How Important Are the First Few Weeks of College? the Long Term Effects of Initial College Experiences

Abstract

This study sought to examine whether college students' initial experiences, specifically experiences during first few of college, could be linked to degree completion. study focused on a cohort of first year students at a mid-size, four year public university. Three types of initial experiences were included in model-employment, initial social adjustment and initial academic adjustment. Initial social adjustment was linked to higher probabilities of degree completion, even when pre-entry characteristics and educational commitment were included in model. findings suggest that universities should continue to focus attention on social activities and social adjustment as soon as students arrive on campus. ********** move from high school to college can present a major challenge to students trying to make transition. While many students soon adjust, others have great difficulty in separating themselves from past associations and/or in adjusting to academic and social life of (Tinto, 1993, p. 163). Levitz and Noel said The freshman's most critical transition period occurs during first two to six weeks (1989, p.66). Similarly, Pascarella and Terenzini emphasized importance of first few weeks. They suggested that the initial encounters with institution and its people can have profound effects on subsequent levels of involvement and aspirations for intellectual achievement (1992, p.4). Upcraft and Gardner suggested that a particularly important factor for freshman students is establishing close friends, especially during first month of enrollment (1989, p. 10). Thus, researchers and practitioners have emphasized importance of a student's initial experiences on campus and suggested that these experiences might play a critical role in a student's future success. Previous research about transition to college has not focused on initial college experiences of large populations, i.e., first few of college. A number of studies have focused on transition of particular sub populations, such as minority students, first generation students, and at risk students (e.g., Choy, Horn, Nunez, C Hurtado & Carter, 1997). Other studies have focused on concerns that high school students have about college transition (e.g., Birnie-Lefcovitch, 2000; Paul & Kelleher, 1995; Zuker, 1997). Also, research has looked at first semester experiences or first year experiences and linked them with retention to sophomore year (e.g. Allen & Nelson, 1989; Berger, 1997; Berger & Braxton, 1998; Berger & Milem 1999; Milem & Berger, 1997). These studies focused on issues of involvement, social integration, and institutional commitment but none focused specifically on initial transition period. Nor did these studies investigate impacts beyond sophomore year. Other studies have looked at relationship between adaptation to college and family relationships (e.g., Feenstra, Banyard, Rines, & Hopkins, 2001; Wintre & Sugar, 2000). Overall, what has been largely overlooked in research is potential importance of initial college experiences and impact these experiences may have on long-term outcomes. Therefore, this study sought to investigate relationship between students' initial experiences in college and students' degree completions. Methodology Sample This study focused on a cohort of first time freshman students at one predominantly residential Midwest public university. students matriculated in fall 1996. During third week of their first semester on campus, all of students in cohort received a survey. Of 3,829 freshman students, 2,554 students returned useable survey responses, creating an overall response rate of 67 percent. Dependent variable dependent variable (BA) in this study was whether a student had earned a Bachelor's degree at institution within five years of matriculation. …

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