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Annotated Bibliography
Topic: Elements of an Effective Freshman Year Experience
Clark, M. R. (2005). Negotiating the freshman year: Challenges and strategies among first-year
college students. Journal of College Student Development, 46(3), 296-316. Retrieved
from http://search.proquest.com.ezproxy.sienaheights.edu:2048/docview/195177260/
fulltextPDF/13C501483121A84BB3/11?accountid=28644
This qualitative study examined the challenges and strategies for freshman at an urban four-year
college. The students that participated were eight traditionally-aged first-time college students
each from a uniquely different ethnic background. Students described their experiences in
overcoming obstacles, seizing opportunities, adapting to change, and pursuing goals. The author
recommends that students participate in a mandatory two semester freshman seminar course, to
promote community and teach strategies for the challenges faced by students during the first
year.
Cox, P. L., Schmitt, E. D., Bobrowski, P. E., & Graham, G. (2005). Enhancing the first-year
experience for business students: Student retention and academic success. Journal of
Behavioral and Applied Management, 7(1), 40-68. Retrieved from http://search.proquest.
com.ezproxy.sienaheights.edu:2048/docview/196733852/fulltextPDF/13C504A53357AA
809E1/2?accountid=28644docview/195178102/fulltextPDF/13C501483121A84BB3/5?a
ccountid=28644
A quantitative study that described a business course designed to improve first-year university
students academic and social skills, raise level of community with peers, staff, and faculty, and
clearly communicate academic requirements and expectations. The course goals included
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developing tools for academic success, encouraging a realistic understanding of the school of
business, and guide a smooth transition from high school to college. The course included writing,
critical thinking, and lectures, as well as mandatory student meetings with an academic advisor.
Dudley, B. S., Johnson, D.W., & Johnson, R. T. (1997). Using cooperative learning to enhance
the academic and social experiences of freshman student athletes. The Journal of Social
Psychology, 137(4), 449-459. Retrieved from http://search.proquest.com.ezproxy.
sienaheights.edu:2048/docview/199800941/fulltextPDF/13C501483121A84BB3/18?acco
untid=28644
Study on 117 student athletes and their participation in a mandatory cooperative evening study
group program. The goal was to assist freshman students to adapt the social and academic
challenges of the first-year student. Students were encouraged to work together on their
homework assignments assisted by academic specialists and tutors. At the end of the semester
student athletes completed three Likert-style questionnaires describing their experiences in the
program.
Greenbaum, S. M. (2008). The freshman fizzle: A case study at the New York University stern
school of business undergraduate college (Doctoral Dissertation). Retrieved from
http://search.proquest.com.ezproxy.sienaheights.edu:2048/docview/304495053/fulltextP
DF/13C50077E8B547F56C0/1?accountid=28644
A phenomenological qualitative study that examined why a group of promising first-year
students who attended Stern School of Business failed to thrive in their new environment. It
provides the students’ perspective on what went wrong in their first year experience. 19
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second-year students were interviewed individually about their freshman-year experiences.
Students attributed their lack of success to lack of fit, lack of participation in student events, and
feeling academically inferior to other students.
Jamelske, E. (2009). Measuring the impact of a university first-year experience program on
student GPA and retention. Higher Education, 57(3), 373-391. DOI
10.1007/s10734-008-9161-1
This quantitative study describes the correlation between student participation in the first-year
program and increased GPA as well as student retention. It examines the first-year experience
program at a public university with the goal of increasing student success in the areas of learning,
achievement, and retention. The program is unique because it breaks down the courses by
discipline. The program combines core courses with extracurricular activities in an effort to
synthesize students into the university community.
Malek, T. J., Noor-Azniza, I., Muntasir, A. T., Mohammad, N. G., & Luqman, M. R. (2011). The
effectiveness of emotional intelligence training program on social and academic
adjustment among first year university students. International Journal of Business and
Social Science, 2(24) Retrieved from
http://search.proquest.com.ezproxy.sienaheights.edu:
2048/docview/913054430/fulltextPDF/13C507C3EB47E92F0E3/11?accountid=28644
This study which was conducted at two universities in Jordan examines the correlation between
training students in emotional intelligence and improving the social and academic adjustment of
first-year university students. The study compared the findings of an experiment group and a
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control group which were selected from 289 first-year university students which were divided
into factors of gender and age. The study indicates that students who received training in
emotional intelligence scored higher in the areas of social and academic adjustment than those
students who did not receive the training.
Engberg, M. E., & Mayhew, M. J. (2007). The influence of first-year "success" courses on
student learning and democratic outcomes. Journal of College Student Development,
48(3), 241-258. Retrieved from http://search.proquest.com.ezproxy.sienaheights.edu:
2048/docview/195178102/fulltextPDF/13C508DE3FE7E2F6469/1?accountid=28644
This study was done at a large southwestern public university. It examines data collected from
three university-level courses and shows that students who received training in a first-year
success course with an emphasis on diversity were more successful than their peers in the areas
of commitment to social justice, multicultural awareness, and a cognitive measure of the
students’ thinking abilities. The study used Likert-style questionnaires to measure these specific
outcomes.
Plummer, S. (2010, August 25). Courses teach college success. Tribune Business News.
Retrieved from http://search.proquest.com.ezproxy.sienaheights.edu:2048/docview/
746764019/fulltext/13C5069A6E45DBDDE7A/6?accountid=28644
This article describes the "Strategies for Academic Success" course taught by Professor Sarah
Stecher at Tulsa Community College. The course instructs students in time management skills,
the school-work-family balance, and successfully managing life changes. Classes are presented
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to traditional and non-traditional students. The college claims students who complete the college
success course are less likely to drop out of school.
Potts, G., & Schultz, B. (2008). The freshman seminar and academic success of at-risk students.
College Student Journal, 42(2), 647-658. Retrieved from http://search.proquest.com.
ezproxy.sienaheights.edu:2048/docview/236526391/fulltextPDF/13C501483121A84BB3
/2?accountid=28644
This quantitative study conducted at the University of Wisconsin College of Business and
Economics involved a sample of 223 entering freshman who were divided into learning
communities. It followed the students’ success for eight semesters. Some of the learning
communities had a freshman-seminar component and others did not. This study shows that
freshman seminar and academic cohort participation significantly help students who are at risk of
low performance due to low high school ranking and current living situation.
Reason, R. D., Terenzini, P. T., & Domingo, R. J. (2007). Developing social and personal
competence in the first year of college. Review of Higher Education, 30(3), 271–299
Retrieved from http://search.proquest.com.ezproxy.sienaheights.edu:2048/docview/
220821989/fulltextPDF/13C508AC34696328FF/1?accountid=28644
This report uses data gathered from 6,700 students and 5,000 faculty members at 30 institutions
and highlights the correlation between first-year students’ sense of support at an institution and
their increases in social and personal competence. This comprehensive study was two-fold in that
it examined all the factors that affect student success in the first college year, and at the same
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time it sought to clarify which aspects of the first-year college experience are the most
influential. Data was collected in the form of student surveys and faculty questionnaires.
Stavrianopoulos, K. (2008). Service learning within the freshman year experience. College
Student Journal, 42(2), 703-712. Retrieved from http://search.proquest.com.ezproxy.
sienaheights.edu:2048/docview/236526474/fulltextPDF/13C2BB71B706D5BCC10/2?ac
countid=28644
Theory or concept sampling was used in this study that included all of the students who enrolled
in a particular learning community/course which was taught by the author at a criminal justice
college located in New York City. This study accurately described the perceptions of freshman
students who participated in the service learning component of this particular study within this
particular setting. This study provides an example of an instructional method for including a
service learning component within a freshman year experience course.
Stebleton, M., Jensen, M., & Peter, G. (2010). Enhancing student engagement in A
multidisciplinary, first-year experience course. College Teaching Methods & Styles
Journal, 6(1), 1-6. Retrieved from http://search.proquest.com.ezproxy.sienaheights.edu:
2048/docview/845550444/fulltextPDF/13C504A53357AA809E1/6?accountid=28644
This article explains how three faculty members from differing disciples created a
multi-disciplinary first year experience that focused on food-related issues. The study was
conducted at the University of Minnesota-Twin Cities College of Education and Human
Development. The study utilized five activities to promote social and academic student
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engagement which included a farmers’ market visit, a simulated town hall meeting, a soul food
dinner, an individual capstone project, and a group capstone project.
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