Moore, R. (2006). The importance of admissions scores and attendance to first-year performance. 18(1), 105-125.  

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 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.

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.  

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. Related topic heading(s): Student Behavior, Characteristics, & Development.

Aldridge, M., & Delucia, R. C. (1989). Boredom: The academic plague of first-year students. 1(2), 43-56.  

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.

Brower, A. M. (1997). Prototype matching and striving for future-selves: Information management strategies in the transition to college. 9(1), 7-42.  

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.

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

The author presents a theoretically based activity designed to motivate first-year students to study. Related topic heading(s): Curriculum.

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

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. Related topic heading(s): Curriculum.

Fuertes, J. N., Sedlacek, W. E., Roger, P. R., & Mohr, J. J. (2000). Correlates of universal-diverse orientation among first-year university students. 12(1), 45–59.  

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. Related topic heading(s): Assessment, Student Behavior, Characteristics, & Development.

Gallagher, D. J., & Allen, N. (2000). First-year initiatives and results of a year-long advising pilot study: A proposed advising model. 12(2), 107–128.  

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. Related topic heading(s): Assessment.

Gold, M., Deming, M. P., & Stone, K. (1992). The bridge: A summer enrichment program to retain African American collegians. 4(2), 101-117.  

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. Related topic heading(s): Retention.

Gordon, V. N., & Steele, G. E. (2003). Undecided first-year students: A 25-year longitudinal study. 15(1), 19-38. 

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.

Hayes, J., Munro, S., Arnold, L., & Duckwall, J. (1993). A support program for freshman medical students. 5(1), 77-92.  

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.

Helm, E., Sedlacek, W. E., & Prieto, D. (1998). Career advising issues for entering African-American students. 10(2), 77–88.  

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. Related topic heading(s): Students of Color, Student Behavior, Characteristics, & Development.

Holt, D., & Eison, J. (1989). Preparing freshmen to take essay examinations successfully. 1(2), 108-119.  

This article offers ten recommendations for instructors who wish to improve student writing skills.

Iaccino, J. F. (1989). Evaluation of Illinois Benedictine's freshman advising program. 1(1), 45-52.  

The importance of assessing advising programs is exemplified through Illinois Benedictine's evaluation and refinement of its Freshman Advising Program.

Iaccino, J. F. (1991). Assessment and comparison of advising for freshmen and upperclassmen. 3(2), 75-90.  

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.

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.  

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 weak-nesses of the program.

Lipsky, S. A., & Ender, S. C. (1990). Impact of a study skills course on probationary students' academic performance. 2(1), 7-15.  

Statistically significant improvements in retention and grade point averages resulted from exposing students to a one-credit study skills course. Related topic heading(s): Special Programs, Student Sub-Populations.

Logan, C. R., Salisbury-Glennon, J., & Spence, L. D. (2000). The Learning Edge Academic Program: Toward a community of learners. 12(1), 77–104.  

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. Related topic heading(s): Learning Communities.

Murtuza, A., & Ketkar, K.W. (1995). Evaluation the cost-effectiveness of a freshman studies program on an urban campus. 7(1), 7-26.  

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. Related topic heading(s): Academic Advising & Support.

Noldon, D. F., Kim, S. H. & Sedlacek, W. E. (2000). The best and the worst: College seniors' experiences with academics and services. 12(2), 89-106.  

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. Related topic heading(s): Academic Advising & Support; Student Behavior, Characteristics, & Development.

Rice, R. (1992). Reactions of participants to either one-week pre-college orientation or to freshman seminar courses. 4(2), 85-100.  

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. Related topic heading(s): First-Year Seminars-General.

Schein, H. K., & Bowers, P. M. (1992). Using living/learning centers to provide integrated campus services for freshmen. 4(1), 59-77.  

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. Related topic heading(s): Residence Life.

Schwitzer, A. M., Ancis, J. R., & Griffin, O. T. (1998). Validating a proposed model of African-American students' social adjustment. 11(1), 77-102.  

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. Related topic heading(s): Students of Color; Student Behavior, Characteristics, & Development.

Somers, P. (1994). Analysis of the impact of student financial aid on first-time enrollment: A case study. 6(2), 101-118.  

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. Related topic heading(s): Financial Aid.

Strumpf, G., & Hunt, P. (1993). The effects of an orientation course on the retention and academic standing of entering freshmen, controlling for the volunteer effect. 5(1), 7-14.  

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. Related topic heading(s): First-Year Seminars-Outcomes, Retention.

Wilke, C. J. (2000). Preferred College Classroom Environment Scale: Creating positive classroom environments. 12(2), 7-32.  

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. Related topic heading(s): Curriculum.

Wilkie, C., & Redondo, B. (1996). Predictors of academic success and failure of first-year college students. 8(2), 17-32.  

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. Related topic heading(s): Student Behavior, Characteristics, & Development.

Wolf-Wendel, L. E. Tuttle, K., & Keller-Wolff, C. M. (1999). Assessment of a freshman summer transition program in an open-admissions institution. 11(2), 7-32.  

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. Related topic heading(s): Retention, Student Behavior, Characteristics, & Development.

Yockey, F. A., & George, A. A. (1998). The effects of a freshman seminar paired with Supplemental Instruction. 10(2), 57-76.  

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. 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 the control group. Related topic heading(s): First-Year Seminars-Outcomes, Retention.

Duran, R. L., Colarulli, G. C., Barrett, K. A., & Stevenson, C. B. (2005). An assessment of the effectiveness of the University of Hartford first-year interest group model. 17(1), 79-99. 

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. Related topic heading(s): Special programs

Keup, J. R., & Barefoot, B. O. (2005). Learning how to be a successful student: Exploring the impact of first-year seminars on student outcomes. 17(1), 11-47. 

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. Related topic heading(s): First-Year Seminars

Goldman, B. A., Blackwell, K. M., & Beach, S. S. (2003). Academically suspended university students: What percent return? What percent graduate? 15(1), 105-114. 

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. Related topic heading(s): Retention

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.  

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.

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.  

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. Related topic heading(s): First-Year Seminars-General, Students of Color.

Mitchell, D. F., Goldman, B. A., & Smith, M. (1999). Change factors affecting college matriculation: A re-analysis. 11(2), 75-92.  

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. Related topic heading(s): Student Behavior, Characteristics, & Development; Retention.

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

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. Related topic heading(s): Research.

Richardson, S. M., & Sullivan, M. M. (1994). Identifying noncognitive factors that influence success of academically underprepared freshmen 6(2), 89-100.  

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. Related topic heading(s): Research.

Strasburger, R., Turner, M., & Walls, R. (1998). Factors relating to the postsecondary success of students with learning disabilities. 11(1), 63-76.  

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 setting are more successful in graduating from college. Related topic heading(s): Retention.

Volp, P. M., Hall, T. L., & Frazier, C. L. (1998). Using telephone calls as examples of care to promote student success and retention. 10(1), 73-88.  

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. Related topic heading(s): Retention

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

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.

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

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.

Roderick, C., & Carusetta, E. (2006). Experiencing first-year university in a problem- based learning context. 18(1), 9-27. 

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.

Smith, A. K., Carmack, H. J., & Titsworth, B. S. (2006). Managing the tension of in(ter)dependence: Communication and the socialization of first-year college students, 18(2), 83-109. 

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.

Tieu, T. & Pancer, S. M. (2009). Cocurricular involvement and first-year students’ transition to university: Quality vs. quantity of involvement. 20(1), 43-64. 

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.

Yazedjian, A., Purswell, K. E., Sevin, T., & Toews, M. L. (2007). Adjusting to the first year of college: Students' perceptions of the importance of parental, peer, and institutional support, 19(2), 29-46. 

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.

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

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.

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

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.

Beaudin, B. Q., Horvath, J., & Wright, S. P. (1992). Predicting freshman persistence in economics: A gender comparison. 4(2), 69-84.  

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. Related topic heading(s): Retention.

Bohr, L. (1994). Courses associated with freshman learning. 6(1), 69-90.  

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.

Brent, D. (2006). Using an academic-content seminar to engage students with the culture of research. 18(1), 29-60.  

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 community colleges. The first-year seminar with academic content might accomplish this objective because it can be focused on students' own research projects. However, relatively few studies address the pedagogical dimensions of such seminars or how students perceive their transition from a high school to a university research environment. 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.

Budny, D. (1994). Counselor tutorial program: A cooperative learning program for the high-risk freshman engineering courses. 6(1), 29-52.  

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.

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.  

Assessment data from both an FYE-infused general education course (N = 153) and a first-year seminar (N = 392) 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, with more than 97% of students in the FYE-infused class reporting support for the project. Similarly, 38% of students in the first-year seminar spontaneously identified the project as the most important part of the class. Specific categories of students' coded responses are presented and a model of key elements essential for the success of the project is described.

Cavote, S. E., & Kopera-Frye, K. (2004). Subject-based first-year experience courses: Questions about program effectiveness. 16(2), 85-102. 

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. Results indicated that differences in academic performance and persistence were unrelated to completion of a FYE course. Related topic heading(s): First-Year Seminars

Colarulli, G. C., & McDaniel, E. A. (1990). Interdisciplinary general education: Five ways it promotes good freshman teaching and learning. 2(1), 107-117. 

Students and faculty members benefit from interdisciplinary general education courses because of the focus on faculty collaboration and the conjoining of disciplines.

Cross, K. P. (1990). Making teaching more effective. 2(2), 59-74.  

Teachers who use practical means to collect feedback on their teaching effectiveness can improve academic instruction in today's college classrooms.

Dahlgren, D. J., Wille, D. E., Finkel, D. G., & Burger, T. (2005). Do active learning techniques enhance learning and increase persistence of first-year psychology students? 17(1), 49-65. 

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.

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

The author presents a theoretically based activity designed to motivate first-year students to study. Related topic heading(s): Academic Advising & Support.

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

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. Related topic heading(s): Academic Advising & Support.

Fidler, P. P., Neururer-Rotholz, J., & Richardson, S. (1999). Teaching the freshman seminar: Its effectiveness in promoting faculty development. 11(2), 59-74.  

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 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/Training, First-Year Seminars-Outcomes.

Franklin, K. K. (2000). Shared and connected learning in a freshman learning community. 12(2), 33-60.  

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. Related topic heading(s): Learning Communities.

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.  

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. Related topic heading(s): First-Year Seminars-General.

Hinni, J., & Eison, J. (1990). Helping freshman parents see the value of general education courses. 2(2), 89-99.  

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. Related topic heading(s): Parents' Programs.

Nelson, E. S., & Dixon, C. (1997). Gender differences in enrollment in high prestige academic college majors. 9(2), 99114.  

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.

Reynolds, K. C., & Nunn, C. E. (1998). Engaging freshmen in classroom discussion: Interaction and the instructor techniques that encourage it. 10(2), 7-24.  

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. Related topic heading(s): Faculty Development, First-Year Seminars-General.

Roderick, C., & Carusetta, E. (2006). Experiencing first-year university in a problem- based learning context. 18(1), 9-27.  

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.

Rosser, S. (1989). Creating a learning environment that is conducive to learning for the majority. 1(1), 53-63.  

Removing sexism from college classroom interactions and curriculum content provides a positive learning environment for all students. Related topic heading(s): First-Year Experience, Student Sub-Populations.

Schaer, B., Aull, J., Pancake, C., Curtis, C., & Wiens, G. (1991). A survey of gender biases of freshman students toward engineering. 3(1), 39-58.  

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. Related topic heading(s): Student Sub-Populations.

Schutte, N. S., & Malouff, J. M. (2002). Incorporating emotional skills content in a college transition course enhances student retention. 14(1), 7-22. 

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.

Smith, A. K., Carmack, H. J., & Titsworth, B. S. (2006). Managing the tension of in(ter)dependence: Communication and the socialization of first-year college students, 18(2), 83-109.  

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.

Tokuno, K. A., & Campbell, F. L. (1992). The freshman interest group program at the University of Washington: Effects on retention and scholarship. 4(1), 7-22.  

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. Related topic heading(s): Learning Communities, Retention.

Verbitskaya, L.I. (1990). Teaching freshman students at Leningrad University. 2(1), 97-105.  

An integrated program of science and humanities is necessary to produce competent specialists and culturally viable citizens.

Weimer, M. (1992). Scholarship of teaching. 4(1), 41-58.  

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.

Weissman, J., & Magill, B. A. (2008). Developing a student typology to examine the effectiveness of first-year seminars. 20(2), 65-90. 

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.

Whiteley, J. M. (1990). The renewal of opportunity for enhancing character development during the college years. 2(2), 75-87.  

A curriculum designed to influence moral development is outlined, and the challenges of measuring moral actions are described. Related topic heading(s): Student Behavior, Characteristics, & Development.

Wilke, C. J. (2000). Preferred College Classroom Environment Scale: Creating positive classroom environments. 12(2), 7-32.  

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. Related topic heading(s): Assessment & Evaluation.

Wilkie, C. (1990). Review of Women's ways of knowing: The development of self, voice, and mind. 2(2), 101-106.  

The author offers a critical review of this important work in the area of women's cognitive development. Related topic heading(s): Student Sub-Populations.

Wright, S. (1992). Promoting intellectual development during the freshman year. 4(1), 23-39.  

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. Related topic heading(s): Student Behavior, Characteristics, & Development.

Yazedjian, A., & Toews, M. L. (2006). Predictors of college adjustment among Hispanic students, 18(2), 9-29.  

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. Related topic heading(s): Student Sub-Populations.

Yazedjian, A., Purswell, K. E., Sevin, T., & Toews, M. L. (2007). Adjusting to the first year of college: Students' perceptions of the importance of parental, peer, and institutional support, 19(2), 29-46.  

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.

Fidler, P. P., Neururer-Rotholz, J., & Richardson, S. (1999). Teaching the freshman seminar: Its effectiveness in promoting faculty development. 11(2), 59-74.  

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): First-Year Seminars--Outcomes.

Friday, R. A. (1989). Training freshman seminar faculty. 1(2), 57-80.  

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.

Friday, R. A. (1990). Faculty training: From group process to collaborative learning. 2(1), 49-67.  

A variety of group processes may be more beneficial to first-year seminar faculty and students than the traditional lecture style of teaching.

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.  

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.

Reynolds, K. C., & Nunn, C. E. (1998). Engaging freshmen in classroom discussion: Interaction and the instructor techniques that encourage it. 10(2), 7-24.  

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. Related topic heading(s): First-Year Seminars-General.

Soldner, L. B., Lee, Y. R., & Duby, P. B. (2004). Impacts of internal motivators and external rewards on the persistence of first-year experience faculty. 16(2), 19-37. 

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.

Wanca-Thibault, M., Shepherd, M., & Staley, C. (2002). Personal, professional, and political effects of teaching a first-year seminar: A faculty census. 14(1), 23-40. 

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.

Somers, P. (1994). Analysis of the impact of student financial aid on first-time enrollment: A case study. 6(2), 101-118.  

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. Related topic heading(s): Assessment & Evaluation.

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.  

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.

Brown, D. M., & Christiansen, K. E. (1990). Coping with loss: Emotional acculturation in first semester freshmen. 2(1), 69-83.  

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. Related topic heading(s): Student Behavior, Characteristics, & Development.

Chaskes, J. (1996). The first-year student as immigrant. 8(1), 79-94.  

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.

Crissman Ishler, J. L., & Schreiber, S. (2002). First-year female students: Perceptions of friendship. 14(2), 89-104.  

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.

Donahue, L. (2004). Connections and reflections: Creating a positive learning environment for first-year students. 16(1), 77-100. 

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 co-curricular activities that create common bonds and out of the classroom learning.

Franklin, K. K., Cranston, V., Perry, S. N., Purtle, D. K., & Robertson, B. E. (2002). Conversations with Metropolitan University students. 14(2), 57-88.  

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.

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

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. Related topic heading(s): Residence Life.

Murphy, R. O. (1989). Freshman year enhancement in American higher education. 1(2), 91-100.  

Several models of first-year seminar programs are identified and examined. Related topic heading(s): First-Year Seminars-General.

Roderick, C., & Carusetta, E. (2006). Experiencing first-year university in a problem-based learning context. 18(1), 9-27. 

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.

Rosser, S. (1989). Creating a learning environment that is conducive to learning for the majority. 1(1), 53-63.  

Removing sexism from college classroom interactions and curriculum content provides a positive learning environment for all students. Related topic heading(s): Student Sub-Populations, Curriculum.

Smith, A. K., Carmack, H. J., & Titsworth, B. S. (2006). Managing the tension of in(ter)dependence: Communication and the socialization of first-year college students. 18(2), 83-109. 

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.

Strommer, D. (1989). Designed for first-year students: University colleges today. 1(1), 17-31.  

The university college is a flexible structure that provides integrated programs and services necessary to ensure first-year student success. Related topic heading(s): Academic Advising & Support.

Tracey, J., & Corlett, J. (1995). The transition experience of first-year university track and field student athletes. 7(2), 81-102.  

The authors conducted a 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. Related topic heading(s): Student Sub-Populations, Research.

Whiteley, J. M. (1991). Reflections of a former freshman. 3(1), 93-108.  

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.

Brent, D. (2006). Using an academic-content seminar to engage students with the culture of research. 18(1), 29-60.  

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 community colleges. The first-year seminar with academic content might accomplish this objective because it can be focused on students' own research projects. However, relatively few studies address the pedagogical dimensions of such seminars or how students perceive their transition from a high school to a university research environment. 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.

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.  

Assessment data from both an FYE-infused general education course (N = 153) and a first-year seminar (N = 392) 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, with more than 97% of students in the FYE-infused class reporting support for the project. Similarly, 38% of students in the first-year seminar spontaneously identified the project as the most important part of the class. Specific categories of students' coded responses are presented and a model of key elements essential for the success of the project is described.

Weissman, J., & Magill, B. A. (2008). Developing a student typology to examine the effectiveness of first-year seminars. 20(2), 65-90. 

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.

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

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.

Brent, D. (2006). Using an academic-content seminar to engage students with the culture of research. 18(1), 29-60. 

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.

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. 

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.

Gore, P. A., Jr., Metz, A. J., Alexander, C. S., Hitch, J. L., and Landry, J. C. (2004). Assessing the short-term career goals of first-year business students. 16(2), 67-84. 

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.

Schnell, C. A., Louis, K. S., & Doetkott, C. (2003). The first-year seminar as a means of improving college graduation rates. 15(1), 53-76. 

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.

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

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.

Anselmo, A. (1997). Is there life after freshman seminar? The case for the freshman seminar class reunion. 9(1), 105-130.  

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. Related topic heading(s): Retention.

Blackhurst, A. E. (1995). The relationship between gender and student outcomes in a freshman orientation course. 7(2), 63-80.  

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.

Brown, D. M. (1989). A cognitive developmental analysis of the freshman seminar experience. 1(2), 57-80.  

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.

Cavote, S. E., & Kopera-Frye, K. (2004). Subject-based first-year experience courses: Questions about program effectiveness. 16(2), 85-102. 

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. Related topic heading(s): Curriculum

Crissman, J. L. (2001). Clustered and nonclustered first-year seminars: New students' first-semester experiences. 13(1), 69-88.  

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. Related topic heading(s): Learning Communities.

Davis, B. O., Jr. (1992). Freshman seminar: A broad spectrum of effectiveness. 4(1), 79-94.  

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.

Fidler, P. P. (1991). Relationship of freshman orientation seminars to sophomore return rates. 3(1), 101-106.  

Since the beginning of a first-year seminar program in 1972, course participants achieved higher sophomore return rates than non-participants. Related topic heading(s): Retention.

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.  

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. Related topic heading(s): Residence Life, Retention.

Fidler, P. P., Neururer-Rotholz, J., & Richardson, S. (1999). Teaching the freshman seminar: Its effectiveness in promoting faculty development. 11(2), 59-74. 

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.

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. 

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.

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.  

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. Related topic heading(s): Retention.

Hyers, A. D. & Joslin, M. (1998). The first-year seminar as a predictor of academic achievement and persistence. 10(1), 7-30.  

The authors contend that grades earned in a first-year seminar are good predictors of academic achievement and persistence into subsequent years. 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. Related topic heading(s): Retention.

Keup, J. R., & Barefoot, B. O. (2005). Learning how to be a successful student: Exploring the impact of first-year seminars on student outcomes. 17(1), 11-47.  

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. Related topic heading(s): Assessment and Evaluation.

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. 

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.

Maisto, A. A., & Tammi, M. W. (1991). The effect of a content-based freshman seminar on academic and social integration. 3(2), 29-48.  

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.

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. 

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.

Odell, P. M. (1996). Avenues to success in college: A non-credit eight-week freshman seminar. 8(2), 79-92. 

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.

Schnell, C. A., Louis, K. S., & Doetkott, C. (2003). The first-year seminar as a means of improving college graduation rates. 15(1), 53-76. 

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, and an interaction was found between decile and seminar, and school size and seminar. Further investigation of the interaction suggests that the effect of the seminar was greatest for students from the middle to lower high school deciles and minimal for the students from the uppermost high school decile.

Starke, M. C., Harth, M., & Sirianni, F. (2001). Retention, bonding, and academic achievement: Success of a first-year seminar. 13(2), 7-36. 

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. Related topic heading(s): Retention.

Strayhorn, T. L. (2009). An examination of the impact of first-year seminars on correlates of college student retention. 20(1), 9-27. 

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.

Strumpf, G., & Hunt, P. (1993). The effects of an orientation course on the retention and academic standing of entering freshmen, controlling for the volunteer effect. 5(1), 7-14.  

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. Related topic heading(s): Assessment & Evaluation; Retention.

Bergen-Cico, D. (2000). Patterns of substance abuse and attrition among first-year students. 12(1), 61-75.  

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. Related topic heading(s): Student Behavior, Characteristics, and Development.

Birnie-Lefcovitch, S. (2000). Student perceptions of the transition from high school to university: Implications for preventative programming. 12(2), 61-88.  

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. Related topic heading(s): Student Behavior, Characteristics, & Development.

Cavendish, J. M. (1996). Health service utilization by nonreturning freshmen. 8(1), 39-46.  

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. Related topic heading(s): Retention.

Grayson, J. P. (1997). An assessment of health risk for first-year students. 9(2), 7-32.  

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.

Guinagh, B. (1992). Homesickness in the freshman year. 4(1), 111-120.  

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. Related topic heading(s): Student Behavior, Characteristics, & Development.

Lo, G. C., & Globetti, G. (1993). The drinking patterns of entering freshmen at a Southern university. 5(1), 15-36.  

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. Related topic heading(s): Student Behavior, Characteristics, & Development.

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

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. Related topic heading(s): Student Behavior, Characteristics, & Development.

Oswalt, S. B., Shutt, M. D., & Cooper, D. L. (2006). Incoming students’ alcohol use and intent to join Greek organizations. 18(2), 31-52. 

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.

Perrine, R. M. (1998). Stress and college persistence as a function of attachment style. 11(1), 25-38.  

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. Related topic heading(s): Student Behavior, Characteristics, & Development, Retention.

Perrine, R. M. (2001). College stress and persistence as a function of attachment and support. 13(1), 7-22.  

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): Retention; Student Behavior, Characteristics, and Development.

Sax, L. J., Bryant, A. N., & Gilmartin, S. K. (2004). A longitudinal investigation of emotional health among male and female first-year college students. 16(2), 39-65. 

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.

Schwitzer, A. M., & Rodriguez, L. E. (2002). Understanding and responding to eating disorders among college women during the first-college year. 14(1), 41-64.  

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.

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. 

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. Related topic heading(s): Residence Life

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. 

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 instructional implications of the model are considered in terms of the quality of strategy instruction.

Crissman, J. L. (2001). Clustered and nonclustered first-year seminars: New students' first-semester experiences. 13(1), 69-88.  

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. Related topic heading(s): First-Year Seminars.

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

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.

Franklin, K. K. (2000). Shared and connected learning in a freshman learning community. 12(2), 33-60.  

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. Related topic heading(s): Curriculum, Residence Life.

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

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.

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.  

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.

Logan, C. R., Salisbury-Glennon, J., & Spence, L. D. (2000). The Learning Edge Academic Program: Toward a community of learners. 12(1), 77-104.  

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. Related topic heading(s): Academic Advising & Support, Residence Life.

Tinto, V., & Goodsell, A. (1994). Freshman interest groups and the first-year experience: Constructing student communities in a large university. 6(1), 7-28.  

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.

Tokuno, K. A. (1993). Long-term and recent student outcomes of the Freshman Interest Group program. 5(2), 7-28. 

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. Related topic heading(s): Retention.

Tokuno, K. A., & Campbell, F. L. (1992). The freshman interest group program at the University of Washington: Effects on retention and scholarship. 4(1), 7-22.  

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. Related topic heading(s): Curriculum, Retention.

Walker, A. A. (2003). Learning communities and their effect on students’ cognitive abilities. 15(2), 11-33. 

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.

Washington, C. M., & Schwartz, R. A. (1998). African-American freshmen in an historically black college. 11(1), 39-62.  

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. Related topic heading(s): Retention.

Schussler, D. L., & Fierros, E. G. (2008). Students' perceptions of their academics, relationships, and sense of belonging: Comparisons across residential learning communities, 20(1), 71-96. 

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.

Harmon, W. W., & Rhatigan, J. J. (1990). Academic course for parents of first-year students impacts favorably on student retention. 2(1), 85-95.  

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.

Hinni, J., & Eison, J. (1990). Helping freshman parents see the value of general education courses. 2(2), 89-99.  

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. Related topic heading(s): Curriculum.

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

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.

Black, K. A., & Voelker, J. C. (2008). The role of preceptors in first-year student engagement in introductory courses. 20(2), 25-44.  

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.

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. 

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.

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.  

While students who serve as peer mentors seem to experience significant growth and development, little research exists on learning outcomes associated with this experience. The purpose of this study was to examine what 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 through self-reflective and collaborative processes 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.

Wasburn, M. (2008). One mentor or two: An instrumental case study of strategic collaboration and peer mentoring. 20(2), 91-110. 

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.

Calder, W. B. (1993). First year students' goals: Six years in the life of a student goals inventory. 5(2), 105-121.  

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.

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. 

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.

Greiner, K., & Westbrook, T. S. (2002). Academic service quality and instructional quality. 14(2), 7-30.  

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.

Hoover, D. R. (1991). Guidelines for conducting college persistence/education research. 3(1), 71-84.  

The article offers general research concepts and a blueprint by which to conduct persistence/education research. Related topic heading(s): Retention.

King, J. (1995). Learning styles and absenteeism: Is there a connection? 7(1), 67-82.  

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): Student Behavior, Characteristics, & Development.

Moody, R. (1993). Motivation, learning strategies, and personality. 5(1), 37-75.  

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. Related topic heading(s): Student Behavior, Characteristics, & Development.

Moore, R. (2006). The importance of admissions scores and attendance to first-year performance. 18(1), 105-125. 

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.

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.  

The authors administered a 120-item, Likert-type 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. Related topic heading(s): Retention.

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.  

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.

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

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. Related topic heading(s): At-Risk Students.

Richardson, S. M., & Sullivan, M. M. (1994). Identifying noncognitive factors that influence success of academically underprepared freshmen 6(2), 89-100. 

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. Related topic heading(s): At-Risk Students.

Roberts, T. W. (1995). Differentiation from the family of origin and adjustment to college in young adults. 7(1), 53-66.  

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. Related topic heading(s): Student Behavior, Characteristics, & Development.

Somers, P. (1995). First-to-second semester persistence: A case study. 7(2), 43-62.  

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. Related topic heading(s): Retention; Student Behavior, Characteristics, & Development.

Tracey, J., & Corlett, J. (1995). The transition experience of first-year university track and field student athletes. 7(2), 81-102.  

The authors conducted a 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. Related topic heading(s): Student Sub-Populations, First- Year Experience.

Wilkie, C., & Jones, M. (1994). Academic benefits of on-campus employment to first-year developmental education students. 6(2), 37-56.  

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. Related topic heading(s): Retention, Student Sub-Populations.

Windschitl, M., & Leshem-Ackerman, A. (1997). Learning teams students and the college e-mail culture. 9(2), 53-82.  

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. Related topic heading(s): Special Programs.

Zlokovich, M. S., Crites, D., Bingham, J., Buck, L., Burt, S., Goings-Vogelsang, C., Humphrey, R., Koszuzek, K., & Steiner, A. (2003). How are first-year student study habits and grade predictions related to semester and cumulative grades, long-term retention, and graduation? 15(1), 77-104. 

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.

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. 

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. Related topic heading(s): Learning Communities

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.  

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. Related topic heading(s): Retention, First-Year Seminars-Outcomes.

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

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. Related topic heading(s): First-year Year Experience.

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.  

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. Related topic heading(s): Retention.

Kaya, N. (2004). Residence hall climate: Predicting first-year students' adjustments to college. 16(1), 101-118. 

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.

Kelley, 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.  

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 and learning hall achieved greater academic success than did the control group, but the retention rates showed no great difference. Related topic heading(s): Retention.

Schein, H. K., & Bowers, P. M. (1992). Using living/learning centers to provide integrated campus services for freshmen. 4(1), 59-77.  

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. Related topic heading(s): Assessment & Evaluation.

Utterback, J., Barbieri, J., Fox, S., & Solinger, D. (1990). Measuring student development in resident assistants. 2(2), 45-58.  

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. Related topic heading(s): Student Behavior, Characteristics, & Development.

Warner, M. J., & Noftsinger, J. B. (1994). Increasing student involvement through residence hall lifestyle assignments and developmental programming. 6(1), 91-114.  

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. Related topic heading(s): Retention; Student Behavior, Characteristics, & Development.

Anselmo, A. (1997). Is there life after freshman seminar? The case for the freshman seminar class reunion. 9(1), 105-130.  

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. Related topic heading(s): First-Year Seminars-Outcomes.

Beaudin, B. Q., Horvath, J., & Wright, S. P. (1992). Predicting freshman persistence in economics: A gender comparison. 4(2), 69-84.  

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. Related topic heading(s): Curriculum.

Boivin M. J., Beuthin, T. M., & Hauger, G. (1993). Why Christian students leave Christian colleges: Evaluating the dynamics of adjustment in a Christian community. 5(1), 93-125.  

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. Related topic heading(s): Student Sub-Populations.

Cavendish, J. M. (1996). Health service utilization by nonreturning freshmen. 8(1), 39-46.  

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. Related topic heading(s): Health.

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.  

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. Related topic heading(s): Residence Life, First-Year Seminars-Outcomes.

Garcia, P. (1991). Summer bridge: Improving retention rates for unprepared students. 3(2), 91-106.  

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. Related topic heading(s): Special Programs, Student Sub-Populations.

Gold, M., Deming, M. P., & Stone, K. (1992). The bridge: A summer enrichment program to retain African-American collegians. 4(2), 101-117.  

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. Related topic heading(s): Academic Support Services.

Goldman, B. A., Blackwell, K. M., & Beach, S. S. (2003). Academically suspended university students: What percent return? What percent graduate? 15(1), 105-114. 

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. Related topic heading(s): At-risk Students

Goldman, B.A., & Gillis, J. H. (1989). Graduation and attrition rates: A closer look at influences. 1(1), 65-77.  

The influences of changing majors, course load patterns, housing location, and first-semester grade point average on persistence are analyzed.

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.  

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. Related topic heading(s): First-Year Seminars-Outcomes.

Hoover, D. R. (1991). Guidelines for conducting college persistence/education research. 3(1), 71-84.  

The article offers general research concepts and a blueprint by which to conduct persistence/education research. Related topic heading(s): Research.

Hyers, A. D., & Joslin, M. (1998). The first-year seminar as a predictor of academic achievement and persistence. 10(1), 7-30.  

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. Related topic heading(s): First-Year Seminars-Outcomes.

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.  

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. Related topic heading(s): Research, Residence Life.

Kelley, 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.  

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 and learning hall achieved greater academic success than did the control group, but the retention rates showed no great difference. Related topic heading(s): Residence Life.

Ketkar, K., & Bennet, S. (1989). Strategies for evaluating a freshman studies program. 2(1), 33-44.  

A freshman studies program can be evaluated in economic terms using the common business techniques of break-even analysis and the elasticity coefficient. Related topic heading(s): Special Programs, Assessment & Evaluation.

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.  

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 precollege 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. Related topic heading(s): Retention.

Mitchell, D. F., Goldman, B. A., & Smith, M. (1999). Change factors affecting college matriculation: A re-analysis. 11(2), 75-92.  

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. Related topic heading(s): At-Risk Students; Student Behavior, Characteristics, & Development.

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

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.

Perrine, R. M. (1998). Stress and college persistence as a function of attachment style. 11(1), 25-38.  

The author explored college students' perceived stress and persistence in a college as a function of attachment style. These first-year students completed questionnaires designed to rate (a) their attachment styles during the second week of the semester and (b) their perceived stress levels one month later. Results showed students with secure attachment reported significantly less perceived stress and were less likely to quit college than students with insecure attachment. Related topic heading(s): Student Behavior, Characteristics, & Development; Health.

Perrine, R. M. (2001). College stress and persistence as a function of attachment and support. 13(1), 7-22.  

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, Student Behavior, Characteristics, and Development.

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.  

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. Related topic heading(s): Research.

Ronning, W. M. (1997). Invention in intervention: The first-year student in Norway. 9(1), 131-146.  

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. Related topic heading(s): Special Programs.

Schwitzer, A. M., & Thomas, C. (1998). Implementation, utilization, and outcomes of a minority freshman peer-mentor program at a predominately White university. 10(1), 31-50.  

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. Related topic heading(s): Students of Color.

Somers, P. (1995). First-to-second semester persistence: A case study. 7(2), 43-62.  

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. Related topic heading(s): Student Behavior, Characteristics, & Development.

Starke, M. C., Harth, M., & Sirianni, F. (2001). Retention, bonding, and academic achievement: Success of a first-year seminar. 13(2), 7-36.  

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. Related topic heading(s): First-Year Seminars-Outcomes.

Strasburger, R., Turner, M., & Walls, R. (1998). Factors relating to the postsecondary success of students with learning disabilities. 11(1), 63-76.  

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. Related topic heading(s): At-Risk Students.

Strumpf, G., & Hunt, P. (1993). The effects of an orientation course on the retention and academic standing of entering freshmen, controlling for the volunteer effect. 5(1), 7-14.  

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 Hunts' study clearly suggests that the orientation course is a successful method for increasing the rate of retention. Related topic heading(s): Assessment & Evaluation; First-Year Seminar-Outcomes.

Tinto, V. (1990). Principles for effective retention. 2(1), 35-48.  

Common characteristics of successful retention programs are identified and explored.

Tokuno, K. A. (1993). Long-term and recent student outcomes of the freshman interest group program. 5(2), 7-28.  

Tokuno reports the results of two studies involving three student cohorts 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. Related topic heading(s): Learning Communities.

Tokuno, K. A., & Campbell, F. L. (1992). The freshman interest group program at the University of Washington: Effects on retention and scholarship. 4(1), 7-22.  

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. Related topic heading(s): Curriculum, Learning Communities.

Tukey, D. D. (1991). Models for student retention and migration. 3(2), 61-74.  

Retention rates can be calculated and enrollments predicted by using mathematical models.

Volp, P. M., Hall, T. L., & Frazier, C. L. (1998). Using telephone calls as examples of care to promote student success and retention. 10(1), 73-88. 

The authors discuss a collaborative intervention conducted by faculty and student affairs staff in which telephone calls were made to at-risk first-year students. The authors found statistically significant differences between the study group and the comparison group. 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. Related topic heading(s): At-Risk Students.

Warner, M. J., & Noftsinger, J. B. (1994). Increasing student involvement through residence hall lifestyle assignments and developmental programming. 6(1), 91-114.  

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. Related topic heading(s): Residence Life; Student Behavior, Characteristics, & Development.

Washington, C. M., & Schwartz, R. A. (1998). African-American freshmen in an historically Black college. 11(1), 39-62.  

This study examined the academic success and retention of first-year African-American college students at a historically Black, private, liberal arts college. Students were surveyed about their preparation and readiness for college during their first week on campus. The authors used step-wise regression analysis and found both cognitive and non-cognitive variables that predicted academic success.

Wilkie, C., & Kuckuck, S. (1989). A longitudinal study of the effects of the freshman seminar. 1(1), 7-16.  

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. Related topic heading(s): First-Year Seminars-Outcomes.

Wolf-Wendel, L. E. Tuttle, K., & Keller-Wolff, C. M. (1999). Assessment of a freshman summer transition program in an open-admissions institution. 11(2), 7-32.  

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. Related topic heading(s): Assessment & Evaluation, Student Behavior, Characteristics, & Development.

Yockey, F. A., & George, A. A. (1998). The effects of a freshman seminar paired with Supplemental Instruction. 10(2), 57-76.  

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. Related topic heading(s): Assessment & Evaluation, First-Year Seminars-Outcomes.

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

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.

Pistilli, M. D., Taub, D. J., & Bennett, D. E. (2003). Development of the senior concerns survey: An exploratory factor analysis. 15(1), 39-52. 

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.

Taub, D. J., Servaty-Seib, H. L., & Cousins, C. (2006). On the brink of transition: The concerns of college seniors. 18(2), 111-132. 

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, postgraduation 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.

Beaudin, B. Q., Roth, R. L., Greenwood, J. H., Jr., & Boudreau, L. A. (2002). Science cohort model: Expanding the pipeline for science majors. 14(2), 105-132.  

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. Related topic heading(s): Academic Advising and Support.

Cannici, J. P., & Poulton, J. (1990). Personal competency training as a preventive intervention. 2(2), 31-43.  

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.

Duran, R. L., Colarulli, G. C., Barrett, K. A., & Stevenson, C. B. (2005). An assessment of the effectiveness of the University of Hartford first-year interest group model. 17(1), 79-99. 

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. Related topic heading(s): Assessment and Evaluation

Garcia, P. (1991). Summer bridge: Improving retention rates for unprepared students. 3(2), 91-106.  

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. Related topic heading(s): Retention, Student Sub-Populations.

Ketkar, K., &. Bennet, S. (1989). Strategies for evaluating a freshman studies program. 1(1), 33-44.  

A freshman studies program can be evaluated in economic terms using the common business techniques of break-even analysis and the elasticity coefficient. Related topic heading(s): Assessment & Evaluation, Retention.

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. 

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.

Lipsky, S. A., & Ender, S. C. (1990). Impact of a study skills course on probationary students' academic performance. 2(1), 7-15.  

Statistically significant improvements in retention and grade point averages resulted from exposing students to a one-credit study skills course. Related topic heading(s): Student Sub-Populations, Academic Advising & Support.

Magolda, P. (1997). New student disorientation: Becoming a member of an academic community. 9(1), 43-104.  

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.

Parker, J. D. A., Duffy, J. M., Wood, L. M., Bond, B. J., Hogan, M. J. (2005). Academic achievement and emotional intelligence: Predicting the successful transition from high school to university. 17(1), 67-78. 

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.

Ronning, W. M. (1997). Invention in intervention: The first-year student in Norway. 9(1), 131-146.  

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. Related topic heading(s): Retention.

Walker, S. C., & Taub, D. J. (2001). Variables correlated with satisfaction with a mentoring relationship in first-year college students and their mentors. 13(1), 47-68. 

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.

Walpole, M., Simmerman, H., Mack, C., Mills, J. T., Scales, M., & Albano, D. (2008). Bridge to success: Insight into summer bridge program students' college transition, 20(1), 11-30.  

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.

Windschitl, M., & Leshem-Ackerman, A. (1997). Learning teams students and the college e-mail culture. 9(2), 53-82.  

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. Related topic heading(s): Research.

Arboleda, A., Chen, J., Shelley, M.C., II, & Whalen, D. F. (2004). Earning and learning: reasons students attend college. 16(1), 27-59. 

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.

Balenger, V. J., & Sedlacek, W. E. (1991). The volunteer potential of first-time entering students: Interest areas and incentives. 3(1), 59-69.  

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.

Bergen-Cico, D. (2000). Patterns of substance abuse and attrition among first-year students. 12(1), 61-75.  

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. Related topic heading(s): Health.

Birnie-Lefcovitch, S. (2000). Student perceptions of the transition from high school to university: Implications for preventative programming. 12(2), 61-88. 

This study examines students' perceptions about the move from high school to university. 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. Related topic heading(s): Stress.

Brower, A. M. (1990). Student perceptions of life-task demands as a mediator in the freshman year experience. 2(2), 7-30.  

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.

Brower, A. M. (1994). Measuring student performances and performance appraisals with the College Life Task Assessment Instrument. 6(2), 7-36.  

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. Related topic heading(s): Assessment & Evaluation.

Brown, D. M., & Christiansen, K. E. (1990). Coping with loss: Emotional acculturation in first semester freshmen. 2(1), 69-83.  

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. Related topic heading(s): First-Year Experience.

Chase, N. D., Deming, M. P., & Karesh, D. (1994). Parental alcoholism and perceptions of support among university freshmen. 6(2), 57-76.  

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.

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.  

The authors constructed a brief self-report questionnaire to identify noncognitive variables influencing pre-college decision-making, satisfaction with the first-year experience, and academic confidence among academically prepared and under-prepared students. 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. Related topic heading(s): Adult Students.

Fuertes, J. N., Sedlacek, W. E., Roger, P. R., & Mohr, J. J. (2000). Correlates of universal-diverse orientation among first-year university students. 12(1), 45-59.  

The authors measured UDO (universal-diverse orientation) among a sample group of students and concluded that UDO levels had some modest but significant correlations with such factors as academic self-confidence and help-seeking behaviors. Related topic heading(s): Academic Advising & Support; Assessment & Evaluation.

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.  

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.

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.  

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.

Green, K. C. (1989). The children of the upheaval: A look at today's college freshmen. 1(2), 20-42.  

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.

Guinagh, B. (1992). Homesickness in the freshman year. 4(1), 111-120.  

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. Related topic heading(s): Health.

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. 

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.

Helm, E., Sedlacek, W. E., & Prieto, D. (1998). Career advising issues for entering African-American students. 10(2), 77-88.  

The authors discuss a model of career advising based on noncognitive variables. 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. Related topic heading(s): Academic Advising & Support, Students of Color.

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. 

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.

Hickman, G. P., & Toews, M. L. (2001). The differential influence of authoritative parenting on the initial adjustment of male and female traditional college freshmen. 13(1), 23-46.  

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.

Hoover, K. G. (2003). The relationship of locus of control and self-efficacy to academic achievement of first-year students. 15(2), 103-123. 

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.

Kim, S. H., & Sedlacek, W. E. (1996). Gender differences among incoming African-American freshmen on academic and social expectations. 8(1), 25-38.  

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. Related topic heading(s): Students of Color.

King, J. (1995). Learning styles and absenteeism: Is there a connection? 7(1), 67-82.  

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.

Kock, G. E., & Nelson, K. H. (1998). Assessing trends in student attitudes using CIRP data, 1985-1994. 11(1), 7-24.  

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. Related topic heading(s): Assessment & Evaluation.

Kohatsu, E. L., & Sedlacek, W. E. (1990). Freshman attitudes and behavior toward drugs: A comparison by year and gender. 2(1), 17-34.  

Declines in first-year student drug use from 1978 to 1988 show changes in attitudes and behaviors toward drugs.

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(2), 33-58.  

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. Related topic heading(s): First-Year Seminars-General.

Lo, C. C., & Globetti, G. (1993). The drinking patterns of entering freshmen at a southern university. 5(1), 15-36.  

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. Related topic heading(s): Health.

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

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. Related topic heading(s): Health.

Mitchell, A. A., & Sedlacek, W. E. (1995). Freshmen with learning disabilities: A profile of needs on an urban campus. 7(2), 27-42.  

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. Related topic heading(s): First-year Year Experience.

Mitchell, D. F., Goldman, B. A., & Smith, M. (1999). Change factors affecting college matriculation: A re-analysis. 11(2), 75-92.  

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. Related topic heading(s): At-Risk Students, Retention.

Miville, M. L., & Sedlacek, W. (1992). Pessimism in the academy: Social climate changes on a university campus over a fifteen-year period. 4(2), 31-40.  

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.

Miville, M. L., & Sedlacek, W. (1994). Attitudes of freshmen toward Arab-Americans: A university campus dilemma. 6(2), 77-88.  

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. Related topic heading(s): Student Sub-Populations.

Miville, M. L., Molla, B., & Sedlacek, W. E. (1992). Attitudes of tolerance for diversity among college students. 4(1), 95-110.  

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.

Moody, R. (1993). Motivation, learning strategies, and personality. 5(1), 37-75.  

Raymond 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. Moody also outlines some approaches to teaching that are intended to strengthen learning strategies and motivation. Related topic heading(s): Research.

Noldon, D. F., & Sedlacek, W. E. (1996). Race differences in enrollment in high prestige academic college majors. 8(2), 43-56. 

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).

Noldon, D. F., Kim, S. H., & Sedlacek, W. E. (2000). The best and the worst: College seniors' experiences with academics and services. 12(2), 89-106.  

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. Related topic heading(s): Academic Advising & Support, Assessment & Evaluation.

Oswalt, S. B., Shutt, M. D., & Cooper, D. L. (2006). Incoming students' alcohol use and intent to join Greek organizations, 18(2), 31-52. 

Incoming first-time, first-year students attending summer orientation (N = 1,710) 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.

Perrine, R. M. (1998). Stress and college persistence as a function of attachment style. 11(1), 25-38.  

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. Related topic heading(s): Retention, Health.

Perrine, R. M. (2001). College stress and persistence as a function of attachment and support. 13(1), 7-22.  

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.

Regan, A. M., & Sedlacek, W. E. (1989). Changes in social commitment of university freshmen over a decade by race and gender. 1(2), 7-19.  

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.

Roberts, T. W. (1995). Differentiation from the family of origin and adjustment to college in young adults. 7(1), 53-66.  

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. Related topic heading(s): Research.

Schlosser, L. Z, & Sedlacek, W. E. (2001). The relationship between undergraduate students’ perceived past academic success and perceived academic self-concept. 13(2), 95-106.  

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.

Schwitzer, A. M., Ancis, J. R., & Griffin, O. T. (1998). Validating a proposed model of African-American students' social adjustment. 11(1), 77-102.  

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 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. Related topic heading(s): Assessment & Evaluation, Students of Color.

Somers, P. (1995). First-to-second semester persistence: A case study. 7(2), 43-62.  

The author examines the persistence of 2100 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. Related topic heading(s): Research.

Tracey, J., & Corlett, J. (1995). The transition experience of first-year university track and field student athletes. 7(2), 81-102.  

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. Related topic heading(s): Research, First-year Year Experience.

Utterback, J., Barbieri, J., Fox, S., & Solinger, D. (1990). Measuring student development in resident assistants. 2(2), 45-58.  

Using the Student Development Task and Lifestyle Inventory, it was found that veteran resident assistants were no more developed than new applicants, but gender differences were noted on factors of intimacy, tolerance, and emotional autonomy. Related topic heading(s): Residence Life.

Warner, M. J., & Noftsinger, J. B. (1994). Increasing student involvement through residence hall lifestyle assignments and developmental programming. 6(1), 91-114.  

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. Related topic heading(s): Residence Life; Retention.

Whiteley, J. M. (1990). The renewal of opportunity for enhancing character development during the college years. 2(2), 75-87.  

A curriculum designed to influence moral development is outlined, and the challenges of measuring moral actions are described. Related topic heading(s): Curriculum.

Wilkie, C., & Redondo, B. (1996). Predictors of academic success and failure of first-year college students. 8(2), 17-32.  

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. Related topic heading(s): Assessment & Evaluation.

Witten, C. (1990). Review of Campus life: Undergraduate cultures from the end of the eighteenth century to the present. 3(1), 109-115.  

The writer provides a critical review of this important history of college student life.

Wolf-Wendel, L. E., Tuttle, K., & Keller-Wolff, C. M. (1999). Assessment of a freshman summer transition program in an open-admissions institution. 11(2), 7-32.  

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. Related topic heading(s): Assessment & Evaluation, Retention.

Wright, S. (1992). Promoting intellectual development during the freshman year. 4(1); 23-39. 

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. Related topic heading(s): Curriculum.

Bryson, S., Smith, R., & Vineyard, G. (2002). Minority students relationship of race, academic and nonacademic information in predicting the first-year success of selected admissions first-year students. 14(1), 65-80.  

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.

Helm, E., Sedlacek, W. E., & Prieto, D. (1998). Career advising issues for entering African-American students. 10(2), 77-88.  

The authors discuss a model of career advising based on noncognitive variables. 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. Related topic heading(s): Academic Advising & Support; Student Behavior, Characteristics, & Development.

Kim, S. H., & Sedlacek, W. E. (1996). Gender differences among incoming African-American freshmen on academic and social expectations. 8(1), 25-38.  

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.

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.  

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.

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.  

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. Related topic heading(s): At-Risk Students, First-Year Seminars-General.

Schwitzer, A. M., & Thomas, C. (1998). Implementation, utilization, and outcomes of a minority freshman peer-mentor program at a predominately White university. 10(1), 31-50.  

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. Related topic heading(s): Retention.

Schwitzer, A. M., Ancis, J. R., & Griffin, O. T. (1998). Validating a proposed model of African-American students' social adjustment. 11(1), 77-102.  

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. Related topic heading(s): Assessment & Evaluation, Student Behavior, Characteristics, & Development.

Yazedjian, A., & Toews, M. L. (2006). Predictors of college adjustment among Hispanic students. 18(2), 9-29. 

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.

Andrade, M. S. (2005). International students and the first year of college. 17(1), 101-129. 

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.

Blackhurst, A. E. (1995). The relationship between gender and student outcomes in a freshman orientation course. 7(2), 63-80.  

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): First-Year Seminars--Outcomes.

Boivin, M. J., Beuthin, T. M., & Hauger, G. (1993). Why Christian students leave Christian colleges: Evaluating the dynamics of adjustment in a Christian community. 5(1), 93-125.  

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. Related topic heading(s): Retention.

Bonifacio, P., Sinatra, P., & Welch, K. (1991). Identifying personal problems of urban, commuter college freshmen. 3(2), 49-60.  

The relationship between personal problems and academic achievement of commuter students is explored.

Cranston-Gingras, A., Morse, W. C., & McHatton, P. A. (2004). First-year college experiences of students from migrant farmworker families. 16(1), 9-25. 

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.

Garcia, P. (1991). Summer bridge: Improving retention rates for unprepared students. 3(2), 91-106.  

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. Related topic heading(s): Retention, Special Programs.

Lipsky, S. A., & Ender, S. C. (1990). Impact of a study skills course on probationary students' academic performance. 2(1), 7-15.  

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. Related topic heading(s): Academic Advising & Support, Special Programs.

Mitchell, A. A., & Sedlacek, W. E. (1995). Freshmen with learning disabilities: A profile of needs on an urban campus. 7(2), 27-42.  

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.

Miville, M. L., & Sedlacek, W. (1994). Attitudes of freshmen toward Arab-Americans: A university campus dilemma 6(2), 77-88.  

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. Related topic heading(s): Student Behavior, Characteristics, & Development.

Ramburuth, P. (2001). Language diversity and the first-year experience: Implications for academic achievement and language skills acquisition. 13(2), 75-94.  

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.

Rosser, S. (1989). Creating a learning environment that is conducive to learning for the majority. 1(1), 53-63.  

Removing sexism from college classroom interactions and curriculum content provides a positive learning environment for all students. Related topic heading(s): Curriculum, First-Year Experience.

Schaer, B., Aull, J., Pancake, C., Curtis, C., & Wiens, G. (1991). A survey of gender biases of freshman students toward engineering. 3(1), 39-58.  

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. Related topic heading(s): Curriculum.

Tracey, J., & Corlett, J. (1995). The transition experience of first-year university track and field student athletes. 7(2), 81-102.  

The authors conducted a 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. Related topic heading(s): First-Year Experience, Research.

Wilkie, C. (1990). Review of Women's ways of knowing: The development of self, voice, and mind. 2(2), 101-106.  

The author offers a critical review of this important work in the area of women's cognitive development. Related topic heading(s): Curriculum.

Wilkie, C. J., & Thompson, C. A. (1993). First-year reentry women's perceptions of their classroom experiences. 5(2), 69-90.  

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

Wilkie, C., & Jones, M. (1994). Academic benefits of on-campus employment to first-year developmental education students. 6(2), 37-56.  

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. Related topic heading(s): Research; Retention.

Yazedjian, A., & Toews, M. L. (2006). Predictors of college adjustment among Hispanic students, 18(2), 9-29.  

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. Related topic heading(s): College Adjustment.

Kirk-Kuwaye, C., & Kirk-Kuwaye, M. (2007). A study of engagement patterns of lateral and vertical transfer students during their first semester at a public research university. 19(2), 9-27.  

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.