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.

in English The idea of gated communities was coined in the USA in 1970s and was a result of the post-modern period and suburbanization. During modernization, cities had gone through social, cultural, political, and economical revisions. Consequently, business and residential areas in the city continued to evolve and create new forms. Following this period gated communities offered new understanding of life, security, relations, and status. Subsequently, the phenomenon has rapidly spread all around the world after the 1980s. Istanbul was introduced to the idea of gated communities in 1980s as a result of globalization by following a new vision of a Global City. Being the historical, cultural, and economic center of Turkey, Istanbul holds a great value in terms of social and economical investments. Following the international neoliberal economic trends, Istanbul has attracted many investors and a large labor force. Consequently, the rising demand of housing and business areas invigorated the real estate market in Istanbul, and gated communities were seen as a modern way of housing. As a result, a variety of gated communities were built in Istanbul to meet this new demand. In this research, the social and cultural reasons for livıng in the gated communities and their impacts towards to its residents...

What are the differences of freshman experience between local students and non-local students? In this study, Local Students (LS) are defined as students who lived within two hours’ drive from East Tennessee State University's Main Campus. Non-Local Students (NLS) are defined as students who lived further than two hours’ drive from ETSU Main Campus. My hypothesis is that LS have a better freshman experience than NLS. The data set from Dr. Richards and Dr. Hoff is used for the analysis to test if my hypothesis is going to be accepted or rejected. There are different aspects of the freshman experiences that are going to be compared.

No description available.