, Indiana State University, Ohio State University, Purdue University, Sonoma State University, Stella and Charles Guttman Community College, University of California San Diego, University of South Carolina, University of South Florida, and University of Texas at Austin. The initiatives described include transitions to the major, leadership and professional development, a living-learning community, inquiry-based learning, mentoring, a sophomore-year seminar, and a case management approach.||0||0|
|Acknowledging the Needs and Priorities of Adult Learners
|Toolbox||2019||18 (3)||Brad Garner Adult learners account for approximately 35% of students enrolled in higher education, and that percentage is expected to grow. This issue of The Toolbox explores the unique learning needs of these students in higher education. Dr. Brad Garner also provides postsecondary educators with useful tips for designing courses to benefit both these nontraditional students and their younger classmates.||18||3|