Much research has explored the impact of the first year of college on student retention and success. With the new performance–based funding initiatives, institutional administrators are taking a laser–focused approach to aligning retention and success strategies to first–year student transition points.
This volume enlightens the discussion and highlights new directions for assessment and research practices within the scope of the first year experience. Administrators, faculty, and data scientists provide a conceptual and analytical approach to investigating the first–year experience for entry–level and seasoned practitioners alike.
The emerging research throughout this volume suggests that while many first–year programs and services have significant benefits across a number of success outcomes, these benefits may not be universal for all students. This volume:
- Examines sophisticated empirical models
- Provides critical assessment practices and implications.
- Examines the four–year college and the two–year institution, which is just as critical.
EDITOR′S NOTES 1Ryan D. Padgett
1. Conceptual Considerations for First–Year Assessment 5Jennifer R. Keup, Cindy A. KilgoThis chapter provides a foundational understanding of first–year assessment as well as some considerations to help support key decisions in the assessment process of first–year experiences and programs.
2. High–Impact Practices and the First–Year Student 19Malika Tukibayeva, Robert M. GonyeaThis chapter examines the relationships between empirically supported high–impact practices service learning, learning communities, and research with faculty and selected outcomes in the first year of college.
3. Good Practices for Whom? A Vital Question for Understanding the First Year of College 37Kathleen M. GoodmanDemonstrating the effects of good teaching and academic challenge on leadership and psychological well–being, this chapter reveals the importance of disaggregating data by race or other relevant characteristics when examining the impact of college on first–year students.
4. Programs and Practices That Retain Students From the First to Second Year: Results From a National Study 53Linda DeAngeloUsing data from a nationally representative longitudinal study, this chapter provides additional evidence into what types of first–year experiences affect persistence.
5. The First–Year Experience in Community Colleges 77Trudy Bers, Donna YoungerThis chapter provides a thorough examination of the characteristics of first–year experience programs in community colleges and the challenges in delivering these experiences in the two–year setting.