Pub Date : 2019-12-19DOI: 10.24926/jcotr.v19i1.2787
M. Knutt, A. Cherestes
McGill's Macdonald Campus FRACTAL program is a relatively new initiative that provides freshman (U0) students with the structure and academic skills necessary for a smooth transition into all aspects of university life. Central to this initiative are three leading factors: (a) the program director and the academic advisor are also professors for the majority of the freshman courses, (b) the freshman seminar course combines academic advising with study and life skills coaching, (c) an exhibition-style Majors' Fair at the end of freshman year displays the available programs of study. This integrated approach of teaching and (intrusive) advising, the use of STEM research-based best-practices, along with the latest teaching technology in the classroom, has drastically reduced the number of students on academic probation, while also increasing retention.
{"title":"FRACTAL","authors":"M. Knutt, A. Cherestes","doi":"10.24926/jcotr.v19i1.2787","DOIUrl":"https://doi.org/10.24926/jcotr.v19i1.2787","url":null,"abstract":"McGill's Macdonald Campus FRACTAL program is a relatively new initiative that provides freshman (U0) students with the structure and academic skills necessary for a smooth transition into all aspects of university life. Central to this initiative are three leading factors: (a) the program director and the academic advisor are also professors for the majority of the freshman courses, (b) the freshman seminar course combines academic advising with study and life skills coaching, (c) an exhibition-style Majors' Fair at the end of freshman year displays the available programs of study. This integrated approach of teaching and (intrusive) advising, the use of STEM research-based best-practices, along with the latest teaching technology in the classroom, has drastically reduced the number of students on academic probation, while also increasing retention.","PeriodicalId":34700,"journal":{"name":"Journal of College Orientation Transition and Retention","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45662925","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 : 2019-12-02DOI: 10.24926/jcotr.v26i2.2373
Laura Coleman-Tempel, Meghan Ecker-Lyster
Limited college knowledge often impacts underrepresented students’ ability to navigate the college setting, creating institutional barriers for these students once arriving on campus. Students who are first-generation, low-income, and/or minority students have been shown to be less “college ready” than their peers. This discrepancy in preparedness can be conceptualized as a cultural mismatch between the student’s background knowledge and the higher education institution's expectations and norms (Lohfink & Paulsen, 2005). This qualitative evaluation provides an in-depth investigation into first-generation, low-income, and minority students’ perceptions and experiences with a yearlong college transition program. The study explores how a college transition program can impact students’ social development.
{"title":"Linked Coding: A Qualitative Investigation of the Impact of a College Transition Program","authors":"Laura Coleman-Tempel, Meghan Ecker-Lyster","doi":"10.24926/jcotr.v26i2.2373","DOIUrl":"https://doi.org/10.24926/jcotr.v26i2.2373","url":null,"abstract":"Limited college knowledge often impacts underrepresented students’ ability to navigate the college setting, creating institutional barriers for these students once arriving on campus. Students who are first-generation, low-income, and/or minority students have been shown to be less “college ready” than their peers. This discrepancy in preparedness can be conceptualized as a cultural mismatch between the student’s background knowledge and the higher education institution's expectations and norms (Lohfink & Paulsen, 2005). This qualitative evaluation provides an in-depth investigation into first-generation, low-income, and minority students’ perceptions and experiences with a yearlong college transition program. The study explores how a college transition program can impact students’ social development.","PeriodicalId":34700,"journal":{"name":"Journal of College Orientation Transition and Retention","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49106900","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 : 2019-12-02DOI: 10.24926/jcotr.v26i2.2400
Maximilian T. Schuster
The transition from high school to college involves a number of social, cultural, and psychological forces. Research rarely considers the ways in which institutional culture is transmitted to students during students’ first year of college. This qualitative research study fills this gap in the literature by reporting the findings of 62 one-on-one interviews that considered how students made sense of their transition to higher education. Using institutional culture as a framework, data was analyzed through interpretative thematic analysis strategies. Data analysis revealed several key themes that depict the techniques students employed during their first year that enabled their recreation and performance of the peer norms of the university’s culture. Through immersion, trial and error, and mimicking peer behavior, participants navigated what they called the bubble of trial adulthood. This paper draws several implications for practice and conclusions from the data.
{"title":"Learning Culture: First-Year Student Transition, Institutional Culture, and the Bubble of Trial Adulthood","authors":"Maximilian T. Schuster","doi":"10.24926/jcotr.v26i2.2400","DOIUrl":"https://doi.org/10.24926/jcotr.v26i2.2400","url":null,"abstract":"The transition from high school to college involves a number of social, cultural, and psychological forces. Research rarely considers the ways in which institutional culture is transmitted to students during students’ first year of college. This qualitative research study fills this gap in the literature by reporting the findings of 62 one-on-one interviews that considered how students made sense of their transition to higher education. Using institutional culture as a framework, data was analyzed through interpretative thematic analysis strategies. Data analysis revealed several key themes that depict the techniques students employed during their first year that enabled their recreation and performance of the peer norms of the university’s culture. Through immersion, trial and error, and mimicking peer behavior, participants navigated what they called the bubble of trial adulthood. This paper draws several implications for practice and conclusions from the data.","PeriodicalId":34700,"journal":{"name":"Journal of College Orientation Transition and Retention","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43644923","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 : 2019-07-09DOI: 10.24926/jcotr.v26i1.2112
J. Vianden, Mitch Berry, T. Svoboda
Most college orientation programs include sessions on diversity-related topics (NODA, 2014). Yet, bias-motivated behavior continues to affect post-secondary institutions. Heterosexual White college men are often responsible for this behavior and also disengage from campus diversity efforts more than any other student group. The Straight White College Men Project, a multi-institutional qualitative research study with 92 participants, explored what attracts or repels students from campus diversity efforts. Findings directly inform the ways orientation professionals can challenge heterosexual White college men to engage in diversity efforts during and after orientation programs. Recommendations for orientation professionals are presented.
{"title":"Challenging Heterosexual White College Men to Engage in Campus Diversity Efforts","authors":"J. Vianden, Mitch Berry, T. Svoboda","doi":"10.24926/jcotr.v26i1.2112","DOIUrl":"https://doi.org/10.24926/jcotr.v26i1.2112","url":null,"abstract":"Most college orientation programs include sessions on diversity-related topics (NODA, 2014). Yet, bias-motivated behavior continues to affect post-secondary institutions. Heterosexual White college men are often responsible for this behavior and also disengage from campus diversity efforts more than any other student group. The Straight White College Men Project, a multi-institutional qualitative research study with 92 participants, explored what attracts or repels students from campus diversity efforts. Findings directly inform the ways orientation professionals can challenge heterosexual White college men to engage in diversity efforts during and after orientation programs. Recommendations for orientation professionals are presented.","PeriodicalId":34700,"journal":{"name":"Journal of College Orientation Transition and Retention","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41478149","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 : 2019-07-09DOI: 10.24926/jcotr.v26i1.2114
J. Johnson, M. Duncan
While undergraduate enrollment is increasing among historically underrepresented students, completion rates remain lower than their peers. A lack of college knowledge may be partly responsible. We used Gardner, Csikszentmihalyi, and Damon’s (2001) Good Work model to develop 2 programs to introduce historically underrepresented students to the expectations of college, that is, to improve their college knowledge. Assessment data (n = 44 in Program 1; n = 50 in Program 2) showed that while the programs were only somewhat effective at improving students’ understanding of what it means to do academic good work, students valued participating in the program. Authors’ Note We would like to thank Ms. Elizabeth G. Lucas and Dr. Joan F. Miller, Professor Emeritus, Department of Nursing, Bloomsburg University of Pennsylvania for their support of our university’s Good Work Initiative. We also thank the General Psychology Teaching Assistants, as well as the faculty and staff of Bloomsburg University of Pennsylvania who volunteered to help implement the Good Work reflective sessions. In addition, we extend our gratitude to Dr. Irvin Wright and Dr. Kristin Austin of the ACT101/Educational Opportunity Program for their support. Finally, we are indebted to Dr. Howard Gardner and his colleagues at Project Zero, including Wendy Fischman, Lynn Barendsen, Margot Locker, Paromita De, and Daniel Mucinskas for their thoughtful consultation and encouragement.
{"title":"Sharing College Knowledge","authors":"J. Johnson, M. Duncan","doi":"10.24926/jcotr.v26i1.2114","DOIUrl":"https://doi.org/10.24926/jcotr.v26i1.2114","url":null,"abstract":"While undergraduate enrollment is increasing among historically underrepresented students, completion rates remain lower than their peers. A lack of college knowledge may be partly responsible. We used Gardner, Csikszentmihalyi, and Damon’s (2001) Good Work model to develop 2 programs to introduce historically underrepresented students to the expectations of college, that is, to improve their college knowledge. Assessment data (n = 44 in Program 1; n = 50 in Program 2) showed that while the programs were only somewhat effective at improving students’ understanding of what it means to do academic good work, students valued participating in the program. \u0000Authors’ Note \u0000We would like to thank Ms. Elizabeth G. Lucas and Dr. Joan F. Miller, Professor Emeritus, Department of Nursing, Bloomsburg University of Pennsylvania for their support of our university’s Good Work Initiative. We also thank the General Psychology Teaching Assistants, as well as the faculty and staff of Bloomsburg University of Pennsylvania who volunteered to help implement the Good Work reflective sessions. In addition, we extend our gratitude to Dr. Irvin Wright and Dr. Kristin Austin of the ACT101/Educational Opportunity Program for their support. Finally, we are indebted to Dr. Howard Gardner and his colleagues at Project Zero, including Wendy Fischman, Lynn Barendsen, Margot Locker, Paromita De, and Daniel Mucinskas for their thoughtful consultation and encouragement.","PeriodicalId":34700,"journal":{"name":"Journal of College Orientation Transition and Retention","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45551689","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 : 2019-07-09DOI: 10.24926/jcotr.v26i1.2113
Z. Taylor
As the cost of college rises, students and their families seek new ways to save money. Application fee waivers are offered by many postsecondary institutions in the United States, but higher education as a field has not examined whether or not the application fee waiver statement published on each institution’s website is readable. This study examined the readability of application fee waiver statements of the public and private institutions charging the highest undergraduate application fees for the 2015-2016 academic year (n = 39). The results suggest that the majority of application fee waiver statements are unreadable by prospective postsecondary students, and no statements were translated into a language other than English. Implications for policy, practice, and future research are addressed.
{"title":"Comprehending the Cost","authors":"Z. Taylor","doi":"10.24926/jcotr.v26i1.2113","DOIUrl":"https://doi.org/10.24926/jcotr.v26i1.2113","url":null,"abstract":"As the cost of college rises, students and their families seek new ways to save money. Application fee waivers are offered by many postsecondary institutions in the United States, but higher education as a field has not examined whether or not the application fee waiver statement published on each institution’s website is readable. This study examined the readability of application fee waiver statements of the public and private institutions charging the highest undergraduate application fees for the 2015-2016 academic year (n = 39). The results suggest that the majority of application fee waiver statements are unreadable by prospective postsecondary students, and no statements were translated into a language other than English. Implications for policy, practice, and future research are addressed.","PeriodicalId":34700,"journal":{"name":"Journal of College Orientation Transition and Retention","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43151290","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 : 2019-07-09DOI: 10.24926/jcotr.v26i1.2115
Shailendra Singh
Current models of orientation are missing a key component and, in doing so, are hindering the ability of an underrepresented and at-risk population to effectively transition to a university setting.
目前的定向模式缺少一个关键组成部分，这样做阻碍了代表性不足和风险人群有效过渡到大学环境的能力。
{"title":"Landing the Helicopter","authors":"Shailendra Singh","doi":"10.24926/jcotr.v26i1.2115","DOIUrl":"https://doi.org/10.24926/jcotr.v26i1.2115","url":null,"abstract":"Current models of orientation are missing a key component and, in doing so, are hindering the ability of an underrepresented and at-risk population to effectively transition to a university setting.","PeriodicalId":34700,"journal":{"name":"Journal of College Orientation Transition and Retention","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48909555","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 : 2019-01-01DOI: 10.24926/jcotr.v13i1.2633
Dustin C. Derby, L. Watson
{"title":"Community College Retention of Hispanic Students","authors":"Dustin C. Derby, L. Watson","doi":"10.24926/jcotr.v13i1.2633","DOIUrl":"https://doi.org/10.24926/jcotr.v13i1.2633","url":null,"abstract":"","PeriodicalId":34700,"journal":{"name":"Journal of College Orientation Transition and Retention","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44900819","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 : 2019-01-01DOI: 10.24926/jcotr.v11i1.2585
Helen Khalouyan Pivk
{"title":"Educational Transition and Adult Re-entry Programs","authors":"Helen Khalouyan Pivk","doi":"10.24926/jcotr.v11i1.2585","DOIUrl":"https://doi.org/10.24926/jcotr.v11i1.2585","url":null,"abstract":"","PeriodicalId":34700,"journal":{"name":"Journal of College Orientation Transition and Retention","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44950901","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 : 2019-01-01DOI: 10.24926/jcotr.v20i3.2844
D. Squire
Veterans comprise an increasing percentage of the student body at four-year colleges and universities, owing to advancements made in access to funding, comprehensive financial aid packages, and robust outreach programs seeking to diversify college campuses. Unfortunately, veterans face unique challenges transitioning to four-year colleges and universities in terms of retention and degree completion, financial insecurity, and mental health needs. A usual source of relief is the Post 9/11 GI Bill, which provides government funding to veterans returning to school, but which also imposes restrictions on when and how such funds may be used. Consequently, a student veteran who has been away from the schooling environment for an extended period may feel pressured to finish a degree program at an accelerated pace for financial reasons. Next, research has shown that student veterans experience a high prevalence of symptoms of mental health problems, which, without adequate resources and support, can detract from academic performance. This Article explores the barriers * Associate, Financial Services Group, Dechert LLP. J.D., University of Southern California Gould School of Law, 2015; M.B.A., University of Southern California Marshall School of Business, 2015; B.A., Cornell University, 2011. This article was authored in connection with the Saks Institute of Mental Health, Law, Policy and Ethics. Special thanks to my family and the many student veterans who agreed to be interviewed for this article. REVIEW OF LA WAND SOCIAL JUSTICE [Vol. 25:3 that existing campus programs face in terms of serving a student veteran's best interests. This Article argues that academic departments must be acutely aware of the financial and social circumstances of student veterans, and proposes that colleges and universities offer transition courses, tailored academic plans, and flexible re-enrollment policies. By acknowledging the unique challenges faced by student veterans and facilitating their pursuit of post-secondary education, academic departments can boost retention and degree completion rates among a talented and qualified segment of the student population.
{"title":"Back To School","authors":"D. Squire","doi":"10.24926/jcotr.v20i3.2844","DOIUrl":"https://doi.org/10.24926/jcotr.v20i3.2844","url":null,"abstract":"Veterans comprise an increasing percentage of the student body at four-year colleges and universities, owing to advancements made in access to funding, comprehensive financial aid packages, and robust outreach programs seeking to diversify college campuses. Unfortunately, veterans face unique challenges transitioning to four-year colleges and universities in terms of retention and degree completion, financial insecurity, and mental health needs. A usual source of relief is the Post 9/11 GI Bill, which provides government funding to veterans returning to school, but which also imposes restrictions on when and how such funds may be used. Consequently, a student veteran who has been away from the schooling environment for an extended period may feel pressured to finish a degree program at an accelerated pace for financial reasons. Next, research has shown that student veterans experience a high prevalence of symptoms of mental health problems, which, without adequate resources and support, can detract from academic performance. This Article explores the barriers * Associate, Financial Services Group, Dechert LLP. J.D., University of Southern California Gould School of Law, 2015; M.B.A., University of Southern California Marshall School of Business, 2015; B.A., Cornell University, 2011. This article was authored in connection with the Saks Institute of Mental Health, Law, Policy and Ethics. Special thanks to my family and the many student veterans who agreed to be interviewed for this article. REVIEW OF LA WAND SOCIAL JUSTICE [Vol. 25:3 that existing campus programs face in terms of serving a student veteran's best interests. This Article argues that academic departments must be acutely aware of the financial and social circumstances of student veterans, and proposes that colleges and universities offer transition courses, tailored academic plans, and flexible re-enrollment policies. By acknowledging the unique challenges faced by student veterans and facilitating their pursuit of post-secondary education, academic departments can boost retention and degree completion rates among a talented and qualified segment of the student population.","PeriodicalId":34700,"journal":{"name":"Journal of College Orientation Transition and Retention","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45114226","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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