• Akey, L. D. (see Blackhurst et al., 2003) 
  

• Albano, D. (see Walpole et al., 2008) 
  

• 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) 
  

• Alexander, J. S. (see Friedman, 2007) 
  

• Allingham, P. (see Brady, 2007) 
  

• Ancis, J. R. (see Schwitzer et al., 1998) 
  

• Andrade, M. S. (2006). A first-year seminar for international students. 18(1), 85-103. 
  

• Andrade, M. S. (2007). Addressing the linguistic needs of nonnative English speakers in the first year, 19(2), 69-86. 
  

• 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. 
  

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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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• 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. 
  

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• 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) 
  

• Bierschwale, D. (see Johnson et al., 2009). 
  

• Bingham, J. (see Zlokovich et al., 2003) 
  

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• 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) 
  

• Brady, P., & Allingham, P. (2007). Help or hindrance? The role of secondary schools in a successful transition to university, 19(2), 47-67. 
  

• 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. 
  

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• 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. 
  

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• 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.  
  

• Bulger, S. M., Lindauer, J. R., & Jacobson, B. (2007). Infusion of a professional development curricular strand across an undergraduate program, 19(2), 87-110. 
  

• Burt, S. (see Zlokovich et al., 2003) 
  

• Bush, L. K. (See Fielstein, 1998)  
  

• 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. 

• Carle, A. C. (see Jaffee et al., 2008) 

• 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, C. (see Miller et al., 2007) 

• 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’Abate, C. P. (2009). Defining mentoring in the first-year experience: One institution’s approach to clarifying the meaning of mentoring first-year students. 20(1), 65-91. 

• 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) 

• Domizi, D. P. (2008). Student perceptions about their informal learning experiences in a first-year residential learning community, 20(1), 97-110. 

• 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)  

• Eason, B. L. (see King et al., 2004) 
  

• Eckard, N. (see Haning et al., 2002) 
  

• Eison, J. (1990). "Why study?" A guide for discussion leaders. 2(1), 119-126. 
  

• Eison, J. (see Holt, 1989; Hinni, 1990) 
  

• Eison, J., & Holtschlag, D. (1989). Time management difficulties: A self-assessment and problem-solving activity. 1(1), 99-110. 
  

• Ender, S. C. (see Lipsky, 1990)  
  

• 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(2), 41-56. 
  

• Fierros, E. G. (see Schussler et al., 2008) 
  

• Fife, E. M. (see McBroom et al., 2008) 
  

• 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. 
  

• Friedman, D. B. & Marsh, E. G. (2009). What type of first-year seminar is most effective? A comparison of thematic seminars and college transition/success seminars. 20(1), 29-42. 
  

• Friedman, D. B., & Alexander, J. S. (2007). Investigating a first-year seminar as an anchor course in learning communities, 19(1), 63-74. 
  

• 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.  
  

• Gans, S. E. (see Johnson et al., 2009). 
  

• 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.  
  

• 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), 61-82. 
  

• 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) 
  

• Hofer, B. K. (2008). The electronic tether: Parental regulation, self-regulation, and the role of technology in college transitions. 20(2), 9-24. 
  

• 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.  
  

• 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.  
  

• Jacobson, B. (see Bulger et al., 2007) 
  

• Jaffee, D., Carle, A. C., Phillips, R., & Paltoo, L. (2008). Intended and unintended consequences of first-year learning communities: An initial investigation, 20(1), 53-70. 
  

• James, R., & McInnis, C. (1997). The residential arrangements of first-year students in Australia: Student accommodation and adjustment to university. 9(2), 33-52. 
  

• Janz, J. C. (see Miller et al., 2007) 
  

• Johnson, E. (see King et al., 2004) 
  

• Johnson, V. K., Kerr, S., Gans, S. E., & Bierschwale, D. (2009). Adjustment to college before and after September 11, 2001. 20(1), 91-112. 
  

• Jones, M. (see Wilkie, 1994) 
  

• Joslin, M. N. (see Hyers, 1998)  
  

• Landry, J. C. (see Gore et al., 2004) 
  

• Lang, D. J. (2007). 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, 19(1), 9-25. 
  

• Lee, Y. R. (see Soldner et al., 2004) 
  

• Leshem-Ackerman, A. (see Windschitl, 1997) 
  

• Lindauer, J. R. (see Bulger et al., 2007)  
  

• 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)  
  

• 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) 
  

• Kerr, S. (see Johnson et al., 2009). 
  

• 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. 
  

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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. 
  

• 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. (1999). 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. 
  

• Krause, K. D. (2007). Social involvement and commuter students: The first-year student voice, 19(1), 27-45. 
  

• Kuckuck, S. (see Wilkie, 1989)  
  

• Mack, C. (see Walpole et al., 2008) 
  

• Magill, B. A. (See Weissman, 2008) 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) 
  

• Marsh, E. G. (see Friedman & Marsh, 2009) 
  

• Mattis, C. (see Morris et. al., 2007) 
  

• 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) 
  

• McBroom, E., Fife, E. M., & Nelson, C. L. (2008). “Risky business”: The college transition, loneliness, and alcohol consumption. 20(2), 45-64. 
  

• McClure, A. I., Atkinson, M. P., & Wills, J. B. (2008). Transferring teaching skills: Faculty development effects from a first-year inquiry program, 20(1), 31-52. 
  

• 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, J. W., Janz, J. C., & Chen, C. (2007). The retention impact of a first-year seminar on students with varying pre-college academic performance, 19(1), 47-62. 
  

• Miller, M. (see Gold et al., 2000; Gold et al., 2001) 
  

• Mills, J. T. (see Walpole et al., 2008) 
  

• 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. 
  

• Morris, J., Beck, R., & Mattis, C. (2007). Examining worldview fit and first-year retention at a private, religiously affiliated institution. 19(1), 75-88.  
  

• 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.  
  

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U

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