The purpose of this study was to advance understanding of perceived intellectual and social attainment gains of first-generation, first-year college students participating in First Generation Access Programs at the University of South Florida (USF), a large, public research university in Florida. Understanding the self-reported intellectual and personal/social gains of these students in higher education can lead to higher retention rates, creative strategies that promote academic success, affective cognitive and personal development activities and services that meet the needs of this rapidly growing at-risk student population with their persistence and transition to college. Researchers have sought to examine variables that may help to increase the persistence rates of students by understanding the impact of students enrolled in First Generation Access Programs on first-generation students' academic success, as measured by grade point average. Several studies have indicated that first-generation, first-year college students have pre-collegiate characteristics that impede their intellectual and personal/social growth. In addition, research studies show that First Generation Access Programs are successful in assisting at-risk student populations successful in their transition to and persistence in college. However, there is scarcity of literature that examines the estimates of intellectual and personal/social gains of first-generation, first-year students enrolled in First Generation Access Programs. As such, this study explored the extent to which self-reported intellectual and personal/social gains predict the academic success, as measured by grade point average, for first-generation, first-year college students enrolled in First Generation Access Programs. Theoretical frameworks from higher education were used to provide an understanding of perceived intellectual and personal/social attainment and academic success of first-generation, first-year, students enrolled in First Generation Access Programs for the context of this study. According to Kuh (1995), college impact models from Astin and Tinto and Pusser were studied, as they have been used to assist higher education professionals in understanding "outcomes produced by interactions between students and their institutions' environments..." (p. 126 - 127). In the context of both college impact models, Astin's Inputs-Environment-Outcomes Model (1991) and Tinto and Pusser's Model of Institutional Action for Student Success (2006), results of this study indicated that First Generation Access Programs increase the intellectual and personal/social attainment of first-generation, first-year students. Several statistical analyses were conducted to examine relationships between variables (self-reported intellectual and personal/social gains, gender, and academic success) including multivariate analysis of variance (MANOVA), simple regression tests, and Pearson Product Moment Correlation. Results of this study were based on the responses of 184 participants. Results indicated that the participants self-reported significant intellectual and personal/social gains. However, findings indicated that there is no statistically significant relationship between self-reported gains and academic success as measured by grade point average, but there is a statistically significant relationship based on gender. One implication for higher education administrators and student affairs professionals is the need to investigate alternative measures for academic success of first-generation, first-year students enrolled in First Generation Access Programs. Grade point average does not seem to accurately measure academic success on perceived intellectual and personal/social gains of this at-risk population. Second, institutions should seek to understand the factors and specific strategies of First Generation Access Programs that increase the cognitive and social growth and development of first-generation, first-year college students so that it may be successfully implemented for first-generation, first-year college students who do not participate in FGAP.

Statement of the Problem The national six-year graduation rate is less than 60 percent. This alarming yet consistent feature of higher education has led researchers like Bean (1980), Tinto (1975, 1993), Astin (1993), Adelman (1999), Braxton (2000) and DesJardins (2002) to create a body of research which attempts to explain the causes of student attrition and suggest possible interventions. Learning Communities and Freshman Experience courses are two efforts to improve retention which are derived from this research. The purpose of this study was to test portions of Tinto’s longitudinal model of institutional departure that relates academic fit to persistence and degree completion. The study examined placement testing and advising procedures and the effects these procedures have on eventual degree completion. The results of this study should inform the academic community about the efficacy of using a placement test to promote academic fit for first time freshmen enrolled in mathematics courses. Method This quantitative study was an ex-post facto, quasi experimental design which compared three procedures for placement into the initial college mathematics course and the impact on retention and eventual degree completion. The data for this study was obtained from existing data sources. Logistic regression was used to compare the three placement methods and the effect on the odds of eventual degree completion. Results While the placement instrument did provide some useful information for placement decisions about some courses, it does not provide as much information as other available measures, in particular, the high school history expressed as the grade point average. Quality point production at the end of the first year was found to be a strong predictor of eventual graduation. The results suggest that for each one unit increase in the quality points earned the odds of graduation are 1.042 times better. Statistically significant differences were found in the efficacy of the different placement methods; however these differences were overshadowed by the effect of the introduction of a new mathematics course. The average grade in the initial collegiate math class for the groups in this study has risen from a low of 1.87 to 2.37 after the introduction of Math Modeling to the curriculum.

Thesis--Auburn University, 2009. / Abstract. Includes bibliographical references (p. 59-62).

Ninth grade year is the most important challenging year of high school. Many students struggle adjusting to the transition to high school. If supports are not in place, many ninth-grade students are at-risk of dropping out of school. The purpose of this study was to identify and examine the social emotional learning supports in Freshman Academy that assist in the transition to High School. A qualitative investigation was conducted to explore these social emotional supports. This study used a phenomenological methodology, enabling the researcher to gather information from a purposeful selection of educators directly identified by their Academy Principals. This study employed processes of data collection that included the use of individual interviews found in qualitative design. Analysis of data happened in several steps: (a) transcribing all interviews that were recorded, (b) coding, (c) examining the themes of the codes, and (d) relating the themes to the research questions. The credibility of the analysis was supported by triangulation, member checks, and thick descriptions. The results revealed that seven themes emerged as identified supports which included: (a) Freshman Seminar programming, (b) personnel supports to include Dean of Students and the School Counselor, (c) Restorative Practices programming, (d) building relationships with students, (e)advisory, (f) informal SEL practices, and (g) teaming. Based on the research the following conclusions were presented: (a) schools use restorative practices as a means to provide SEL, (b) relationship building is a central focus, (c) and the Freshman Seminar course and content provide meaningful social emotional learning experiences.

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Students who exercise a deep approach to learning connect classroom content to real-life experiences. To help first-year students develop a deep approach to learning, Brigham Young University offers a program called Freshman Academy. Participants join a "learning community" based on their intended major. As part of this learning community, participants take recommended first-year courses together and engage in service-learning and problem-solving activities. The purpose of this quantitative study was to explore changes in learning approach that followed participation in a Freshman Academy learning community for prospective elementary education majors. These changes were explored through a survey that asked students how they prioritized certain goals related to learning before and after participation. Significant findings of difference were found in post-test survey scores, indicating a marked change in learning approach at the end of Freshman Academy participation.

Purpose: The purposes of this research are to evaluate the effectiveness of a vaccine education module (VEM) in 1) contributing to new vaccine knowledge of university freshmen; and 2) identifying common vaccine concerns of university freshmen before and after completing the VEM. Methods: A VEM, including information about vaccine-preventable diseases, benefits of vaccines, principles of community or herd immunity, and where to go to get vaccinated, was created for freshman students. Student vaccine concerns were identified using a pretest/posttest quasi-experimental design using an online questionnaire before and after completing the VEM. After the VEM, participants were also asked to identify newly acquired knowledge. Results: Prior to viewing the VEM, the most common participant vaccine theme was the overall decrease of vaccination rates in the general population. After completing the VEM, the most common vaccine concern was the erosion of community immunity. The second most common theme were concerns about vaccine safety. Participants were also concerned about their own vaccination status. When asked what new knowledge they gleaned from the VEM, participants most frequently reported learning information about communicable diseases. Data were collected in the fall of 2019. Conclusions: Following the completion of the VEM, freshman university students reported fewer concerns about vaccine safety and more concerns regarding their current vaccination status. This demonstrates how a VEM contributes to vaccination knowledge and addresses vaccination concerns in university students.

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