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...supplement necessary academic and life skills. These academic and life skills range from knowing the location of the library to seeking out appropriate personnel when personal issues arise. Evaluating programs developed to address such a wide range of knowledge and skills is an obvious challenge, especially when each FYE is customized for each corresponding university or college.
In the case of one FYE program at a large university, evaluation of student Knowledge, Attitudes, and Behaviors (KAB) provided a conceptual model to examine the program as a whole. This particular study revealed the following about the FYE program:
* The KAB approach is pragmatic and efficient.
* FYE programs are capable of increasing knowledge, which is a principle objective of the courses.
* The FYE program impacted attitudes associated with academic and life skills.
* Males and females participate and respond to the FYE differently. For example, females reported significantly higher attitudes than males.
* The study of FYE Programs overall is highly complex. Further longitudinal studies focusing on retention and attrition are needed.
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Students typically view their enrollment in college as an opportunity to acquire the knowledge and skills that are necessary to succeed in the workplace and to advance their general knowledge and life skills (Carter, Bishop & Kravits, 2006). The rate of entry into college provides "an indication of the degree to which a country's population is acquiring higher-level skills and knowledge" (Wirt et al., 2004, p. 62). However, in 2004, one in four college freshmen at 4-year universities did not return for their sophomore year and nearly half of students in community colleges did not return to complete their degree (Netscape News with CNN, 2004). Empirical research over the last several decades corroborates these findings (Astin, 1975; Tinto, 1993). Tinto described this as a tremendous loss of resources (i.e., talent and revenue) and a principal concern for students, parents, and administrators. As a result, many universities and colleges have implemented some form of intervention, formal or informal, to increase academic achievement and positive social adjustment. These efforts are focused on increasing retention and graduation rates.
This study examines an intervention program that has been developed for first-year college/university students to facilitate the transition to postsecondary education. The First Year Experience (FYE) program has been in place at a large Northeastern university for more than 10 years and is designed to facilitate the acquisition of traditional academic and social skills. These skills vary widely but include study skills (e.g., note taking, library research), time management skills, institutional awareness (e.g., location of the library), and appropriate interpersonal behavior (Kuo, Hagie, & Miller, 2004; Kuh, 1995; Terenzini, Pascarella, & Blimling, 1996; Zhao & Kuh, 2004). The FYE program addresses these topics via a one-credit elective course that incorporates personal speakers, seminars, and online collaboration. Given the complexity and variety of topics associated with the program as well as the complexity, a multiple construct approach was used to evaluate the FYE program. Specifically, this study examined students' change in knowledge, attitudes, and behaviors (KABs) associated with these issues over time (see Schrader & Lawless, 2004, for more information on the KAB approach to program evaluation).
Review of the Literature
Factors of a Successful Collegiate Experience
By understanding the entry characteristics of newly matriculated college students and their developmental experiences, we are better equipped to facilitate student development and growth. Terenzini et al. (1994) identified several variables that influence this transition, including academic and social involvement, family background, peer group, socioeconomic status, and academic preparation. According to researchers, involvement is the extent to which a student participates in academic as well as nonacademic (e.g., social) activities (Kuh, 1995; Terenzini et al., 1994). Astin (1984) identified academic involvement, involvement with faculty, and involvement with peer groups as three of the most influential forms. Kuh found that students attribute involvement in certain activities (i.e., leadership, peer, academic, faculty, work, travel, or ethos related activities) as positive developmental factors in college. Further, according to Kuh, "the curriculum is, without dispute, the organizing framework for academic institutions. At the same time, students benefit in many ways from out-of-class experiences, ranging from gains in critical thinking to relational and organizational skills ..." (pp. 149-150).
Whether from in-class or out-of-class experience, researchers acknowledge that academic and social skills, along with learning and thinking strategies, play a significant role in academic success. Dickinson and O'Connell (1990) advocated high-quality time on task, while White and Shahan (1989) focused on the broader topic of motivation. Ting, Grant, and Plenert (2000), Turner (1992), and Zhao and Kuh (2004) stressed the importance of involvement in social activities and involvement in academic counseling as factors in collegiate success. In a more recent study, Kuo et al. (2004) examined several note-taking, study, test-taking, technology, and social skills in relation to student success and the manner in which students behave in order to achieve that success. Kuo et al. found that in academic areas, students often work individually, relying on their existing skill sets rather than utilizing campus resources or social groups to achieve success. With respect to technology, Miller and Pope (2003) reported that universities have increased their expectations and often require students to have their own personal computer. Collectively, these studies reflect the range of academic and social skills that are vital for student success in college.
Unfortunately, research indicates that some students currently enrolled in colleges and universities are not prepared to meet the academic and social challenges of postsecondary education. For example, Wirt et al. (2004) reported that in the fall of 2000, approximately 76% of postsecondary institutions offered some form of remediation in the area of basic skills (i.e., reading, writing, or mathematics), suggesting that many students entering postsecondary education are underprepared for the academic demands of college. Pitts, White, and Harrison (1999) found that many professors perceive a decrease in student motivation to learn and a willingness to adopt a passive learning approach, as compared to a generation ago. Even if they are prepared academically, students may neither be aware of, nor use, existing services (e.g., technology labs, libraries, counseling services) to their advantage (Crismore, 1984). These issues are compounded by the fact that at a postsecondary level students suddenly depart a familiar teacher-directed environment and enter a student-directed environment (Wratcher, 1991). In college, students must manage their time and allocate their own resources toward completing their assignments, which, as Wratcher observed, is often difficult for freshmen. If these factors are not addressed adequately, they present an obstacle for everyone involved. Students who do not successfully manage their first year "stop-out" or drop out of school entirely (Astin, 1975; Tinto, 1993).
Fortunately, there are many learnable skills and traits that influence success in college. Garavalia and Gredler (2002) reported that several factors are linked to student performance including prior GPA, SAT scores, and organization and planning. However, unlike SAT scores and prior GPA, "organization and planning can be manipulated" (p. 624). In circumstances where factors lie outside the direct influence of a university (e.g., family background, peer group, and socioeconomic status), additional local, college/university, and federal resources help provide support for the students (Sonnenberg, 2004). Whether universities elect to add resources or provide direct instruction with respect to trainable skills, solutions exist to facilitate students' adjustment to their first year in postsecondary education.
First Year Experience Programs
In response to the growing need to prepare students for their first year, many universities have developed programs and initiatives intended to facilitate the transition to college. Although early efforts took the form of increased institutional resources such as libraries, writing centers, computer labs, or personal computers (Miller & Pope, 2003; Pascarella & Terenzini, 1991), universities and colleges also have offered courses and seminars focused on the development of academic skills and social skills (Howard & Jones, 2000). Whether the courses were offered as formal requirements or an option, they are almost exclusively designed to impart information (i.e., knowledge) and experience to students (Barefoot & Gardner, 1993; Gelb, 2007; Howard & Jones, 2000; VanderStoep & Pintrich; 2008; Wratcher, 1991). These curricular initiatives have taken the name: First Year Experience programs (or FYE).
White, Goetz, Hunter, and Barefoot (1995) were among the first researchers to...
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