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This study was designed to develop a procedure for the identification of freshman students at risk in the academic and social integration process at Texas Christian University. The data for the study were collected from the Student Information Form (SIF) and student records system at Texas Christian University. The data included demographic, attitudinal, educational background and one-year persistence indicators (retain and drop) as well as one-year cumulative grade point averages for the fall 1990 entering freshman class.

Thesis (Ed. D.)--UCLA, 2007. / Vita. Includes bibliographical references (leaves 163-172).

Thesis (Ph. D.)--Illinois State University, 1999. / Title from title page screen, viewed July 27, 2006. Dissertation Committee: George Padavil (chair), James Palmer, Sharon Stanford, David Tucker. Includes bibliographical references (leaves 94-101) and abstract. Also available in print.

The purpose of this study was to determine the effects of a peer-taught freshman seminar course on the grade point averages and retention rates of freshman students. Freshman students who entered the University of Texas at Arlington in the fall 1989 and fall 1990 semesters and enrolled in the voluntary 1 credit hour course "College Adjustment" were matched with freshman students who did not enroll in the course. Matched pairs were formed based on orientation attendance, college major, gender, and Scholastic Aptitude Test (SAT) scores. For both years, the Freshman Seminar Group was similar to the group of All Other Freshman Students regarding the following characteristics: college major, age, gender, ethnicity, SAT scores, and number of first semester hours completed. Analysis of variance was used to determine if statistically significant (p < .05) differences existed between the first semester and first year grade point averages for the Freshman Seminar Group and Freshman Seminar Matches. Chi-square analysis was employed to determine if statistically significant (p < .05) differences existed between the second semester and sophomore year retention rates for the Freshman Seminar Group and Freshman Seminar Matches. The freshman seminar course was more beneficial to African American students, as evidenced by statistically significant first year grade point averages and sophomore year retention rates. Males who enrolled in the freshman seminar course appeared to benefit more than males who did not enroll in the course, as shown by statistically significant sophomore year retention rates. Students with low SAT scores appeared to benefit from the freshman seminar course, as evidenced by statistically significant second semester and sophomore year retention rates.

Typescript, etc. / Digitized by Kansas State University Libraries

The present study was an attempt to discover what relationship exists between an arrangement of coordinated laboratory experiences in art, music, and modern dance at the college freshman level and the development of four factors related to aesthetic experience. These factors were: (1) aesthetic perception as measured by A Test Aesthetic Perception; (2) aesthetic attitude as measured by A Test of Aesthetic Attitude; (3) physiological responsiveness to perceptual stimuli as measured by the Galvanometer; and (4) level of freedom from restraint as measured by a portion of the Guilford-Zimmerman Temperament Survey. An additional purpose of the study was to determine the persistence of significant changes in the experimental group, as measured over a period of five months.

The problem in this study may be stated as an analysis of the prognostic capability of scores on selected tests for the prediction of proficiency in music theory at the collegiate freshman level.

The problem of this study was to investigate the effects of motivational group techniques upon selected personality and behavioral variables. Particular emphasis was placed upon changes in personality and behavior with respect to freshmen college students.

The purposes of this study are: (1) to discover the most prominent needs of the freshmen students at North Texas State College, (2) to find the extent to which the guidance program aids college freshmen in developing into normal and socially adjusted individuals, and (3) to evaluate the present guidance program at North Texas State College.