This study was initiated to assess the effectiveness of a special orientation program with the purpose of reducing the anxiety of entering freshmen and easing their adjustment to the campus environment. The criteria of evaluation were retention, satisfaction, and academic achievement. The 468 subjects were first-time freshmen from outside Tarrant County entering Texas Christian University in the fall of 1980. Half of the subjects participated in the experimental program, Operation Welcome, and the other half served as a control group. Those in Operation Welcome were grouped in teams with eight other freshmen, two upperclassmen serving as a big brother and big sister, and a local alumni family. Each of the freshmen in the program received letters of welcome prior to leaving home and participated in special events upon arrival on campus.

The problem with which this study is concerned was that of examining the relationship between academic achievement of college freshmen students and selected demographic variables. The purpose was to compare the grade point average of selected freshmen at North Texas State University and determine if geographic location, high school size, gender, racial heritage and college admission test scores affect academic achievement during the first year of college.

It is the purpose of this study to determine if ego-involvement influences the performance of an individual in a learning situation.

This study investigated: the impact of addition of learning styles identification and interpretation on an existing academic skills improvement program, the effect of student's learning new material at preferred or non-preferred times of day, and learning style characteristics for different sexes, ethnic groups, and college majors. Student GPAs and probationary status were compared for 144 freshman students admitted on Individual Approval status, i.e., 71 students who completed the Academic Skills Workshops during the Fall of 1983 and 73 students who completed a revised program in 1984. Reading gain scores and learning style characteristics were studied for the 1984 students. Learning style characteristics were measured by the Productivity Environmental Preference Survey and reading gains were measured by the Nelson-Denny Reading Test. Analysis of variance, simple effects analysis, and chi square analysis were used to determine whether GPAs and probationary status significantly improved after the addition of learning style information for the total sample, sex and ethnic subgroups. Reading gain scores were compared by means of a t test. Analysis of variance and simple effects analysis were used to determine whether different learning style preferences existed for different sex, ethnic, and college major groups. Findings indicated that GPAs and probationary status did not significantly improve for students who received learning styles assessment and interpretation as compared to those who did not, either by total sample or subgroup analysis. Reading gain scores were not significantly better for time-congruent than time-incongruent students. However, scores on some learning style elements were significantly different for male, female, Anglo-American, Mexican-American, and college major groups. Differences in program instructional format and setting, sample, and outcome measures between this study and previous research were discussed as possible reasons for the lack of significant improvement in GPA, probationary status or gain scores. Some of these factors may also have been responsible for the low number of elements found to be significantly different for the subgroups studied.

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The problem of this study was first year student retention at a private university. The purpose of the study was to identify high risk students (dropout prone) by use of the Stratil Counseling Inventory -_ College Form (SCI-C) in order to initiate early intervention counseling and advising. Intrusive counseling was started within the first six weeks of the 1984 fall semester to facilitate the students' transition to college. The population of the study was first-time full-time freshmen students in attendance at Freshmen Orientation the week prior to the beginning of the 1984 academic year. SCI-C instrument consisted of six scales designed to elicit attrition-related information about the firsttime, freshmen students. The scales identified students who were in need of assistance, and they provided a profile of their problem areas. This information, available within ten days after the beginning of classes enabled Student Development personnel to select the students out of the freshman class who needed help and to refer them to university resources for assistance. The conclusions drawn from the analysis of the SCI-C data were: (1) students who needed assistance to integrate into the academic and social envrionment of the university were identified by the SCI-C; (2) students at Hardin-Simmons University value adult/student relationship outside of the classroom; (3) attitudes of caring service creates a "staying environment;1* (4) although the SCI-C indicates students' interests in support services, not all students who request assistance, avail themselves of the opportunities provided for them; (5) a relationship seems to exist between the intervention strategies provided particular freshmen and their succesful performance in the classroom (CPA of 1.60 or greater) and their persistence at the university for their second year; (6) the SCI-C provides attrition-related counseling information about students rather than predicting college academic success; and (7) the SCI-C i s a valid instrument to use to facilitate student retention at Hardin-Simmons University,