Student affairs practitioners attempt to combine in-class and out-of-class learning. One example of this is first year residential programs. In these programs freshmen live together in one residence hall. Each program is different, but common characteristics include increased student staff, freshmen seminar, and increase programming on adjustment issues. This study examines one first year program (FYP) and attempts to determine the effects of the program on the academic success of the participants. Gender differences and ethnic differences were also examined. Academic success was defined as those elements of students' collegiate experiences that relate to retention and graduation. The instrument used in this study was based on a specific definition of academic success. Five hundred and thirty five students were asked to participate in the study, and a total of 249 usable instruments were returned, for a response rate of 48.44%. Of the 249 participants, 264 (49.35%) were in the FYP and 271 (50.65%) were not in the FYP. The non-FYP students lived in a variety of buildings on campus. There were significant findings in several areas of academic success. FYP participants had higher grades overall and completed more class credits. FYP students were more likely to understand academic policies and requirements. FYP students were more likely to complete all assignments before class and they were more likely to begin taking steps towards their career goals. Students in the FYP also reported higher levels of contact with faculty and higher attendance at university events. The FYP appeared to offer opportunities that enabled students to reach higher levels of academic success. / Master of Arts

Master of Science / Department of Counseling and Student Development / Doris Wright Carroll / Living-learning communities in higher education play a critical role in the success of our student population. Having the option of living-learning communities on campus is a sought after option for students and parents of students beginning college. For student retention efforts, it is important that our student affairs professionals understand the impact that living-learning communities have on the first-year student population. It is additionally important that professionals understand the different types of living-learning communities and determine which is best to implement on their campus. This report takes a deeper look into living-learning communities across the country and the impacts on living-learning communities have on campus. Taking into consideration the diversity of varying living-learning communities, three specific types were examined and their success was determined based on a national study called The National Study of Living-Learning Programs (2007). This report communicates the depth and necessity of living-learning communities in higher education for students, parents, and student affairs professionals.

The central purpose of this study was to investigate whether specific teaching and learning activities, such as concept mapping and reconceptualising the assessment criteria, could improve student learning outcomes in a first year Business program. The rationale for designing such strategies was based on a preliminary study, which examined the specific characteristics of the student cohort, and relevant literature. Overall, findings of this research suggest that these measures can improve student learning outcomes on a written task and further lighlighted the importance of engaging the student within the learning process.

Background First year experience (FYE) programmes are standard offerings across a number of higher education institutions (HEIs), both locally and internationally. The increase in FYE programmes has been due to the fact that many first-year university students struggle with the academic and social transition from high school to university (Anderson, Wason, & Southall, 2016; Briggs, Clark, & Hall, 2012). The Discover Commerce (DC) Programme is a FYE programme that was first implemented at the University of Cape Town (UCT) in 2019. The DC Programme targets all first-year students enrolled in any degree programme offered by the Faculty of Commerce. The overarching aims of the programme are: (a) to equip students with the requisite knowledge and skills to successfully transition from high school to university and thrive academically within this higher education environment, and (b) to provide students with a strong foundation for success at university and in their careers post university. The programme includes an online learning component, face-to-face group work sessions and peer mentoring. Evaluation Focus The main objectives of this evaluation were to determine: (a) whether or not the DC Programme had been designed in a way to achieve its intended outcomes, (b) to clarify whether the personal, academic and social needs of first-year students were correctly identified by the stakeholders who designed the DC Programme, and c) to use the DC's reconstructed programme theory and logic produced in the theory evaluation to inform the development of a Monitoring and Evaluation (M&E) framework. As such, a theory evaluation and needs assessment were conducted. An M&E framework was also developed for the programme. The following questions were addressed: 1. What are the assumptions that underlie the DC Programme? 2. Is there evidence that the DC Programme's activities, outcomes and causal linkages are plausible? 3. What elements of the DC Programme theory could be modified to maximise the intended outcomes? 4. What are the personal, academic and social needs of first-year university students in a South African context? 5. What indicators, implementation and outcome measures need to be incorporated into the M&E framework for the DC Programme? Methodology The evaluator used Donaldson's (2007) five-step process for developing and assessing the programme theory. An initial programme theory was developed for the programme by engaging a purposive sample of three programme stakeholders in a structured discussion session (evaluation question 1). A plausibility assessment of the initial programme theory was conducted through an extensive literature review to address evaluation question 2. Based on the plausibility assessment findings, the evaluator was then able to make recommendations on how the programme theory could be reconstructed to improve the likelihood that the DC Programme will achieve its intended outcomes. A needs assessment was conducted by qualitatively analysing the data from a sample of 60 reflective assignments completed by first-year Commerce students who participated in the DC Programme. This needs assessment was conducted to shed light on whether the programme had correctly identified the needs and challenges of its target population. The evaluator used a modified five-stage process developed by Markiewicz and Patrick (2016) to outline the M&E framework. The evaluator used the reconstructed DC Programme theory and logic produced in the theory evaluation to inform the development of the evaluation questions, indicators, and targets for the framework (evaluation question 5). Key Evaluation Findings from the Theory Evaluation and Needs Assessment The final output of the theory evaluation was a critically reconstructed programme theory of the DC Programme (evaluation question 1). The evaluation found that the activities, outcomes and causal linkages of the programme theory were plausible (evaluation question 2). However, the literature suggests that the success of these types of programmes is dependent on the programme incorporating best practices and several design considerations. These include: a) appropriate staff recruitment, training and support; b) content and grading of assessments; c) structure and dosage of the programme; and d) quality of programme staff-student relationship (evaluation question 3). • The literature review findings indicated that the DC Programme did incorporate some of the design requirements for an effective FYE programme. For instance, content offered in the programme was aligned to best practice literature which includes problem-solving activities, collaborative group work and a reflective assignment. • In terms of the structure and dosage of the programme, the DC Programme has small class sizes for the face-to-face component and runs for a full academic year, which is in accordance with best practice literature for effective FYE programmes. • There are, however, various areas of improvement for the design of the DC Programme. According to best practice literature, students should receive written feedback on assessments and these assessments should be letter-graded to ensure that expectations for students are set at appropriately high levels. The group sessions and major assessments in the DC Programme are not letter-graded and students do not receive written feedback on tasks or assessments. • In terms of appropriate staff and recruitment, literature review findings indicate that the face-to-face component in FYE programmes are most effective when taught by academic staff. The DC Programme does not meet this design requirement as it uses third-year undergraduate students to facilitate the group sessions of the programme. • Literature review findings emphasise that ongoing professional development opportunities for FYE programme staff is a best practice for FYE programmes. In the case of the DC Programme, although programme staff undergo training before being recruited onto the programme, the programme does not have ongoing professional development opportunities for programme staff. Several key themes emerged from the needs assessment which related to the personal, academic and social needs of first-year university students (evaluation question 4). • Students reported various academic challenges and successes experienced during the first-year of university. The DC Programme has addressed these academic challenges in the programme through the online modules that provide structured academic guidance and support. • Students were also positive about the exposure to different disciplines and courses during the first-year of university. This need has been addressed by the programme as the face-to-face component of the course exposes students to different Commerce disciplines in the various group case study projects. • In addition, students reflected on their personal growth during the year. The DC Programme considered the need for students to reflect on their overall experience of university through the reflective assignment. • The needs assessment findings, however, indicated that not all of the needs of first-year university students were adequately addressed by the programme. For instance, students placed importance on social engagement with their peers. Although the DC Programme incorporates group work which is meant to facilitate student engagement, this group work is academic-focused and may not provide students with sufficient opportunities for social interaction. • Students also reported experiencing mental health challenges due to academic demands and other external factors experienced during the first-year of university. Although the DC Programme does include online modules that contain stress management strategies, it does not include specific initiatives to support students who experience mental health challenges. Recommendations The evaluation findings informed the key recommendations in this dissertation which include the following: • It is recommended that the DC Programme uses a letter-grading system for the tasks that have to be completed as part of the programme and award a final grade on completion of the course. Grading rubrics could be designed for major assignments (e.g. the reflective assignment) to help students understand what the expectations are for each assignment. These grading rubrics may also guide the instructor or the marker on how to give constructive written feedback. • It is recommended that the DC Programme appoints faculty staff to facilitate the face-to-face group discussions (if resources permit). Peer mentors could still be involved in a support capacity (i.e. to assist faculty staff during the sessions and with grading of assignments). • The DC Programme should consider providing structured professional development opportunities to programme staff. This is an essential component of successful FYE programmes. These structured development opportunities could take the form of check-in meetings before and after each of the face-to-face group sessions. These meetings could serve as a platform to share insights, strategise on how to tackle common or unique challenges encountered and develop new facilitation skills. • To increase the opportunities for social interaction and foster a sense of community amongst the groups, it is recommended that students are given an opportunity to engage and connect meaningfully with peers on a social level. Small-group social gatherings could be arranged at different points during the academic year. • It is recommended that the DC Programme strengthens its linkages with the UCT Wellness Service, and provide structured in-person guidance on how to access this service. Peer mentors could be involved in the referral and information dissemination process.

First-year experience programs on college and university campuses are designed to support the academic, social, and institutional transition needs of the first-year student. Retention on campuses has been an issue that educational leaders have been addressing for many years. On average, approximately 20% to 30% of first-year students will not return for the second year. A review of the literature shows that there is a positive impact of such programs on a student’s achievement and retention on college campuses. It also reflects the various factors outside of an institution’s control that can have an impact on the student’s achievement. This qualitative study included one case study that analyzed the experiences of thirteen (13) first-year students who participated in a first-year experience program consisting of an extended orientation camp and an intentional programming model on large, public, 4-year, urban campus in the Southern United States. Findings and discussion from the study revealed: (a) the perceptions of impact that first-year programs have on a student’s belonging, adjustment, success, and support after the first semester of college; and (b) common themes and trends throughout the first six weeks of the participants related to their perceptions of belonging, adjustment, success, and support. Implications of this study also prescribe future research that could explore specific resources, learning outcomes, and retention rates across other urban institutions.

This study examines how community was created in a community college FYE 105 Achieving Academic Success course and the impact of classroom community on students’ perceptions of transition and persistence. Community colleges increasingly are focusing on student success as measured by persistence and goal completion such as transfer or attainment of credentials. The classroom learning environment is critical to student success but is a neglected area in retention research. Therefore, it is important to expand the research on initiatives that support students in their quest for success and educational goal completion. This research focused on one course section of FYE 105 taught at a community college; the students and the professor of the class are the participants for the study. New insight and understanding into classroom sense of community was gained through classroom participant-observations throughout the duration of a semester (16 weeks), faculty and student interviews, and review of materials related to the course. The data generated from the study were analyzed using thematic analysis. In order to explore how community is constructed and the role it plays for students, McMillan and Chavis’s sense of community theory and the academic communities component of Braxton, Hirschy, and McClendon’s conceptual model of student departure in commuter colleges and universities were used as the theoretical and conceptual frameworks for the study. Study results reveal that the professor concentrated efforts during the first class sessions on communicating the classroom rules, engaging in active learning, establishing emotional safety and belonging, and facilitating student interdependence, which were critical elements in establishing a sense of community in the classroom. Additionally, the findings show that students perceive the professor, classmates, classroom environment, active learning, and course content as components that contribute to a sense of community that impact their transition. Students were less clear of the role that sense of community played in their college persistence. Findings suggest that faculty would benefit from professional development to enhance their pedagogical skills. Suggestions for future research include a focus on students’ external and campus support systems,electronic technology, classroom diversity, and longitudinal and departure data collection.

Student Success continues to be a topic of great interest in the Higher Education Literature. Fifty percent of those students who enter a four-year institution actually graduate and 25 % of first year students do not persist into their second year in college. First-year success courses and peer mentoring along with other programming strategies have been developed to improve retention and success for college students during their first-year of college. This study explored how college students from nine different institutions defined college student success. In addition, students from these institutions were surveyed to find out how and if first-year success courses and/or peer mentoring contribute to college student success. Follow-up interviews allowed for a deeper understanding of how first-year success courses and peer mentoring contribute to college student success. The study found a new comprehensive definition for college student success. Also, first-year success courses and peer mentoring do have positive relationships with college student success however, they also have some shortcomings that were identified in this study.

This project presents results from a year-long teacher-research study of 50 students in two sections of first-year composition. The goal of this project is to create writing pedagogy in touch with first-year students' everyday worlds and to represent students as people who enter the classroom with literacies, knowledge, and resources. Using funds of knowledge methodology, this project shows how to use students' existing literacy practices and rhetorical skills to move them to deeper levels of critical literacy. Employing frame analysis, this research shows how contemporary consumerist ideologies inform students' orientations towards their education and demonstrates how to use these ideologies as a bridge to getting students to both question the meaning of a college degree and take an active role in their education. To show some of the tensions that emerge for students moving between the spaces of student life, this project uses activity theory to compare the everyday practices of lecture-hall classes and composition classes. "Third Space" theory is suggested as a way for students and teachers to leave familiar practices and scripts to question larger assumptions about the creation of knowledge. Activity theory is also used to examine students' experiences in campus communities, where it is argued that students feel they are engaging in more authentic learning experiences, though they retain some of the attitudes they have towards their academic work in these communities. Combining activity theory, pedagogical action research, and principles of student-centered teaching, conclusions argue for a paradigm for "student engagement research," a methodology for teacher-researchers to both study students' everyday lives and incorporate student culture into the teaching of writing.

Students enter the realm of higher education with a wide variety of beliefs about the purposes of attending university, which often relate to or reveal their various motivations for pursuing a post-secondary education. Research demonstrates that some student motivations align more fully with intrinsic factors, such as the love of learning or quest for excellence, while other student motivations align with extrinsic factors, such as vocational preparedness and monetary incentives (Vallerand et al., 1989). Using a Bourdieusienne lens, this study sought to place these student motivations in the larger sociocultural context and argue for greater opportunities for democratic equity in post-secondary environments. Relying on Self-Determination Theory, the study investigated the relationship between student academic motivations and longitudinal academic performance at a four-year, research oriented university in the United States. More importantly, the study sought to determine if institutional interventions, specifically incoming student orientation and a first-year experience (FYE) course, were valuable in helping align student motivations with the central values of higher education. Using the Academic Motivation Scale for College (AMS-C) across two years, the study employed a Latent Profile Analysis (LPA) and Latent Transition Analysis (LTA) to extract several profiles or “types” of student motivation and examined developmental variability of these profiles across time. Students who shifted from a more controlled to a more autonomous motivational profile in connection with institutional intervention demonstrated the highest levels of first-year academic performance and retention. However, these results diminished during the second academic year. Implications for practice suggest the importance of providing students with a values-based intervention to enhance autonomy-oriented academic motivation and to do so in a manner that sustains this enhancement throughout the academic career.

This study used the narrative engagement framework from the communication discipline to explore first-year college students’ engagement in common reading program events and activities, engagement with the text’s narrative, and students’ affirmation of attitudes espoused in the text’s narrative. A total of 325 first-year students enrolled at Texas State University responded to a web-based survey of about their experiences with the 2016-2017 Common Reading Program book, What It Is Like to Go To War (Marlantes, 2011). The book, a memoir of Marlantes’ experiences as a Marine Lieutenant during the Vietnam War, features scholarly reflections on the nature of war and its consequences on a society and its soldiers. The results of this non-experimental, exploratory quantitative study indicated that students were moderately engaged with the narrative itself, and large variability existed among students’ engagement with the common reading program. In contrast, there was little variability in students’ prior experiences with the military and war; in fact, most students had only minor prior experiences. An orthogonal four-factor model, originally developed by Busselle and Bilandzic (2009), fit the data in this study and were explained by the higher order factor of narrative engagement. The multivariate analyses conducted for this study suggested the presence of differences between students’ prior experiences with the themes on the program engagement and narrative engagement variables, but not in the affirmation of story-consistent beliefs. No differences existed among students’ intended majors on narrative engagement, program engagement, or story-consistent beliefs. The analyses identified differences among gender identities on story-consistent beliefs, but not program engagement or narrative engagement. Finally, multiple regression found no relationship between students’ affirmation of story-consistent beliefs and their program and narrative experiences.