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

A

Akey, L. D.  (see Blackhurst et al., 2003).
Aldridge, M., & Delucia, R. C.  (1989).  Boredom: The academic plague of first year students  1(2), 43-57.
Alexander, C. S.  (see Gore et al., 2004).
Ancis, J. R.  (see Schwitzer et al., 1998).
Andrade, M. S.  (2006).  A first-year seminar for international students.   18(1), 85-103.
Andrews, D. W.  (see Hickman et al., 2001; Hickman, 2003).
Anselmo, A.  (1997).  Is there life after freshman seminar? The case for the freshman seminar class reunion.  9(1), 105-130.
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.
Arboleda, A., Chen, J., Shelley, M.C., II, & Whalen, D. F.  (2004).  Earning and learning: Reasons students attend college.   16(1), 27-59.
Ardaiolo, F. P.  (1994).  Using total quality management (TQM) to enhance weekend student life.  6(1), 53-68.
Arnold, L.  (see Hayes et al., 1993).
Aull, J.  (see Schaer et al., 1991).

B	return to top

Balenger, V. J., & Sedlacek, W. E.  (1991).  The volunteer potential of first-time entering students: Interest areas and incentives.   3(1), 59-69.
Banta, T. W.  (1991).  Linking outcomes assessment and the freshman experience.   3(1), 93-108.
Barbieri, J.  (see Utterback et al., 1990).
Barefoot, B.  (see Gardner, 1991).
Beach, S. S.  (see Goldman et al., 2003).
Beaudin, B. Q., Horvath, J., & Wright, S. P.  (1992).  Predicting freshman persistence in economics: A gender comparison.   4(2), 69-84.
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.
Bennet, S.  (see Ketkar, 1989).
Bennett, D. E.  (see Pistilli, 2003).
Bergen-Cico, D.  (2000).  Patterns of substance abuse and attrition among first-year students.  12(1), 61-75.
Beuthin, T. M.  (see Boivin et al., 1993).
Blackhurst, A. E.  (1995).  The relationship between gender and student outcomes in a freshman orientation course.   7(2), 63-80.
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.
Blackwell, K. M.  (see Goldman et al., 2003).
Bobilya, A. J.  (see Blackhurst et al., 2003).
Bohr, L.  (1994).  Courses associated with freshman learning.  6(1), 69-90.
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.
Bonifacio, P., Sinatra, P., & Welch, K.  (1991).  Identifying personal problems of urban, commuter college freshmen.   3(2), 49-59.
Boudreau, L. A.  (see Beaudin et al., 2002).
Bowers, P. M.  (see Schein, 1992).
Brent, D.  (2006).  Using an academic-content seminar to engage students with the culture of research.   18(1), 29-60.
Brower, A. M.  (1990).  Student perceptions of life-task demands as a mediator in the freshman year experience.  2(2), 7-30.
Brower, A. M.  (1994).  Measuring student performances and performance appraisals with the college life task assessment instrument.   6(2), 7-36.
Brower, A. M.  (1997).  Prototype matching and striving for future-selves: Information management strategies in the transition to college.   9(1), 7-42.
Brown, D. M.  (1989).  A cognitive developmental analysis of the freshman seminar experience.   1(2), 69-91.
Brown, D. M., & Christiansen, K. E.  (1990).  Coping with loss: Emotional acculturation in first semester freshmen.   2(1), 69-83.
Bruhn, J. W.  (see Kanoy, 1996).
Bryant, A. N. (see Sax et al., 2004).
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.
Buchanan, S. R.  (1993).  University 101 for high school students.   5(2), 49-68.
Buck, L.  (see Zlokovich et al., 2003).
Budny, D.  (1994).  Counselor tutorial program: A cooperative learning program for the high risk freshman engineering courses.   6(1), 29-52.
Burt, S.  (see Zlokovich et al., 2003).
Bush, L. K.  (See Fielstein, 1998).

C	return to top

Calder, W. B.  (1993).  First-year students goals: Six years in the life of a student goals inventory.  5(2), 105-122.
Calliotte, J. A.  (see Pickering et al., 1992).
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.
Campbell, F. L.  (see Tokuno, 1992).
Cannici, J. P., & Poulton, J.  (1990).  Personal competency training as a preventive intervention.   2(2), 31-43.
Carmack, H. J.  (see Smith et al., 2006).
Carusetta, E.  (see Roderick, 2006).
Cavendish, J. M.  (1996).  Health service utilization by nonreturning freshmen.   8(1), 39-46.
Cavote, S. E., & Kopera-Frye, K.  (2004).  Subject-based first-year experience courses: Questions about program effectiveness.   16(2), 85-102.
Chase, N. D., Deming, M. Y., & Karesh, D.  (1994).  Parental alcoholism and perceptions of support among university freshmen.  6(2), 57-76.
Chaskes, J.  (1996).  The first-year student as immigrant.   8(1), 79-94.
Chaskes, J.  (see Anttonen, 2002).
Chen, J.  (see Arboleda et al., 2004).
Christiansen, K. E.  (see Brown, 1990).
Colarulli, G. C., & McDaniel, E. A.  (1990).  Interdisciplinary general education: Five ways it promotes good freshman teaching and learning.   2(1), 107-117.
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.
Cook, D.  (see Hoff et al., 1996).
Cooper, D. L.  (see Oswalt et al., 2006).
Corlett, J.  (see Tracey, 1995).
Cousins, C.  (see Taub et al., 2006).
Cranston-Gingras, A., Morse, W. C., & McHatton, P. A.  (2004).  First-year college experiences of students from migrant farmworker families.  16(1), 9-25.
Cranston, V.  (see Franklin et al., 2002).
Crissman Ishler, J. L., & Schreiber, S.  (2002).  First-year female students: Perceptions of friendship.   14(2), 89-104.
Crissman, J. L.  (2001).  Clustered and nonclustered first-year seminars: New students' first-year semester experiences.   13(1), 69-88.
Crites, D.  (see Zlokovich et al., 2003).
Cross, K. P.  (1990).  Making teaching more effective.   2(2), 59-74.
Curtis, C.  (see Schaer et al., 1991).

D	return to top

Darnell, K.  (see Commander et al., 2004).
Davis, B. O., Jr.  (1992).  Freshman seminar: A broad spectrum of effectiveness.   4(1), 79-94.
Delucia, R. C.  (see Aldridge, 1989).
Deming, M. P.  (see Valeri-Gold et al., 1992; Chase et al., 1994).
Dixon, C.  (see Nelson, 1997).
Doetkott, C.  (see Schnell et al., 2003).
Donahue, L.  (2004).  Connections and reflections: Creating a positive learning environment for first-year students.   16(1), 77-100.
Donley, J.  (see Haning et al., 2002).
Duby, P. B.  (see Soldner et al., 2004).
Duckwall, J.  (see Hayes et al., 1993).

E	return to top
Eason, B. L.  (see King et al., 2004).    Eckard, N.  (see Haning et al., 2002).    Eison, J.  (see Holt, 1989; Hinni, 1990).    Eison, J.  (1990).  "Why study?" A guide for discussion leaders.   2(1), 119-126. Eison, J., & Holtschlag, D.  (1998).  Time management difficulties: A self-assessment and problem-solving activity.   1(1), 99-100. Ender, S. C.  (see Lipsky, 1990).

F	return to top

Fidler, P. P.  (1999).  Teaching the freshman seminar: Its effectiveness in promoting faculty development.   11(2), 59-74.
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.
Fidler, P. P., Neururer-Rotholz, J., & Richardson, S. (1991).  Relationship of freshman orientation seminars to sophomore return rates.  3(1), 7-38.
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.
Foster, V. A.  (see McAdams, 1998).
Fox, S.  (see Utterback et al., 1990).
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.
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.
Frazier, C. L.  (see Volp et al., 1998).
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.
Friday, R. A.  (1989).  Training freshman seminar faculty.   1(2), 59-82.
Friday, R. A.  (1990).  Faculty training: From group process to collaborative learning.   2(1), 49-67.
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.

G	return to top

Garcia, P.  (1991).  Summer bridge: Improving retention rates for unprepared students.   3(2), 91-105.
Gardner, J. N., & Barefoot, B.  (1991).  Reflections on the freshman year: An interview with David Riesman.   3(2), 7-28.
George, A. A.  (see Yockey, 1998).
Gillis, J. H.  (see Goldman, 1989).
Gilmartin, S. K.  (see Sax et al., 2004).
Globetti, G.  (see Lo, 1993).
Goings-Vogelsang, C.  (see Zlokovich et al., 2003).
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.
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.
Goldman, B. A.  (see Mitchell et al., 1999).
Goldman, B. A., & Gillis, J. H.  (1989).  Graduation and attrition rates: A closer look at influences.   1(1), 65-77.
Goldman, B. A., Blackwell, K. M., & Beach, S. S.  (2003).  Academically suspended university students: What percent return? What percent graduate?   15(1), 105-114.
Goodsell, A.  (see Tinto, 1994).
Gordon, J.  (1989).  For idealism in youth.  1(2), 105-110.
Gordon, V. N.  (1991).  The evolution of a freshman seminar course: A case study.   3(2), 107-116.
Gordon, V. N., & Steele, G. E.  (2003).  Undecided first-year students: A 25-year longitudinal study.   15(1), 19-38.
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.
Grabiel, C.  (see Prus et al., 1995).
Grayson, J. P.  (1997).  An assessment of health risk for first-year students.  9(2), 7-32.
Green, K. C.  (1989).  The children of the upheaval: A look at today's college freshmen.   1(2), 19-41.
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.
Griffin, O. T.  (1998).  Validating a proposed model of African-American students' social adjustment.   11(1), 77-102.
Guinagh, B.  (1992).  Homesickness in the freshman year.   4(1), 111-120.

H	return to top

Hall, T. L.  (see Volp et al., 1998).
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.
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.
Hargrove, B. K., & Sedlacek, W. E.  (1997).  Counseling interests among entering Black freshmen over a ten-year period.  9(2), 83-98.
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.
Harmon, W. W., & Rhatigan, J. J.  (1990).  Academic course for parents of first-year students impacts favorably on student retention.  2(1), 85-95.
Harth, M.  (see Starke et al., 2001).
Hatcher, L.  (see Prus et al., 1995).
Hauger, G.  (see Boivin et al., 1993).
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.
Hayes, J., Munro, S., Arnold, L., & Duckwall, J.  (1993).  A support program for freshman medical students.   5(1), 77-92.
Helm, E., Sedlacek, W. E., & Prieto, D.  (1998).  Career advising issues for entering African-American students.   10(2), 77-88.
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.
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.
Hill, L. A.  (see Haught et al., 1998).
Hill, M. D., & Sedlacek, W. E.  (1995).  Freshman counseling interests.  7(1), 27-38.
Hinni, J., & Eison, J.  (1990).  Helping freshman parents see the value of general education courses.  2(2), 89-99.
Hitch, J. L.  (see Gore et al., 2004).
Hoey, G.  (see Smith et al., 1992).
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.
Holt, D., & Eison, J.  (1989).  Preparing freshmen to take essay examinations successfully.   1(2), 111-122.
Holtschlag, D.  (see Eison, 1989).
Hoover, D. R.  (1991).  Guidelines for conducting college persistence/education research.   3(1), 71-84.
Hoover, K. G.  (2003).  The relationship of locus of control and self-efficacy to academic achievement of first-year students.   15(2), 103-123.
Hope, M.  (see Prus et al., 1995).
Horvath, J.  (see Beaudin et al., 1992).
Humphrey, R.  (see Zlokovich et al., 2003).
Hunt, N. P.  (see King et al., 2004).
Hunt, P.  (see Strumpf, 1993).
Hyers, A. D., & Joslin, M. N.  (1998).  The first-year seminar as a predictor of academic achievement and persistence.   10(1), 7-30.

I	return to top

Iaccino, J. F.  (1989).  Evaluation of Illinois Benedictine's freshman advising program.   1(1), 45-52.
Iaccino, J. F.  (1991).  Assessment and comparison of advising for freshmen and upperclassmen.   3(2), 75-90.

J	return to top

James, R., & McInnis, C.  (1997).  The residential arrangements of first-year students in Australia: Student accommodation and adjustment to university.   9(2), 33-52.
Johnson, E.  (see King et al., 2004).
Jones, M.  (see Wilkie, 1994).
Joslin, M. N.  (see Hyers, 1998).

K	return to top

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.
Karesh, D.  (see Chase et al., 1994).
Kaya, N.  (2004).  Residence hall climate: Predicting first-year students' adjustments to college.   16(1), 101-118.
Keller-Wolff, C. M.  (see Wolf-Wendel, 1999).
Ketkar, K. W.  (see Murtuza, 1995).
Ketkar, K., & Bennett, S.  (1989).  Strategies for evaluating a freshman studies program.  1(1), 33-44.
Kim, S. H., & Sedlacek, W. E.  (1996).  Gender differences among incoming African-American freshmen on academic and social expectations.   8(1), 25-38.
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.
King, J.  (1995).  Learning styles and absenteeism: Is there a connection?   7(1), 67-82.
Kock, G. E., & Nelson, K. H.  (1998).  Assessing trends in student attitudes using CIRP data, 1985-1994.   11(1), 7-24.
Kohatsu, E. L., & Sedlacek, W. E.  (1990).  Freshman attitudes and behavior toward drugs: A comparison by year and gender.   2(1), 17-34.
Kopera-Frye, K.  (see Cavote, 2004).
Koszuzek, K.  (see Zlokovich et al., 2003).
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.
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.
Kuckuck, S.  (see Wilkie, 1989).

L	return to top

Landry, J. C.  (see Gore et al., 2004).
Lee, Y. R.  (see Soldner et al., 2004).
Leshem-Ackerman, A.  (see Windschitl, 1997).
Lipsky, S. A., & Ender, S. C.  (1990).  Impact of a study skills course on probationary students' academic performance.   2(1), 7-15.
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.
Lo, C., & Globetti, G.  (1993).  The drinking patterns of entering freshmen at a southern university.   5(1), 15-36.
Louis, K. S.  (see Schnell et al., 2003).
Lung, J.  (see Camarena et al., 2006).

M	return to top

Magolda, P.  (1997).  New student disorientation: Becoming a member of an academic community.   9(1), 43-104.
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).
McInnis, C.  (see James, 1997).
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.
Mitchell, D. F., Goldman, B. A., & Smith, M.  (1999).  Change factors affecting college matriculation: A re-analysis.  11(2), 75-92.
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.
Miville, M. L., Molla, B., & Sedlacek, W. E.  (1992).  Attitudes of tolerance for diversity among college students.  4(1), 95-110.
Mohr, J. J.  (See Fuertes et al., 2000).
Molla, B.  (see Miville, 1992).
Moody, R.  (1993).  Motivation, learning strategies, and personality.  5(1), 37-75.
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).
Murphy, R. O.  (1989).  Freshman year enhancement in American higher education.   1(2), 93-102.
Murtuza, A., & Ketkar, K. W.  (1995).  Evaluating the cost-effectiveness of a freshman studies program on an urban campus.   7(1), 7-26.

N	return to top

Nardi, A. H.  (see Haught et al., 1998).
Nelson, E. S., & Dixon, C.    Gender differences in enrollment in high prestige academic college majors.
Nelson, K. H.  (see Kock, 1998).
Neururer-Rotholz, J.  (see Fidler et al., 1999).
Neururer, J.  (see Gold et al., 2000).
Noftsinger, J. B.  (see Warner, 1994).
Noldon, D. F., & Sedlacek, W. E.  (1996).  Race differences in attitudes, skills, and behaviors among academically talented students.  8(2), 43-56.
Nunn, C. E.  (see Reynolds, 1998).

O	return to top

O’Brien, G. M. St. L.  (see King et al., 2004).
Oakes, W.  (see French, 2003).
Odell, P. M.  (1996).  Avenues to success in college: A noncredit eight-week freshman seminar.  8(2), 79-82.
Olson, S. L.  (see Hanley, 1996).
Oswalt, S. B., Shutt, M. D., & Cooper, D. L.  (2006).  Incoming students’ alcohol use and intent to join Greek organizations.   18(2), 31-52.

P	return to top

Pancake, C.  (see Schaer et al., 1991).
Parelius, R. J.  (1993).  Remediation in a research university: An organized analysis.   5(2), 91-104.
Perrine, R. M.  (1998).  Stress and college persistence as a function of attachment style.   11(1), 25-38.
Perrine, R. M.  (2001).  College stress and persistence as a function of attachment and support.   13(1), 7-22.
Perrine, R. M., & Wilkins, S. L.  (2001).  College students' reactions to tutoring: The role of prior attitudes and attachment.   13(2), 55-74.
Perry, S. N.  (see Franklin et al., 2002).
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.
Pistilli, M. D., Taub, D. J., & Bennett, D. E.  (2003).  Development of the senior concerns survey: An exploratory factor analysis.  15(1), 39-52.
Poulton, J.  (see Cannici, 1990).
Price, C.  (see Hoff et al., 1996).
Prieto, D.  (see Helm et al., 1998).
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.
Purtle, D. K.  (see Franklin et al., 2002).

Q	return to top

Quilter, S. M.  (1995).  Academic self-concept and the first-year college student: A snapshot.   7(1), 39-52.

R	return to top

Ramburuth, P.  (2001).  Language diversity and the first-year experience: Implications for academic achievement and language skills.   13(2), 75-94.
Redondo, B.  (see Wilkie, 1996).
Regan, A. M., & Sedlacek, W. E.  (1989).  Changes in social commitment of university freshmen over a decade by race and gender.   1(2), 7-18.
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