Pub Date : 2023-05-04DOI: 10.24926/jcotr.v30i1.4639
J. Ford, Emily Krechel
Black students are enrolling in college at higher rates than they have ever done in the past. This scholarship provides a new way of thinking and conceptualizing first year seminars for Black student support. The article provides inclusive strategies and practices in the development of faculty and student affairs advisors as they support student learning and development.
{"title":"Building the Bridge: Practical Considerations for Student Affairs Practitioners and Faculty to Support Black Students in First Year Seminars","authors":"J. Ford, Emily Krechel","doi":"10.24926/jcotr.v30i1.4639","DOIUrl":"https://doi.org/10.24926/jcotr.v30i1.4639","url":null,"abstract":"Black students are enrolling in college at higher rates than they have ever done in the past. This scholarship provides a new way of thinking and conceptualizing first year seminars for Black student support. The article provides inclusive strategies and practices in the development of faculty and student affairs advisors as they support student learning and development.","PeriodicalId":34700,"journal":{"name":"Journal of College Orientation Transition and Retention","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46170823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.24926/jcotr.v30i1.4904
P. Morris, Moraima Castro‐Faix, Kristen Hengtgen, Kelly E. Rapp, Christa Winkler, Tonghui Xu
As many as 75% of college students change their major at least once during their undergraduate career (Gordon & Steele, 2015). This study examined the impact of academic major changes on bachelor’s degree attainment within six years. Using data from the 2012/17 Beginning Postsecondary Students Longitudinal Study (n = 13,800), we found a significant increase in odds of degree attainment for students who changed their major one or more times. Accompanying our analyses and results, we offer implications for early advising and transition programming including the role of meta-majors, and consideration for student backgrounds as they seek advising and choose majors.
{"title":"Virtues of Academic Exploration:","authors":"P. Morris, Moraima Castro‐Faix, Kristen Hengtgen, Kelly E. Rapp, Christa Winkler, Tonghui Xu","doi":"10.24926/jcotr.v30i1.4904","DOIUrl":"https://doi.org/10.24926/jcotr.v30i1.4904","url":null,"abstract":"As many as 75% of college students change their major at least once during their undergraduate career (Gordon & Steele, 2015). This study examined the impact of academic major changes on bachelor’s degree attainment within six years. Using data from the 2012/17 Beginning Postsecondary Students Longitudinal Study (n = 13,800), we found a significant increase in odds of degree attainment for students who changed their major one or more times. Accompanying our analyses and results, we offer implications for early advising and transition programming including the role of meta-majors, and consideration for student backgrounds as they seek advising and choose majors.","PeriodicalId":34700,"journal":{"name":"Journal of College Orientation Transition and Retention","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47328928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.24926/jcotr.v30i1.5248
Holly Henning
As search committees look for new and promising common readers for their college campuses, titles from recent years still offer excellent options. A decade after it was originally published, How to Get Filthy Rich in Rising Asia by Mohsin Hamid showcases the life and personal wisdom of a nameless boy who escapes poverty in a developing nation, making it a worthy candidate for common reader consideration. Through exquisite storytelling, Hamid’s narrative fiction provides scholarly communities a wide range of topics for heartfelt and thought-provoking discourse, fostering empathy, perspective-taking, and critical thinking skills.
随着搜索委员会为他们的大学校园寻找新的、有前途的普通读者，近年来的书籍仍然提供了很好的选择。莫辛·哈米德（Mohsin Hamid）的《如何在崛起的亚洲致富》（How to Get Filthy Rich in Rising Asia）在最初出版十年后，展示了一个在发展中国家摆脱贫困的无名男孩的生活和个人智慧，使其成为值得普通读者考虑的候选者。哈米德的叙事小说通过精湛的故事讲述，为学术界提供了一系列发自内心、发人深省的话题，培养了同理心、视角和批判性思维技能。
{"title":"How to Get Filthy Rich in Rising Asia","authors":"Holly Henning","doi":"10.24926/jcotr.v30i1.5248","DOIUrl":"https://doi.org/10.24926/jcotr.v30i1.5248","url":null,"abstract":"As search committees look for new and promising common readers for their college campuses, titles from recent years still offer excellent options. A decade after it was originally published, How to Get Filthy Rich in Rising Asia by Mohsin Hamid showcases the life and personal wisdom of a nameless boy who escapes poverty in a developing nation, making it a worthy candidate for common reader consideration. Through exquisite storytelling, Hamid’s narrative fiction provides scholarly communities a wide range of topics for heartfelt and thought-provoking discourse, fostering empathy, perspective-taking, and critical thinking skills.","PeriodicalId":34700,"journal":{"name":"Journal of College Orientation Transition and Retention","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41867039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.24926/jcotr.v30i1.4900
E. Manuel, Marjorie Ceballos, W. Gordon
Higher education administrators’ expectations of parental involvement have been based on legal implications, research regarding best practices, and student development theories. Little is known, however, about parents’ perceptions of their involvement in college, particularly in students’ first year in college. This research study sought to determine differences, if any, between parents’ perceptions of their level of involvement and parents’ demographic characteristics. Results indicated perceptual differences based on students’ status as a first-generation college student, ethnicities, and students’ anticipated residence for the first year of college. Findings from this research have the potential to inform institutions as they establish parent-university partnerships.
{"title":"Parents’ Perceptions of Involvement in Their Students’ First Year in College","authors":"E. Manuel, Marjorie Ceballos, W. Gordon","doi":"10.24926/jcotr.v30i1.4900","DOIUrl":"https://doi.org/10.24926/jcotr.v30i1.4900","url":null,"abstract":"Higher education administrators’ expectations of parental involvement have been based on legal implications, research regarding best practices, and student development theories. Little is known, however, about parents’ perceptions of their involvement in college, particularly in students’ first year in college. This research study sought to determine differences, if any, between parents’ perceptions of their level of involvement and parents’ demographic characteristics. Results indicated perceptual differences based on students’ status as a first-generation college student, ethnicities, and students’ anticipated residence for the first year of college. Findings from this research have the potential to inform institutions as they establish parent-university partnerships.","PeriodicalId":34700,"journal":{"name":"Journal of College Orientation Transition and Retention","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46201031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.24926/jcotr.v30i1.4647
Amy E. Collins-Warfield, Jera Niewoehner-Green, M. Whittington
Students who struggle academically in their first year may need continued developmental support in areas of personal and intellectual growth. The purpose of this qualitative case study was to explore the experiences and outcomes of students who participated in both Springforward, an enrichment program for students who are struggling academically, and STEP, a second-year program to support students’ ongoing intellectual and social development at The Ohio State University. We also examined which factors of this two-part initiative supported student success and how this two-part initiative could be improved. Findings indicated positive outcomes for students, but individualization of programming is key.
{"title":"Springforward and STEP: Assessing the Outcomes of a Two-Part Academic Success Initiative","authors":"Amy E. Collins-Warfield, Jera Niewoehner-Green, M. Whittington","doi":"10.24926/jcotr.v30i1.4647","DOIUrl":"https://doi.org/10.24926/jcotr.v30i1.4647","url":null,"abstract":"Students who struggle academically in their first year may need continued developmental support in areas of personal and intellectual growth. The purpose of this qualitative case study was to explore the experiences and outcomes of students who participated in both Springforward, an enrichment program for students who are struggling academically, and STEP, a second-year program to support students’ ongoing intellectual and social development at The Ohio State University. We also examined which factors of this two-part initiative supported student success and how this two-part initiative could be improved. Findings indicated positive outcomes for students, but individualization of programming is key.","PeriodicalId":34700,"journal":{"name":"Journal of College Orientation Transition and Retention","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42543784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.24926/jcotr.v30i1.4804
D. Shields
Higher education retention research has taken on renewed importance in recent years with support for standardized entrance exams waning and student loan debts commanding social and political attention. Economic pressures have further exasperated college attrition and push researchers to better identify at-risk students before they experience academic difficulty. The purpose of this study was to evaluate the predictive quality of precollege academic motivation, self-efficacy for learning, learner autonomy, and perceived social support on first-semester academic outcome. Participants completed established surveys assessing the four variables prior to the start of the Fall 2021 semester. Fall semester academic outcome was obtained at the conclusion of the semester with students naturally differentiating into one of two categories: satisfactory academic standing or academic probation. Discriminant analysis was performed to determine if the four predictor variables could reliably predict first-semester academic outcome. Results indicated that the variables could accurately predict first-semester academic outcomes with 77.8% classification accuracy. Academic motivation was found to have a negligible predictive impact with self-efficacy for learning, learner autonomy, and perceived social support maintaining the same predictive accuracy in its absence. Implications for admissions and academic support practice are discussed.
{"title":"Predicting Academic Difficulty Among First-Semester College Students","authors":"D. Shields","doi":"10.24926/jcotr.v30i1.4804","DOIUrl":"https://doi.org/10.24926/jcotr.v30i1.4804","url":null,"abstract":"Higher education retention research has taken on renewed importance in recent years with support for standardized entrance exams waning and student loan debts commanding social and political attention. Economic pressures have further exasperated college attrition and push researchers to better identify at-risk students before they experience academic difficulty. The purpose of this study was to evaluate the predictive quality of precollege academic motivation, self-efficacy for learning, learner autonomy, and perceived social support on first-semester academic outcome. Participants completed established surveys assessing the four variables prior to the start of the Fall 2021 semester. Fall semester academic outcome was obtained at the conclusion of the semester with students naturally differentiating into one of two categories: satisfactory academic standing or academic probation. Discriminant analysis was performed to determine if the four predictor variables could reliably predict first-semester academic outcome. Results indicated that the variables could accurately predict first-semester academic outcomes with 77.8% classification accuracy. Academic motivation was found to have a negligible predictive impact with self-efficacy for learning, learner autonomy, and perceived social support maintaining the same predictive accuracy in its absence. Implications for admissions and academic support practice are discussed.","PeriodicalId":34700,"journal":{"name":"Journal of College Orientation Transition and Retention","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49475879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.24926/jcotr.v30i1.4697
Susanne Gaal, M. Fuller, Stacie Haynes
The Novel Virus, COVID-19, has changed many aspects of current lifestyles including school closures, remote learning, and shuttered businesses (Fegert et al, 2020). Data generated from this study focused on how current policy regarding the COVID-19 response for the university provided the supports needed for students. University response included mask mandates, remote learning, and limitations on all social activities. First year freshman students, who attended a 4-year institute in Southeast US, spent a year presenting their lived experiences of college life to researchers. Participants discussed the struggles and stress that the pandemic placed on their college experiences. Key results found that despite the many obstacles that the pandemic has caused, and limitations placed by safety policies, these students were demonstrating resilience to these obstacles and forging forward in their educational career. Implications of this research provided data to university leaders on the effects of their pandemic response as they move into the endemic.
{"title":"Lived Experiences of Freshman College Students During a Pandemic","authors":"Susanne Gaal, M. Fuller, Stacie Haynes","doi":"10.24926/jcotr.v30i1.4697","DOIUrl":"https://doi.org/10.24926/jcotr.v30i1.4697","url":null,"abstract":"The Novel Virus, COVID-19, has changed many aspects of current lifestyles including school closures, remote learning, and shuttered businesses (Fegert et al, 2020). Data generated from this study focused on how current policy regarding the COVID-19 response for the university provided the supports needed for students. University response included mask mandates, remote learning, and limitations on all social activities. First year freshman students, who attended a 4-year institute in Southeast US, spent a year presenting their lived experiences of college life to researchers. Participants discussed the struggles and stress that the pandemic placed on their college experiences. Key results found that despite the many obstacles that the pandemic has caused, and limitations placed by safety policies, these students were demonstrating resilience to these obstacles and forging forward in their educational career. Implications of this research provided data to university leaders on the effects of their pandemic response as they move into the endemic.","PeriodicalId":34700,"journal":{"name":"Journal of College Orientation Transition and Retention","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42047295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.24926/jcotr.v30i1.4952
Deborah Mixson-Brookshire, Ruth Ann Goldfine, Donald Brookshire
This article explores the potential impact of campus recreation centers on student retention and suggests strategies for leveraging that impact to improve the retention rate of first-time full-time students.
{"title":"Student Recreation Center","authors":"Deborah Mixson-Brookshire, Ruth Ann Goldfine, Donald Brookshire","doi":"10.24926/jcotr.v30i1.4952","DOIUrl":"https://doi.org/10.24926/jcotr.v30i1.4952","url":null,"abstract":"This article explores the potential impact of campus recreation centers on student retention and suggests strategies for leveraging that impact to improve the retention rate of first-time full-time students.","PeriodicalId":34700,"journal":{"name":"Journal of College Orientation Transition and Retention","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46237436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.24926/jcotr.v30i1.5478
Jason Mastrogiovanni
Editor Note #2
编者按#2
{"title":"The Voice of the Journal","authors":"Jason Mastrogiovanni","doi":"10.24926/jcotr.v30i1.5478","DOIUrl":"https://doi.org/10.24926/jcotr.v30i1.5478","url":null,"abstract":"Editor Note #2","PeriodicalId":34700,"journal":{"name":"Journal of College Orientation Transition and Retention","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49610748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.24926/jcotr.v30i1.4819
Vurain Tabvuma, Katelynn Carter-Rogers, Tom Brophy, S. Smith, Sheila Sutherland, William Kay
The paper uses an experimental approach to investigate whether co-curricular first-year experience programming can have a positive impact on student success related attitudes, skills, and behaviors for first-year university students. We argue that co-curricular first-year experience training in first-year seminars are comparable to stand-alone first year seminars. Using an experimental study design, we found that students who receive a co-curricular first year feel they have more success in understanding the course material, academic performance, managing time, working in groups, and relating to their professors, compared to their counterparts in the control group. Interestingly, we also found that these students achieved a higher level of academic performance during the semester when learning transitioned from in person to online learning. These results suggest that co-curricular training not only helps students develop attitudes, skills, and behaviors associated with student success, but also helps students to work more effectively in online learning environments.
{"title":"An Experimental Study of the Impact of Co-Curricular First-Year Experience Programming","authors":"Vurain Tabvuma, Katelynn Carter-Rogers, Tom Brophy, S. Smith, Sheila Sutherland, William Kay","doi":"10.24926/jcotr.v30i1.4819","DOIUrl":"https://doi.org/10.24926/jcotr.v30i1.4819","url":null,"abstract":"The paper uses an experimental approach to investigate whether co-curricular first-year experience programming can have a positive impact on student success related attitudes, skills, and behaviors for first-year university students. We argue that co-curricular first-year experience training in first-year seminars are comparable to stand-alone first year seminars. Using an experimental study design, we found that students who receive a co-curricular first year feel they have more success in understanding the course material, academic performance, managing time, working in groups, and relating to their professors, compared to their counterparts in the control group. Interestingly, we also found that these students achieved a higher level of academic performance during the semester when learning transitioned from in person to online learning. These results suggest that co-curricular training not only helps students develop attitudes, skills, and behaviors associated with student success, but also helps students to work more effectively in online learning environments.","PeriodicalId":34700,"journal":{"name":"Journal of College Orientation Transition and Retention","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48525954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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