Adult Students

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.  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.

Academic Advising and Support

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

Assessment and Evaluation

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

At-Risk Students

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Goldman, B. A., Blackwell, K. M., & Beach, S. S.    Academically suspended university students: What percent return? What percent graduate?   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.    Effects of a learning strategies course on at-risk, first-year science majors.   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.    Promoting the development of high-risk college students through a deliberate psychological education-based freshman orientation course  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.    Change factors affecting college matriculation: A re-analysis  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.   Academic self-concept and the first-year college student: A snapshot.   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.   Identifying noncognitive factors that influence success of academically underprepared freshmen   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.    Factors relating to the postsecondary success of students with learning disabilities  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.    Using telephone calls as examples of care to promote student success and retention  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.

Curriculum

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Beaudin, B. Q., Horvath, J., & Wright, S. P.  (1992).  Predicting freshman persistence in economics: A gender comparison  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  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.
Budny, D.  (1994).  Counselor tutorial program: A cooperative learning program for the high-risk freshman engineering courses  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.
Cavote, S. E., & Kopera-Frye, K.  (2004).  Subject-based first-year experience courses: Questions about program effectiveness  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  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  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?  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.  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  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  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  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  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  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.  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  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.
Rosser, S.  (1989).  Creating a learning environment that is conducive to learning for the majority.   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.  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  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.
Tokuno, K. A., & Campbell, F. L.  (1992).  The freshman interest group program at the University of Washington: Effects on retention and scholarship.  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  An integrated program of science and humanities is necessary to produce competent specialists and culturally viable citizens.
Weimer, M.  (1992).  Scholarship of teaching.   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.
Whiteley, J. M.  (1990).  The renewal of opportunity for enhancing character development during the college years.   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  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.  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.   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.

Faculty Development/Training

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Fidler, P. P., Neururer-Rotholz, J., & Richardson, S.  (1999).  Teaching the freshman seminar: Its effectiveness in promoting faculty development.  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.   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.   A variety of group processes may be more beneficial to first-year seminar faculty and students than the traditional lecture style of teaching.
Reynolds, K. C., & Nunn, C. E. (1998).  Engaging freshmen in classroom discussion: Interaction and the instructor techniques that encourage it.  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.  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.  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.

Financial Aid

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

First-Year Experience

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Anttonen, R. G., & Chaskes, J.  (2002).  Advocating for first-year students: A study of the micropolitics of leadership and organizational change.   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.  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.   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.   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.   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.  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.   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.  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.   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.   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.  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.   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.  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.   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.

First-Year Seminars - General

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Andrade, M. S.  (2006).  A first-year seminar for international students.  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.   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.  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.   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.   This study of 1,700 students was designed to determine whether college graduation rates of entering students enrolled in a first-year seminar during academic years 1991 through 1994 at a medium-sized, public midwestern university significantly differed from those of a matched comparison group not enrolled in the seminar. Analysis indicated significantly greater graduation rates for those enrolled in the seminar. Logistic regression analysis of the results identified high school decile, high school class size, seminar, and ACT scores as factors impacting graduation rates.

First-Year Seminars - Outcomes

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Anselmo, A.  (1997).  Is there life after freshman seminar? The case for the freshman seminar class reunion.  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.  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.   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.   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.  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.   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.   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.  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.  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.
Hoff, M. P., Cook, D., & Price, C.  (1996).  The first five years of freshman seminars at Dalton College: Student success and retention.  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.   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.  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.
Maisto, A. A., & Tammi, M. W.  (1991).  The effect of a content-based freshman seminar on academic and social integration.   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.
Odell, P. M.  (1996).  Avenues to success in college: A non-credit eight-week freshman seminar.   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.   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.   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.
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.   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.

Health

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Bergen-Cico, D.  (2000).  Patterns of substance abuse and attrition among first-year students.   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.   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.   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.  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.  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.   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.
Oswalt, S. B., Shutt, M. D., & Cooper, D. L.  (2006).  Incoming students’ alcohol use and intent to join Greek organizations.   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.   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.  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.   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.   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.

Learning Communities

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Blackhurst, A. E., Akey, L. D., & Bobilya, A. J.  (2003).  A qualitative investigation of student outcomes in a residential learning community  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.  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 ind