Examined the outcomes for student participants in an academic-advising Science Cohort pilot program, in which students were clustered with a group of faculty who taught all their courses. Found that Cohort students had higher grade point averages and completed more credit hours than control group counterparts. (EV)

First-semester college students completed college transition courses which incorporated information on emotional, communication, and critical thinking skills. Their ability to understand, regulate, and harness emotions, and their retention rate, were higher than students completing a transition course lacking the emotional skills component. (EV)

Surveyed instructors in the freshman seminar program at the University of Colorado, Colorado Springs about effects of teaching in the program. Found several recurring themes of opportunity and challenge within three categories: professional, personal, and political. For example, faculty reported an increased sense of connection to students and…

Examined the college adjustment demands and developmental tasks unique to college women with eating disorders. Their issues included problematic perfectionism associated with academic and personal adjustment; managing the health consequences, dysfunctional behavior, and stress of eating problems; and social support needs. They also tended to share…

Examined the relationship of race, traditional academic measures (high school GPA and rank, ACT scores), and nonacademic variables (measured by the Bryson Instrument for Noncognitive Assessment, or BINA) to the first-year grades of specially-admitted college students. Found that predictors of college success functioned differently for blacks and…

Surveyed recipients of the Outstanding First-Year Student Advocate award given annually by the National Resource Center for The First-Year Student Experience and Students in Transition and Houghton Mifflin Company. Found that advocates played politics, worked across boundaries, had well-articulated plans, co-opted the opposition, tackled tough…

First-year college students rated their attachment styles and perceived stress and social support; persistence in college was tracked for two semesters. Found that students with one type of insecure attachment (fearful) perceived the most stress, were least satisfied with available support, and had the highest dropout rate. Females perceived more…

Surveyed college freshmen to examine the relationship between gender, authoritative parenting, aptitude, self-esteem, initial academic achievement, and overall adjustment. Found that authoritative parenting style was positively related to males' initial grade point average, but not significantly associated with females'. (EV)

Compared the satisfaction levels with their mentor and mentoring relationship of first-year college students placed in either a dyadic or network mentoring relationship. No differences in satisfaction were found between the two types of mentoring relationship. Frequency of contact was positively correlated with satisfaction, but demographic…

Used focus group interviews to compare the first-semester experiences of students clustered for both their first-year seminar and English composition class and students taking only their first-year seminar together. Found that clustered students were more satisfied with the seminar, experienced greater peer support, enjoyed better relationships…

Followed the progress of eight cohorts of first-year college students taking an orientation course between 1986 and 1993. Found that, compared to students who did not take the course, they fared significantly better in retention, graduation rate, grade point average, and other satisfaction, participation, and skills measures. (EV)

Investigated grief issues in first-semester female students. Found that in-state students who had not visited home experienced more severe grief responses, that higher grievers earned significantly lower grades and returned for the spring semester in fewer numbers, and that high grievers, regardless of ethnicity, evidenced more pessimism and more…

Explored relationships among college students' cognitive and affective reactions to required academic tutoring, prior attitudes, and attachment style. Found that resistance to tutoring was related to prior negative attitudes toward tutoring and to insecure attachment; students with prior negative attitudes tended to feel even more negatively…

Investigated diversity in English-language competence of first-year students at an Australian university and the impact of language diversity and English-language competence on academic performance. Found that 76 percent of diverse students, compared to 20 percent of local Australian students, had English-language difficulties. When language…

Assessed how different levels of previous academic success related to varying outcomes, such as desire to pursue postgraduate education, higher career aspirations, and factors related to leaving school prematurely. Found that students who have been successful in the past are more likely to have more positive perceptions of their academic…