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A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z
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- Akey, L. D. (see Blackhurst et al., 2003).
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- Aldridge, M., & Delucia, R. C. (1989). Boredom: The academic plague of first year students 1(2), 43-57.
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- Alexander, C. S. (see Gore et al., 2004).
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- Ancis, J. R. (see Schwitzer et al., 1998).
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- Andrade, M. S. (2006). A first-year seminar for international students. 18(1), 85-103.
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- Andrews, D. W. (see Hickman et al., 2001; Hickman, 2003).
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- Anselmo, A. (1997). Is there life after freshman seminar? The case for the freshman seminar class reunion. 9(1), 105-130.
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- Anttonen, R. G., & Chaskes, J. (2002). Advocating for first-year students: A study of the micropolitics of leadership and organizational change. 14(1), 81-98.
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- Arboleda, A., Chen, J., Shelley, M.C., II, & Whalen, D. F. (2004). Earning and learning: Reasons students attend college. 16(1), 27-59.
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- Ardaiolo, F. P. (1994). Using total quality management (TQM) to enhance weekend student life. 6(1), 53-68.
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- Arnold, L. (see Hayes et al., 1993).
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- Aull, J. (see Schaer et al., 1991).
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- Balenger, V. J., & Sedlacek, W. E. (1991). The volunteer potential of first-time entering students: Interest areas and incentives. 3(1), 59-69.
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- Banta, T. W. (1991). Linking outcomes assessment and the freshman experience. 3(1), 93-108.
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- Barbieri, J. (see Utterback et al., 1990).
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- Barefoot, B. (see Gardner, 1991).
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- Beach, S. S. (see Goldman et al., 2003).
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- Beaudin, B. Q., Horvath, J., & Wright, S. P. (1992). Predicting freshman persistence in economics: A gender comparison. 4(2), 69-84.
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- Beaudin, B. Q., Roth, R. L., Greenwood, J. H., Jr., & Boudreau, L. A. (2002). Science cohort model: Exploring the pipeline for science majors. 14(2), 105-132.
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- Bennet, S. (see Ketkar, 1989).
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- Bennett, D. E. (see Pistilli, 2003).
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- Bergen-Cico, D. (2000). Patterns of substance abuse and attrition among first-year students. 12(1), 61-75.
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- Beuthin, T. M. (see Boivin et al., 1993).
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- Blackhurst, A. E. (1995). The relationship between gender and student outcomes in a freshman orientation course. 7(2), 63-80.
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- Blackhurst, A. E., Akey, L. D., & Bobilya, A. J. (2003). A qualitative investigation of student outcomes in a residential learning community. 15(2), 35-59.
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- Blackwell, K. M. (see Goldman et al., 2003).
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- Bobilya, A. J. (see Blackhurst et al., 2003).
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- Bohr, L. (1994). Courses associated with freshman learning. 6(1), 69-90.
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- Boivin, M. J., Beuthin, T. M., & Hauger, G. (1993). Why Christian students leave colleges: Evaluating the dynamics of adjustment in a Christian community. 5(1), 93-125.
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- Bonifacio, P., Sinatra, P., & Welch, K. (1991). Identifying personal problems of urban, commuter college freshmen. 3(2), 49-59.
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- Boudreau, L. A. (see Beaudin et al., 2002).
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- Bowers, P. M. (see Schein, 1992).
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- Brent, D. (2006). Using an academic-content seminar to engage students with the culture of research. 18(1), 29-60.
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- Brower, A. M. (1990). Student perceptions of life-task demands as a mediator in the freshman year experience. 2(2), 7-30.
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- Brower, A. M. (1994). Measuring student performances and performance appraisals with the college life task assessment instrument. 6(2), 7-36.
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- Brower, A. M. (1997). Prototype matching and striving for future-selves: Information management strategies in the transition to college. 9(1), 7-42.
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- Brown, D. M. (1989). A cognitive developmental analysis of the freshman seminar experience. 1(2), 69-91.
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- Brown, D. M., & Christiansen, K. E. (1990). Coping with loss: Emotional acculturation in first semester freshmen. 2(1), 69-83.
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- Bruhn, J. W. (see Kanoy, 1996).
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- Bryant, A. N. (see Sax et al., 2004).
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- Bryson, S., Smith, R., & Vineyard, G. (2002). Relationship of race, academic and nonacademic information in predicting the first-year success of selected admissions first-year students. 14(1), 65-80.
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- Buchanan, S. R. (1993). University 101 for high school students. 5(2), 49-68.
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- Buck, L. (see Zlokovich et al., 2003).
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- Budny, D. (1994). Counselor tutorial program: A cooperative learning program for the high risk freshman engineering courses. 6(1), 29-52.
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- Burt, S. (see Zlokovich et al., 2003).
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- Bush, L. K. (See Fielstein, 1998).
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- Calder, W. B. (1993). First-year students goals: Six years in the life of a student goals inventory. 5(2), 105-122.
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- Calliotte, J. A. (see Pickering et al., 1992).
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- Camarena, P., Saltarelli, A., & Lung, J. (2006). Expanding the role of required out-of-class experiences in FYE: Lessons from personal development and student development projects. 18(1), 61-84.
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- Campbell, F. L. (see Tokuno, 1992).
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- Cannici, J. P., & Poulton, J. (1990). Personal competency training as a preventive intervention. 2(2), 31-43.
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- Carmack, H. J. (see Smith et al., 2006).
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- Carusetta, E. (see Roderick, 2006).
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- Cavendish, J. M. (1996). Health service utilization by nonreturning freshmen. 8(1), 39-46.
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- Cavote, S. E., & Kopera-Frye, K. (2004). Subject-based first-year experience courses: Questions about program effectiveness. 16(2), 85-102.
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- Chase, N. D., Deming, M. Y., & Karesh, D. (1994). Parental alcoholism and perceptions of support among university freshmen. 6(2), 57-76.
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- Chaskes, J. (1996). The first-year student as immigrant. 8(1), 79-94.
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- Chaskes, J. (see Anttonen, 2002).
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- Chen, J. (see Arboleda et al., 2004).
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- Christiansen, K. E. (see Brown, 1990).
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- Colarulli, G. C., & McDaniel, E. A. (1990). Interdisciplinary general education: Five ways it promotes good freshman teaching and learning. 2(1), 107-117.
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- Commander, N. E., Valeri-Gold, M., & Darnell, K.
(2004). The strategic thinking and learning community: An innovative model for providing academic assistance. 16(1), 61-76.
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- Cook, D. (see Hoff et al., 1996).
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- Cooper, D. L. (see Oswalt et al., 2006).
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- Corlett, J. (see Tracey, 1995).
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- Cousins, C. (see Taub et al., 2006).
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- Cranston-Gingras, A., Morse, W. C., & McHatton, P. A. (2004). First-year college experiences of students from migrant farmworker families. 16(1), 9-25.
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- Cranston, V. (see Franklin et al., 2002).
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- Crissman Ishler, J. L., & Schreiber, S. (2002). First-year female students: Perceptions of friendship. 14(2), 89-104.
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- Crissman, J. L. (2001). Clustered and nonclustered first-year seminars: New students' first-year semester experiences. 13(1), 69-88.
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- Crites, D. (see Zlokovich et al., 2003).
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- Cross, K. P. (1990). Making teaching more effective. 2(2), 59-74.
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- Curtis, C. (see Schaer et al., 1991).
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- Darnell, K. (see Commander et al., 2004).
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- Davis, B. O., Jr. (1992). Freshman seminar: A broad spectrum of effectiveness. 4(1), 79-94.
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- Delucia, R. C. (see Aldridge, 1989).
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- Deming, M. P. (see Valeri-Gold et al., 1992; Chase et al., 1994).
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- Dixon, C. (see Nelson, 1997).
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- Doetkott, C. (see Schnell et al., 2003).
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- Donahue, L. (2004). Connections and reflections: Creating a positive learning environment for first-year students. 16(1), 77-100.
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- Donley, J. (see Haning et al., 2002).
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- Duby, P. B. (see Soldner et al., 2004).
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- Duckwall, J. (see Hayes et al., 1993).
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| E |
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- Eason, B. L. (see King et al., 2004).
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- Eckard, N. (see Haning et al., 2002).
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- Eison, J. (see Holt, 1989; Hinni, 1990).
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- Eison, J. (1990). "Why study?" A guide for discussion leaders. 2(1), 119-126.
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- Eison, J., & Holtschlag, D. (1998). Time management difficulties: A self-assessment and problem-solving activity. 1(1), 99-100.
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- Ender, S. C. (see Lipsky, 1990).
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- Fidler, P. P. (1999). Teaching the freshman seminar: Its effectiveness in promoting faculty development. 11(2), 59-74.
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- Fidler, P. P., & Moore, P. S. (1996). A comparison of effects of campus residence and freshman seminar attendance on freshman dropout rates. 8(2), 7-16.
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- Fidler, P. P., Neururer-Rotholz, J., & Richardson, S. (1991). Relationship of freshman orientation seminars to sophomore return rates. 3(1), 7-38.
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- Fielstein, L. L., & Bush, L. K. (1998). Remedial students' perceptions: Pre-college decision making, satisfaction with the freshman year, and self-perceptions of academic abilities. 10(8), 41-56.
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- Foster, V. A. (see McAdams, 1998).
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- Fox, S. (see Utterback et al., 1990).
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- Franklin, K. K., Cranston, V., Perry, S. N., Purtle, D. K., & Robertson, B. E. (2002). Conversations with Metropolitan University first-year students. 14(2), 57-88.
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- Fratantuono, M. J., & Senecal, K. S. (1996). Matching methods to objectives and assessing results: A simulation as the capstone experience in a freshman seminar about international negotiations. 8(2), 57-78.
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- Frazier, C. L. (see Volp et al., 1998).
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- French, B. F., & Oakes, W. (2003). Measuring academic intrinsic motivation in the first year of college: Reliability and validity evidence for a new instrument. 15(2), 83-102.
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- Friday, R. A. (1989). Training freshman seminar faculty. 1(2), 59-82.
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- Friday, R. A. (1990). Faculty training: From group process to collaborative learning. 2(1), 49-67.
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- Fuertes, J. N., Sedlacek, W. E., Roger, P. R., & Mohr, J. J. (2000). Correlates of universal-diverse orientation among first-year students. 12(1), 45-59.
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- Garcia, P. (1991). Summer bridge: Improving retention rates for unprepared students. 3(2), 91-105.
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- Gardner, J. N., & Barefoot, B. (1991). Reflections on the freshman year: An interview with David Riesman. 3(2), 7-28.
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- George, A. A. (see Yockey, 1998).
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- Gillis, J. H. (see Goldman, 1989).
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- Gilmartin, S. K. (see Sax et al., 2004).
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- Globetti, G. (see Lo, 1993).
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- Goings-Vogelsang, C. (see Zlokovich et al., 2003).
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- Gold, J. M., Miller, M., & Rotholz, J. (2001). Grief experiences of first-year women students in the transition to college: Implications for individual and systemic interventions. 13(2), 37-54.
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- Gold, J. M., Neururer, J., & Miller, M. (2000). Disenfranchised grief among first-semester male university students: Implications for systemic and individual intervention. 12(1), 7-27.
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- Goldman, B. A. (see Mitchell et al., 1999).
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- Goldman, B. A., & Gillis, J. H. (1989). Graduation and attrition rates: A closer look at influences. 1(1), 65-77.
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- Goldman, B. A., Blackwell, K. M., & Beach, S. S. (2003). Academically suspended university students: What percent return? What percent graduate? 15(1), 105-114.
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- Goodsell, A. (see Tinto, 1994).
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- Gordon, J. (1989). For idealism in youth. 1(2), 105-110.
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- Gordon, V. N. (1991). The evolution of a freshman seminar course: A case study. 3(2), 107-116.
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- Gordon, V. N., & Steele, G. E. (2003). Undecided first-year students: A 25-year longitudinal study. 15(1), 19-38.
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- Gore, P. A., Jr., Metz, A. J., Alexander, C. S., Hitch, J. L., & Landry, J. C. (2004). Assessing the short-term career goals of first-year business students. 16(2), 67-84.
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- Grabiel, C. (see Prus et al., 1995).
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- Grayson, J. P. (1997). An assessment of health risk for first-year students. 9(2), 7-32.
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- Green, K. C. (1989). The children of the upheaval: A look at today's college freshmen. 1(2), 19-41.
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- Greenwood, J. H., Jr. (see Beaudin et al., 2002).
|
- Greiner, K., & Westbrook, T. S. (2002). Academic service quality and instructional quality. 14(2), 7-30.
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- Griffin, O. T. (1998). Validating a proposed model of African-American students' social adjustment. 11(1), 77-102.
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- Guinagh, B. (1992). Homesickness in the freshman year. 4(1), 111-120.
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- Hall, T. L. (see Volp et al., 1998).
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- Haning, B. C., Donley, J., & Eckard, N. (2002). Effects of a learning strategies course on at-risk, first-year science majors. 14(2), 31-56.
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- Hanley, G. L., & Olson, S. L. (1996). Preparing incoming students for the university educational process: From the students' perspective and retrospective. 8(1), 47-78.
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- Hargrove, B. K., & Sedlacek, W. E. (1997). Counseling interests among entering Black freshmen over a ten-year period. 9(2), 83-98.
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- Harmon, B. V. (2006). A qualitative study of the learning processes and outcomes associated with students who serve as peer mentors. 18(2), 53-82.
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- Harmon, W. W., & Rhatigan, J. J. (1990). Academic course for parents of first-year students impacts favorably on student retention. 2(1), 85-95.
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- Harth, M. (see Starke et al., 2001).
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- Hatcher, L. (see Prus et al., 1995).
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- Hauger, G. (see Boivin et al., 1993).
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- Haught, P. A., Hill, L. A., Walls, R. T., & Nardi, A. H. (1998). Improved Learning and Study Strategies Inventory (LASSI) and academic performance: The impact of feedback on freshmen. 10(2), 25-40.
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- Hayes, J., Munro, S., Arnold, L., & Duckwall, J. (1993). A support program for freshman medical students. 5(1), 77-92.
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- Helm, E., Sedlacek, W. E., & Prieto, D. (1998). Career advising issues for entering African-American students. 10(2), 77-88.
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- Hickman, G. P., & Andrews, D. W. (2003). 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. 15(2), 61-32.
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- Hickman, G. P., Toews, M. L., & Andrews, D. W. (2001). The differential influence of authoritative parenting on the initial adjustment of male and female traditional college freshmen. 13(1), 23-46.
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- Hill, L. A. (see Haught et al., 1998).
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- Hill, M. D., & Sedlacek, W. E. (1995). Freshman counseling interests. 7(1), 27-38.
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- Hinni, J., & Eison, J. (1990). Helping freshman parents see the value of general education courses. 2(2), 89-99.
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- Hitch, J. L. (see Gore et al., 2004).
|
- Hoey, G. (see Smith et al., 1992).
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- Hoff, M. P., Cook, D., & Price, C. (1996). The first five years of freshman seminars at Dalton College: Student success and retention. 8(2), 33-42.
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- Holt, D., & Eison, J. (1989). Preparing freshmen to take essay examinations successfully. 1(2), 111-122.
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- Holtschlag, D. (see Eison, 1989).
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- Hoover, D. R. (1991). Guidelines for conducting college persistence/education research. 3(1), 71-84.
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- Hoover, K. G. (2003). The relationship of locus of control and self-efficacy to academic achievement of first-year students. 15(2), 103-123.
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- Hope, M. (see Prus et al., 1995).
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- Horvath, J. (see Beaudin et al., 1992).
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- Humphrey, R. (see Zlokovich et al., 2003).
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- Hunt, N. P. (see King et al., 2004).
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- Hunt, P. (see Strumpf, 1993).
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- Hyers, A. D., & Joslin, M. N. (1998). The first-year seminar as a predictor of academic achievement and persistence. 10(1), 7-30.
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- Iaccino, J. F. (1989). Evaluation of Illinois Benedictine's freshman advising program. 1(1), 45-52.
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- Iaccino, J. F. (1991). Assessment and comparison of advising for freshmen and upperclassmen. 3(2), 75-90.
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- James, R., & McInnis, C. (1997). The residential arrangements of first-year students in Australia: Student accommodation and adjustment to university. 9(2), 33-52.
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- Johnson, E. (see King et al., 2004).
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- Jones, M. (see Wilkie, 1994).
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- Joslin, M. N. (see Hyers, 1998).
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- Kanoy, K. W., & Bruhn, J. W. (1996). Effects of a first-year living and learning residence hall on retention and academic performance. 8(1), 7-24.
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- Karesh, D. (see Chase et al., 1994).
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- Kaya, N. (2004). Residence hall climate: Predicting first-year students' adjustments to college. 16(1), 101-118.
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- Keller-Wolff, C. M. (see Wolf-Wendel, 1999).
|
- Ketkar, K. W. (see Murtuza, 1995).
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- Ketkar, K., & Bennett, S. (1989). Strategies for evaluating a freshman studies program. 1(1), 33-44.
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- Kim, S. H., & Sedlacek, W. E. (1996). Gender differences among incoming African-American freshmen on academic and social expectations. 8(1), 25-38.
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- King, B. M., Eason, B. L., O’Brien, G. M. St. L., Johnson, E., & Hunt, N. P. (2004). Effects on grades on a new university policy requiring faculty to take attendance. 16(2), 9-18.
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- King, J. (1995). Learning styles and absenteeism: Is there a connection? 7(1), 67-82.
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- Kock, G. E., & Nelson, K. H. (1998). Assessing trends in student attitudes using CIRP data, 1985-1994. 11(1), 7-24.
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- Kohatsu, E. L., & Sedlacek, W. E. (1990). Freshman attitudes and behavior toward drugs: A comparison by year and gender. 2(1), 17-34.
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- Kopera-Frye, K. (see Cavote, 2004).
|
- Koszuzek, K. (see Zlokovich et al., 2003).
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- Koutsoubakis, D. (1990). A test of the effectiveness of a one-term freshman orientation program at the foreign campus of an accredited private American university. 11(1), 33-58.
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- Kramer, G. L., Taylor, L. K., Rich, M. A., & Udarbe, J. (1993). Using an automated freshman profile to advise the first-year student. 5(2), 29-48.
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- Kuckuck, S. (see Wilkie, 1989).
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- Landry, J. C. (see Gore et al., 2004).
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- Lee, Y. R. (see Soldner et al., 2004).
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- Leshem-Ackerman, A. (see Windschitl, 1997).
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- Lipsky, S. A., & Ender, S. C. (1990). Impact of a study skills course on probationary students' academic performance. 2(1), 7-15.
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- Liu, W. M., & Sedlacek, W. E. (1999). Differences in leadership and co-curricular perception among entering male and female Asian-Pacific-American college students. 11(2), 93-114.
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- Lo, C., & Globetti, G. (1993). The drinking patterns of entering freshmen at a southern university. 5(1), 15-36.
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- Louis, K. S. (see Schnell et al., 2003).
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- Lung, J. (see Camarena et al., 2006).
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- Magolda, P. (1997). New student disorientation: Becoming a member of an academic community. 9(1), 43-104.
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- Maisto, A. A., & Tammi, M. W. (1991). The effect of a content-based freshman seminar on academic and social integration. 3(2), 29-47.
|
- Malouff, J. M. (see Schutte, 2002).
|
- McAdams, C. R., III, & Foster, V. A. (1998). Promoting the development of high-risk college students through a deliberate psychological education-based freshman orientation course. 10(1), 51-72.
|
- McAuliffe, G. J. (see Pickering et al., 1992).
|
- McDaniel, E. A. (see Colarulli, 1990).
|
- McHatton, P. A. (see Cranston-Gingras et al., 2004).
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- McInnis, C. (see James, 1997).
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- Metz, A. J. (see Gore et al., 2004).
|
- Miller, M. (see Gold et al., 2000; Gold et al., 2001).
|
- Mitchell, A. A., & Sedlacek, W. E. (1995). Freshmen with learning disabilities: A profile of needs and concerns. 7(2), 27-42.
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- Mitchell, D. F., Goldman, B. A., & Smith, M. (1999). Change factors affecting college matriculation: A re-analysis. 11(2), 75-92.
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- Miville, M. L., & Sedlacek, W. E. (1992). Pessimism in the academy: Changes on a university campus over a fifteen-year period. 4(2), 31-40.
|
- Miville, M. L., & Sedlacek, W. E. (1994). Attitudes of freshmen toward Arab-Americans: A university campus dilemma. 6(2), 77-88.
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- Miville, M. L., Molla, B., & Sedlacek, W. E. (1992). Attitudes of tolerance for diversity among college students. 4(1), 95-110.
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- Mohr, J. J. (See Fuertes et al., 2000).
|
- Molla, B. (see Miville, 1992).
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- Moody, R. (1993). Motivation, learning strategies, and personality. 5(1), 37-75.
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- Moore, P. S. (see Fidler, 1996).
|
- Moore, R. (2006). The importance of admissions scores and attendance to first-year performance. 18(1), 105-125.
|
- Morse, W. C. (see Cranston-Gingras et al., 2004).
|
- Munro, S. (see Hayes et al., 1993).
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- Murphy, R. O. (1989). Freshman year enhancement in American higher education. 1(2), 93-102.
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- Murtuza, A., & Ketkar, K. W. (1995). Evaluating the cost-effectiveness of a freshman studies program on an urban campus. 7(1), 7-26.
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- Nardi, A. H. (see Haught et al., 1998).
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- Nelson, E. S., & Dixon, C. Gender differences in enrollment in high prestige academic college majors.
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- Nelson, K. H. (see Kock, 1998).
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- Neururer-Rotholz, J. (see Fidler et al., 1999).
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- Neururer, J. (see Gold et al., 2000).
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- Noftsinger, J. B. (see Warner, 1994).
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- Noldon, D. F., & Sedlacek, W. E. (1996). Race differences in attitudes, skills, and behaviors among academically talented students. 8(2), 43-56.
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- Nunn, C. E. (see Reynolds, 1998).
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- O’Brien, G. M. St. L. (see King et al., 2004).
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- Oakes, W. (see French, 2003).
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- Odell, P. M. (1996). Avenues to success in college: A noncredit eight-week freshman seminar. 8(2), 79-82.
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- Olson, S. L. (see Hanley, 1996).
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- Oswalt, S. B., Shutt, M. D., & Cooper, D. L. (2006). Incoming students’ alcohol use and intent to join Greek organizations. 18(2), 31-52.
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- Pancake, C. (see Schaer et al., 1991).
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- Parelius, R. J. (1993). Remediation in a research university: An organized analysis. 5(2), 91-104.
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- Perrine, R. M. (1998). Stress and college persistence as a function of attachment style. 11(1), 25-38.
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- Perrine, R. M. (2001). College stress and persistence as a function of attachment and support. 13(1), 7-22.
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- Perrine, R. M., & Wilkins, S. L. (2001). College students' reactions to tutoring: The role of prior attitudes and attachment. 13(2), 55-74.
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- Perry, S. N. (see Franklin et al., 2002).
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- Pickering J. W., Calliotte, J. A., & McAuliffe, G. J. (1992). The effect of noncognitive factors on freshman academic performance and retention. 4(2), 7-30.
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- Pistilli, M. D., Taub, D. J., & Bennett, D. E. (2003). Development of the senior concerns survey: An exploratory factor analysis. 15(1), 39-52.
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- Poulton, J. (see Cannici, 1990).
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- Price, C. (see Hoff et al., 1996).
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- Prieto, D. (see Helm et al., 1998).
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- Prus, J., Hatcher, L., Hope, M., & Grabiel, C. (1995). The Learning and Study Strategies Inventory (LASSI) as a predictor of first-year college academic success. 7(2), 7-26.
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- Purtle, D. K. (see Franklin et al., 2002).
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