The present study utilizes a multilevel approach to assess the effects of four different types of intervention on college student retention, focusing on the interaction effects between the student characteristics and the types of intervention. The program effects on a 3-year trend are also explored. The findings of the present study reveal that…

This longitudinal study (2001-2005) considers the impact of a freshman orientation course on the persistence of black and white students at a mid-southern university, as well its relationship with college achievement (GPA). Controlling for gender, race, high school GPA, and decided on major, logistic regression was used to assess persistence;…

Orientation and retention programs are common in institutions of higher education. The potential association between orientation programs and student retention, particularly within the community college sector, has long been neglected. This study presents an institutional view of a potential associative relationship between an orientation course…

Examines the relationship between participation in an institution's freshman year experience course and student retention and success. Participating students were found to continue their enrollment to the fall term of their second year at a higher rate, complete more of the first academic year, earn higher cumulative grade point averages, and have…

Ten years of participants in Ohio University's freshman "University Experience" course (an extended orientation course) were compared with comparable nonparticipants on academic performance, student retention, and student graduation. For most years, participants' GPAs, retention rates, and graduation rates were higher. (EV)

Followed the progress of eight cohorts of first-year college students taking an orientation course between 1986 and 1993. Found that, compared to students who did not take the course, they fared significantly better in retention, graduation rate, grade point average, and other satisfaction, participation, and skills measures. (EV)

Examines the relationship between completion of a freshman orientation course at the University of South Florida and retention (enrollment during a subsequent semester following completion of the course), academic performance, and graduation. Findings show that course participants performed better on measures of retention and academic performance,…

To increase students' academic success and retention rates, colleges and universities are increasingly implementing seminars that will equip students with academic survival skills such as note-taking and doing library research. UNCC's program was found to be effective, and possibilities for further investigation were offered. (BF)

Describes a study conducted at four North Carolina community colleges of the relationship between completion of an orientation by new students, higher retention, and grade point averages. Indicates that completing an orientation course during the first term of enrollment promotes and improves student performance regardless of age, gender, race,…

Analysis of data from 5 years shows that students enrolled in the Dalton Junior College (Georgia) first-year seminar, although similar to a comparison group in age, sex, standardized entrance test scores, degree objectives, and group grade point average, attempted more course hours, showed a higher retention rate, completed more hours, and had a…

"Avenues to Success in College," a noncredit first-year orientation course, taught study and coping skills, familiarized students with campus facilities, and provided information about drug/alcohol use and other first-year concerns. Students completing the course earned higher average grades, were less likely to experience academic…