本研究旨在探討淡江大學大一新生定向輔導之學習成果，包含自我認識、學習準備、生活關照、學校設施熟悉、社群網絡認識、人際互動增進共六個面向，並且瞭解大一新生學生人口變項、參與新生定向輔導活動形式、修讀大學學習課程單元對定向輔導學習成果之影響，以提供校方後續在新生定向輔導方案規劃、施行與修正之建議。本研究採自編「淡江大學大一新生定向輔導學習成果」問卷進行調查，學習成果為學生自我認同之學習獲得情形，同意程度採李克特式6點量表計分，本問卷之整體信度Cronbach’s α值為.904。本研究針對淡江大學99學年度大一新生，共計發放問卷1,247份，回收有效問卷983份，有效問卷回收率78%。

本研究結果如下：
一、大一新生參與定向輔導整體學習成果平均值4.35，顯示學習成果良好。學習成果依面向由高至低排序為：學校設施熟悉、生活關照、人際互動增進、自我認識、社群網絡認識、學習準備。
二、不同基本資料之大一新生在16個變項上對於定向輔導學習成果達顯著差異，包含：學生人口變項之性別、校區、學院、住宿情況、班級幹部擔任、課外活動參與；參與新生定向輔導活動形式之新生體驗營、新生入學講習、新生與家長座談會、本系迎新活動、大學學習課程；以及修讀大學學習課程單元之認識大學與學系、學習風格與策略、生活與心理適應、學校資源與利用、大學生涯與規劃。

本研究提出以下建議：
一、對淡江大學之建議
（一）除持續實施新生定向輔導方案外，應思考辦理更多元的新生定向輔導活動
（二）建立課程學習地圖、宣導專業學系以外的輔系、雙主修及各類學程之學習資訊
（三）推動大一新生全面住校的「住宿學習」概念，將住宿與學習合而為一
（四）編製「新生手冊」、設立「新生專屬入口網站」，提供以大一新生為主體之客製化的校園整合性服務
（五）針對與大一新生學習準備相關的課程全面進行檢討
（六）強化教師新生定向輔導的觀念，發揮「學術指導」功能
（七）各學系落實「學長姐家族制」的傳承，並實施「師長全員參與活動」方案

二、對淡江大學學生的建議
（一）建立好對大學生涯的學習能量與心理準備
（二）全面參與學校各項活動並主動積極學習

三、對未來研究的建議
（一）針對學生往後學習情況進行縱貫式調查
（二）針對新生定向輔導學習成果的影響因素，如學生人口變項、新生定向輔導活動形式，與大學學習課程單元等進行多因子變異數分析
（三）全面了解大學校院新生定向輔導的成效，並比較不同實施方式的學習成果

The purpose of this study is to investigate learning outcomes of freshman orientation of Tamkamg University, which include knowledge of self, academic preparedness, living support, campus resource, social network, and interpersonal relationship. Besides, the study analyzed the differences in learning outcomes among student demographic backgrounds, types of orientation activity, and units attended of the “University Learning” course. The results of the study provide suggestions for the improvement of the future implementation of freshman orientation for Tamkang University. 

The research questionnaire was developed by using Likert scales ranging from 1 to 6 points to measure the agreement degree of the learning outcomes. The questionnaires were sent to 1,247 freshmen and there were 983 returned with 78% of valid rate. The reliability of the questionnaire is .904 of Cronbach’s α.

The conclusion of the research were summarized as follows:
1.The average degree of learning outcomes is 4.35, which means most of freshmen agreed that they have learned well from orientation. Among 6 dimensions, the rankings of learning outcomes are listed as follows: (1) campus resource, (2) living support, (3) interpersonal relationship, (4) knowledge of self, (5) social network, and (6) academic preparedness.
2.The learning outcomes varied with 16 different variables: (a) demographic backgrounds, which included gender, campus affiliation, college, residential situation, position of class cadre, and participation of extracurricular activity; (b) types of freshman orientation activity, which included freshman day camp, freshman first day orientation, freshman and parents discussion meeting, departmental welcome party, and “University Learning” course; (c) units taken of the “University Learning” course, which included the unit of knowing university and department, the unit of learning style and strategy, the unit of living and psychological adjustment, the unit of using campus resources, and the unit of academic and career planning.     

The following suggestions were made for the future practice and research:
1.Suggestions for Tamkang University
(1)To continuously implement the current freshman orientation program and also try to expand diverse types of freshman orientation activity.
(2)To design “academic learning map” and provide information on the minor, double major or other learning alternative programs for the students.
(3)To bring “residential education” into freshman orientation program and emphasize living and learning together. 
(4)To provide “new student handbook” and to set up “website for new student” in order to provide comprehensive student-centered and customized service for freshmen.
(5)To have a comprehensive review and redesign on the courses for freshman learning preparedness.
(6)To reinforce the conception of freshman orientation to class advisor in order to improve the function of “academic advising.” 
(7)To implement the “seniors mentor” program among the student body and to call for the total participation of faculty members on the freshman orientation activities. 
 
2.Suggestions for freshman
(1)To have total preparedness physically and psychologically for the university life and academic learning.
(2)To have positive, active and vigorous mind to learn and participate in campus activities. 

3.Suggestions for future research
(1)To investigate student learning outcomes in different stages by using longitudinal survey.
(2)To investigate the impact factors on the different learning outcomes by using the multi-way ANOVA.
(3)To investigate and compare the learning outcomes of different freshman orientation programs among universities.

【目錄】
第一章 緒論1
第一節 研究背景與動機1
第二節 研究目的與問題9
第三節 名詞釋義11
第四節 研究範圍與限制13
第二章 文獻探討14
第一節 新生定向輔導之意涵14
第二節 新生定向輔導學習成果及其影響因素29
第三節 國內外大學實施新生定向輔導概況47
第三章 研究設計與實施68
第一節 研究架構68
第二節 研究流程70
第三節 研究對象與抽樣方法72
第四節 研究工具之編製75
第五節 研究實施程序85
第六節 資料處理86
第四章 研究結果與討論88
第一節 大一新生基本資料88
第二節 大一新生參與定向輔導之學習成果95
第三節 基本資料變項對新生定向輔導學習成果之差異分析103
第伍章 研究結論與建議123
第一節 研究結論123
第二節 研究建議126
參考文獻131
中文部分131
英文部分133
附錄142
附錄一  預試問卷專家內容效度之建議與修正142
附錄二 「淡江大學新生定向輔導學習成果」預試問卷146
附錄三 「淡江大學新生定向輔導學習成果」正試問卷149
 
【表次】
表2-2-1  新生定向輔導學業學習學習成果論述表	36
表2-2-2  新生定向輔導生活學習學習成果論述表	37
表2-2-3  新生定向輔導環境學習學習成果論述表	38
表2-2-4  新生定向輔導社會學習學習成果論述表	39
表2-2-5  新生定向輔導學習成果面向對照表	40
表2-2-6  新生定向輔導學習成果影響因素歸納對照表	44
表2-3-1  國外6所大學實施新生定向輔導之概況	55
表2-3-2  國內10所大學實施新生定向輔導之概況	64
表3-3-1  淡江大學99學年度大一新生總人數與班級數	72
表3-3-2  正式問卷抽樣樣本班級與學生人數	74
表3-3-3  正式施測研究實施與回收情況	74
表3-4-1  問卷初稿面向及題目對照表	76
表3-4-2  專家審查名單	77
表3-4-3  學習成果面向因素分析之共同因素選取表	79
表3-4-4  自我認識學習成果面向因素分析之共同因素選取表	79
表3-4-5  學習準備學習成果面向因素分析之共同因素選取表	80
表3-4-6  生活關照學習成果面向因素分析之共同因素選取表	80
表3-4-7  學校設施熟悉學習成果面向因素分析之共同因素選取表	81
表3-4-8  社群網絡認識學習成果面向因素分析之共同因素選取表	81
表3-4-9  人際互動增進學習成果面向因素分析之共同因素選取表	82
表3-4-10 修正問卷後之面向與題目對照表	83
表3-4-11 淡江大學大一新生定向輔導學習成果正式問卷信度分析表	84
表4-1-1  參與新生定向輔導學生人口變項分佈統計表	90
表4-1-2  參與新生定向輔導活動形式分佈統計表	92
表4-1-3  修讀大學學習課程單元分佈統計表	93
表4-2-1  學習成果各面向與各項目平均數排序統計表	97
表4-2-2  自我認識面向之項目排序	98
表4-2-3  學習準備面向之項目排序	99
表4-2-4  生活關照面向之項目排序	100
表4-2-5  學校設施熟悉面向之項目排序	100
表4-2-6  社群網絡認識面向之項目排序	101
表4-2-7  人際互動增進面向之項目排序	102
表4-3-1  性別與學習成果面向t檢定差異分析表	103
表4-3-2  校區與學習成果面向t檢定差異分析表	104
表4-3-3  學院與學習成果面向單因子變異數差異分析表	105
表4-3-4  住宿情況與學習成果面向單因子變異數差異分析表	107
表4-3-5  工讀情況與學習成果面向t檢定差異分析表	108
表4-3-6  班級幹部擔任與學習成果面向t檢定差異分析表	108
表4-3-7  課外活動參與與學習成果面向t檢定差異分析表	109
表4-3-8  新生體驗營與學習成果面向t檢定差異分析表	110
表4-3-9  新生入學講習與學習成果面向t檢定差異分析表	111
表4-3-10 新生與家長座談會與學習成果面向t檢定差異分析表	112
表4-3-11 本系迎新活動與學習成果面向t檢定差異分析表	113
表4-3-12 大學學習課程與學習成果面向t檢定差異分析表	114
表4-3-13 認識大學與學系與學習成果面向t檢定差異分析表	115
表4-3-14 學習風格與策略與學習成果面向t檢定差異分析表	116
表4-3-15 生活與心理適應與學習成果面向t檢定差異分析表	117
表4-3-16 學校資源與利用與學習成果面向t檢定差異分析表	117
表4-3-17 大學生涯與規劃與學習成果面向t檢定差異分析表	118
表4-3-18 大一新生基本背景資料對定向輔導學習成果面向差異比較表	122

【圖次】
圖3-1-1  研究架構	69
圖3-2-1  研究流程	71
圖3-3-1  分層比例隨機抽樣程序圖	73

【中文部分】
吳明隆（2007）。SPSS統計應用學習實務：問卷分析與應用統計。台北縣：家樺國際。
李曉青（2009）。他山之石：各校大學入門概況。通識在線，21，36-37。
周富美（2004）。大學新生定向輔導實施之研究─從學務處負責人員與學生觀點的探討。國立台灣師範大學公民教育與活動領導學系碩士論文，未出版，台北市。
杭祐（2009）。「大學學位」或「大學債」？。台灣高等教育整合資料庫，37。2010年7月30日，取自https://www.cher.ntnu.edu.tw/?p=214
林一真（1994）。醫學院新生定向輔導具體措施細部規劃研究。委託單位：教育部訓育委員會。
林義男（1993）。大學師生的非正式互動與學生學習成果的關係。輔導學報，6，125-148。
邱于真（2009）。新生專題課程（freshmen seminar program）。國立台灣大學教學發展中心電子報，32。2010年9月30日，取自http://ctld.ntu.edu.tw/epaper/?p=1043
張雪梅（1991）。我國大學新生輔導實施的研究—學生及新生訓練承辦人對新生輔導之看法。人文數理學報，1，97-110。海洋大學。
張雪梅（1999）。大學教育對學生的衝擊：我國大學生校園經驗與學習成果之實證研究。台北市：張老師。
張雪梅（2009）。序言─大學生的學習歷程與高教品質。張雪梅、彭森明（主編），臺灣大學生的學習歷程與表現。台北市：國立台灣師範大學教育研究與評鑑中心。
張雪梅（2010）。從大學生成功學習談大學新生輔導的創新與改革。論文發表於國立台灣師範大學舉辦之「高等教育與學生事務研討會」，台北市。
淡江大學（2008）。掌握前6週，大一新生環境適應so easy，二一導生輔導系統上線，視訊突破時空限制。淡江時報，719。2009年10月5日，取自http://tkutimes.tku.edu.tw/dtl.aspx?no=18381
淡江大學（2009a）。有勞大一導師，輔導措施更強化。淡江時報，723。2010年9月2日，取自http://tkutimes.tku.edu.tw/dtl.aspx?no=18614
淡江大學（2009b）。淡江大學教學卓越計畫。2010年9月2日，取自http://excellent.tku.edu.tw/
淡江大學（2009c）。淡江大學獎勵大學教學卓越計畫98年度修正計畫書。淡江大學教學卓越計畫辦公室。未出版。
淡江大學（2010）。98學年度第一學期大學學習課程評量分析報告。淡江大學學習與教學中心教育評鑑發展組。未出版。
陳柏霖（2010）。「大學入門」課程大綱內容分析之研究。通識教育與跨域研究，8，33-58。
陳淑瓊（2008年，4月30日）。「Do First-Year College Students' Expectations Align with their First-Year Experiences」摘譯。台灣高等教育研究電子報，20。2010年7月30日，取自http://www.cher.ntnu.edu.tw/epaperi/topics/nindex2.php?no=42&page=0
彭森明（2010）。大學院校如何推展學生學習成果評量。評鑑雙月刊，24，28-34。
黃世雄（2008）。技職大學生校園人際投入與學習成果之相關研究。台灣高等教育研究電子報，19。2010年8月10日，取自http://www.cher.ntnu.edu.tw/epaperi/topics/nindex2.php?no=40
黃玉（2004，5月）。e世代多元背景大學生校園經驗與心理社會、認知發展歷程之研究。論文發表於國立台灣師範大學舉辦之「第三屆國際跨文化研究會議」，台北市。
黃玉（2006，12月29日）。讓不同類型學校、多元背景學生都「入門」學習成功─大學分院不分系後的配套措施。台灣高等教育研究電子報，4。2010年8月10日，取自http://www.cher.ntnu.edu.tw/epaperi/topics/nindex2.php?no=8
楊昌裕（2002）。大學生發展理論應用與方案設計─大學新生定向輔導方案。林至善（主編），學生事務與社團輔導，2，52-74。台北：東吳大學。
葉紹國（2009）。想要與需要之間─論大一學生的適應與發展。張雪梅、彭森明（主編），臺灣大學生的學習歷程與表現。台北市：國立台灣師範大學教育研究與評鑑中心。
葉紹國、何英奇、陳舜芬（2007）。大一學生的校園參與經驗與收穫自評—以淡江、清華師大三校為例。師大學報，52（3），91-114。
趙婉君（譯）（2002）。R. J. Light著。哈佛經驗：如何讀大學（Making the most of college: Students speak their minds）。台北：立緒。
劉鎔毓（2007）。大學新生定向輔導理論與應用。中華技術學院學報，36，405-426。
蔣丙煌（2009）。專屬於臺大新鮮人的課程─新生專題。通識在線，20，60-62。

【英文部分】
Abraham, J. N., Nesbit, B. G., & Ward-Roof, J. A. (2003). Organization and administration of orientation programs. In J. A. Ward-Roof & C. Hatch (Eds.), Designing successful transitions: A guide for orientating students to college (Monograph No. 13, 2nd ed.) (pp. 67-81). Columbia, SC: University of South Carolina. National Resources Center for The First-Year Experience and Students in Transition.
American College Personnel Association & National Association of Student Personnel Administrators. (2004). Learning reconsidered: A campus-wide focus on the student experience. Washington, DC: author.
Astin, A. W. (1985). Achieving educational excellence: A critical assessment of priorities and practices in higher education. San Francisco: Jossey-Bass.
Astin, A. W. (1993). What matters in college? Four critical years revisited. San Francisco: Jossey-Bass.
Astin, A. W. (1996). Involvement in learning revisited: Lessons we have learned. Journal of College Student Development, 37(2), 123-134.
Banning, J. H. (1989). Impact of college environments on freshman students. In M. L. Upcraft, J. N. Gardner, & Associates (Eds.), The freshman year experience: Helping students survive and succeed in college (pp. 53-62). San Francisco: Jossey-Bass.
Barefoot, B. O. (1992). The first-year jacket. The Keystone, 1. Belmont, CA: Wadsworth.
Barefoot, B. O., Gardner, J. N., Cutright, M., Morris, L. V., Schroeder, C. C., Schwartz, S. W., Siegel. M. J., & Swing, R. L. (2005). Achieving and sustaining institutional excellence for the first year of college. San Francisco: Jossey-Bass. 
Bauska, B., & Phibbs, P. (1989). Novel orientation programs introduce students to campus community. The Educational Record, 70, 3-4.
Boening, C. H., & Miller, M. T. (2005). New student orientation programs promoting diversity. The Community College Enterprise, 11(2), pp. 41-50. Retrieved July 30, 2009, from ProQuest Database.
Braxton, J. N., Vesper, N., & Hossler, D. (1995). Expectations for college and student persistence. Research in Higher Education, 36(5), 595-612.
Brown, S. M. (2002). Strategies that contribute to nontraditional adult student development and persistence. Paper presented at Eastern regional adult Education. Research Conference, University Park, PA.
Brownell, J. E., & Swanner, L. E. (2009). High-impact practices: Applying the learning outcomes literature to the development of successful campus programs. Peer Review, 11(2), 26-30. Retrieved November 8, 2010, from ProQuest Education Journals. (Document ID: 1730457961).
Cone, A. L. (1991). Sophomore academic retention associated with a freshman study skills and college adjustment courses. Psychological Reports, 69, 312-315.
Council for the Advancement of Standards in Higher Education. (1997). The CAS Book of Professional Standards for Higher Education. Iowa: ACT.
Cuseo, J. B. (1999). Instructor training: Rationale, result, and content basics. In sold foundations: Building success for first-year seminars through instructor training and development (pp. 1-12). Columbia, SC: University of South Carolina.
Cutright, M., & Siegel, M. J. (2005). Indiana University-Purdue University Indianapolis: Success and the city. In B. O. Barefoot, J. N. Gardner, M. Cutright, L. V. Morris, M. J. Siegel, C. C. Schroder, S. W. Schwartz, and R. L. Swing (Eds.), Achieving and sustaining institutional excellence for the first year of college. San Francisco: Jossey-Bass.
Dannells, M., & Wilson, M. E. (2003). Theoretical perspectives on orientation. In J. A. Ward-Roof & C. Hatch (Eds.), Designing successful transitions: A guide for orientating students to college (Monograph No. 13, 2nd ed.) (pp. 15-25). Columbia, SC: University of South Carolina. National Resources Center for The First-Year Experience and Students in Transition.
Fidler, P. P., & Hunter, M. S. (1989). How seminars enhance student success. In M. L. Upcraft & J. N. Gardner (Eds.), The freshman year experience (pp. 216-237). San Francisco, CA: Jossey-Bass.  
Gardner, J. N., & Barefoot, B. O. (2005). Appalachian State University: High standards for the first year in North Carolina’s high country. In B. O. Barefoot, J. N. Gardner, M. Cutright, L. V. Morris, M. J. Siegel, C. C. Schroder, S. W. Schwartz, and R. L. Swing (Eds.), Achieving and sustaining institutional excellence for the first year of college. San Francisco: Jossey-Bass.
Gardner, J. N., & Hansen, D. A. (2003). Reflections on the future of orientation. In J. A. Ward-Roof & C. Hatch (Eds.), Designing successful transitions: A guide for orientating students to college (Monograph No. 13, 2nd ed.) (pp. 187-196). Columbia, SC: University of South Carolina. National Resources Center for The First-Year Experience and Students in Transition.
Grover, K. S. (2003). Examining students’ perceptions of their first-semester experience at the University of Arkansas. Unpublished doctoral dissertation, University Arkansas, Fayetteville.
Hadlock, H. L. (2000). Orientation programs: A synopsis of their significance. The Journal of College Orientation and Transition, 7(2), 27-32.
Herman, J. P., & Lewis, E. (2004). Transfer transition and orientation programs. In T. J. Kerr, M. C. King, & T. J. Grites (Eds.), Advising transfer students (pp. 57-64). Manhattan, KS: NACADA.
Hernon, P., & Dugan, R. E. (2004). Continued development of assorted measures. In P. Hernon & R. E. Dugan (Eds.). Outcomes assessment in higher education: Views and perspectives. London: Libraries unlimited.
Hinkle, S. E. (2005). Making the transition: The adjustment experiences of first-year students attending a pre-college academic program. Unpublished doctoral dissertation, Indiana University, Bloomington.
Howard, H. E., & Jones, W. P. (2000). Effectiveness of a freshman seminar in an urban university. Retrieved August 30, 2010, from http://findarticles.com/p/articles/mi_m0FCR/is_4_34/ai_69750047/?tag=content;col1
Hunter, M. S., & Gahagan, J. S. (2003). It takes a year. About Campus, 8(4), 31-32.
Hunter, M. S., & Linder, C.W. (2005). The first-year seminar. In M. L. Upcraft, J. N. Gardner & B. O. Barefoot (Eds.), Challenging and supporting the first-year student (pp. 275-291). San Francisco: Jossey-Bass.
Hunter, M. S., Skipper, T.L., & Linder, C.W. (2003). The first-year seminar: Continuing support for new student transitions. In J. A. Ward-Roof & C. Hatch (Eds.), Designing successful transitions: A guide for orientating students to college (Monograph No. 13, 2nd ed.) (pp. 149-163). Columbia, SC: University of South Carolina. National Resources Center for The First-Year Experience and Students in Transition. 
Jacobs, B. C., & Bowen, B. S. (2003). Methods for orientating diverse populations. In J. A. Ward-Roof & C. Hatch (Eds)., Designing successful transitions: A guide for orientating students to college (Monograph No. 13, 2nd ed.) (pp. 83-95). Columbia, SC: University of South Carolina. National Resources Center for The First-Year Experience and Students in Transition.
Kuh, G. D., Kinzie, J., Buckley, J. A., Bridges, B. K., & Hayek, J.C. (2007). Piecing together the student success puzzle-Research, proposition and recommendations. San Francisco: Jossey-Bass.
Kuh, G. D., Kinzie, J., Schun, J. H., White, E. J., & Associates (2005). Student success in college-Creating conditions that matter. San Francisco: Jossey-Bass.
Levitz, R., & Noel, L. (1989). Connecting students to institutions: Key to retention and success. In M. L. Upcraft, J. N. Gardner, & Associates (Eds.), The freshman year experience: Helping students survive and succeed in college (pp. 65-81). San Francisco: Jossey-Bass.
Mayhew, M. J., Vanderlinden, K., & Kim, E. K. (2010). A multi-level assessment of the impact of orientation programs on student learning. Research in Higher Education, 51, 320-345.
Morris, L. V., & Cutright, M. (2005). University of South Carolina: Creator and standard-bearer for the first-year experience. In B. O. Barefoot, J. N. Gardner, M. Cutright, L. V. Morris, M. J. Siegel, C. C. Schroder, S. W. Schwartz, and R. L. Swing (Eds.), Achieving and sustaining institutional excellence for the first year of college. San Francisco: Jossey-Bass.
Morris, L. V., & Swing, R. L. (2005). Elon University: Transforming education through a community of inquiry and engagement. In B. O. Barefoot, J. N. Gardner, M. Cutright, L. V. Morris, M. J. Siegel, C. C. Schroder, S. W. Schwartz, and R. L. Swing (Eds.), Achieving and sustaining institutional excellence for the first year of college. San Francisco: Jossey-Bass.
Mullendore, R. H., & Banahan, L. A. (2005). Designing orientation programs. In M. L. Upcraft, J. N. Gardner & B. O. Barefoot (Eds.), Challenging and supporting the first-year student (pp. 391-409). San Francisco: Jossey-Bass.
Mullendore, R. H., Biller, G., & Busby, R. (2003). Evaluating and assessing orientation programs. In J. A. Ward-Roof & C. Hatch (Eds.), Designing successful transitions: A guide for orientating students to college (Monograph No. 13, 2nd ed.) (pp. 177-186). Columbia, SC: University of South Carolina. National Resources Center for The First-Year Experience and Students in Transition.
Pascarella, E. T., & Terenzini, P. T. (1991). How college affects students: Findings and insights from twenty years of research. San Francisco: Jossey-Bass.
Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students:A third decade of research. San Francisco: Jossey-Bass.
Perigo, D. J., & Upcraft, M. L. (1989). Orientation programs. In M. L. Upcraft, J. N. Gardner, & Associates (Eds.), The freshman year experience: Helping students survive and succeed in college. San Francisco: Jossey-Bass.
Perrine, R. M., & Spain, J. W. (2009). Impact of pre-semester college orientation program: Hidden benefits? Journal of College Student Retention, 10(2), 155-169.
Rentz, A. L. (1996). Orientation. In A. L. Rentz & Associates (Eds.), Student Affairs Practice in Higher Education (2nd ed.). Springfield: Charles C Thomas.
Robles, S. Y. (2002). The influence of a freshman orientation course on the academic performance and retention of new community college students. Unpublished doctoral dissertation, University of the Pacific, California.
Siegel, M. J., & Cutright, M. (2005). The First Year at Texas A&M University- Corpus Christi: Starting with a clean slate. In B. O. Barefoot, J. N. Gardner, M. Cutright, L. V. Morris, M. J. Siegel, C. C. Schroder, S. W. Schwartz, and R. L. Swing (Eds.), Achieving and sustaining institutional excellence for the first year of college. San Francisco: Jossey-Bass.
Slide, M. W., & McReynolds, J. (1999). The freshman year experience: Student retention and student success. NASPA Journal, 36(4), 288-300.
Smith, R. F., & Brackin, R. K. (2003). Components of a comprehensive orientation program. In J. A. Ward-Roof & C. Hatch (Eds.), Designing successful transitions: A guide for orientating students to college (Monograph No. 13, 2nd ed.) (pp. 39-53). Columbia, SC: University of South Carolina. National Resources Center for The First-Year Experience and Students in Transition.
Strumpf, G., Sharer, G., & Wawrzynski, M. (2003). 20 Years of trends and issues in orientation program. In J. A. Ward-Roof & C. Hatch (Eds.), Designing successful transitions: A guide for orientating students to college (Monograph No. 13, 2nd ed.) (pp. 31-38). Columbia, SC: University of South Carolina. National Resources Center for The First-Year Experience and Students in Transition.
Swing, R. L. (2002). Series of essays on the first-year initiative benchmarking study. Retrieved August 30, 2010, from www.sc.edu/fye/resources/assessment/essays/Swing-8.28.02.html
The CAS Student Orientation Programs and Standards and Guidelines. (2001). Council for the Advancement of Standards in Higher Education. In J. A. Ward-Roof & C. Hatch (Eds.), Designing successful transitions: A guide for orientating students to college (Monograph No. 13, 2nd ed.) (pp. 197-204). Columbia, SC: University of South Carolina. National Resources Center for The First-Year Experience and Students in Transition.
Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition (2nd ed.). Chicago: University of Chicago Press.
Upcraft, M. L. (1999). Affordability: Responding to the rising cost of higher education. In C. S. Johonson, & H. E. Chertham (Eds.), Higher education trends for the next century. Washington, DC: American College Personnel Association.
Upcraft, M. L., & Farnsworth, W. M. (1984). Orientation programs and activities. In M. L. Upcraft (Ed.), Orientating students to college. (New Directions for Student Service No. 25) (pp. 27-38). San Francisco: Jossey-Bass.
Upcraft, M. L., Gardner, J. N., & Associates. (1989). The freshman year experience: Helping students survive and succeed in college. San Francisco: Jossey-Bass.
Upcraft, M. L., Gardner, J. N., & Barefoot B. O. (2005). Introduction: The first year of college revisited. In M. L. Upcraft, J. N. Gardner & B. O. Barefoot (Eds.), Challenging and supporting the first-year student (pp. 1-12). San Francisco: Jossey-Bass.
Wilkie, C., & Kuckuck, S. (1989). A longitudinal study of the effects of a freshman seminar. Journal of the Freshman Year Experience, 1, 7-16.