When your college freshman seminar is over, what’s next for your first-year college students?

Many colleges and universities have “first-year” programs, but very often these programs are front-loaded in the first semester. When the “first-year” college freshman seminar is over, and the transition programming in the residence halls has ended, what can campuses do next for their first-year college students? What data and information do first-year program directors have to guide what should be provided to new students for the full year as these students continue to make the transition to being successful college students?

To help identify the continuing support that students require after the first semester is over, the 2014 Report on Changes in Freshman Attitudes Following a Semester of Classes and Interventions provides key insights into how first-year students have changed since they began college, the resources they used during their first semester, and most importantly, their needs now as they turn to the second semester of their initial year in college.

Key findings: What are the greatest changes in college freshman attitudes after the first term?

This study on the attitudes of more than 10,000 college freshmen at two- and four-year public and private institutions found the most substantial growth among freshmen after one semester of classes and interventions came in the areas of academic confidence, the students’ tolerance of other people’s opinions, and in the students’ sociability. Here are examples of these:

• I am capable of writing a very clear and well-organized paper—18.1 percent increase (4-year private institutions).
• I find it easy to be friends with people whose political ideas differ sharply from my own—18.1 percent increase (4-year public institutions).
• I have a very good grasp of the scientific ideas I’ve studied –24.1 percent increase (2-year public institutions).

While knowing the areas in which first-year students are reporting the greatest growth is helpful, even more important may be focusing on the areas in which first-year students are now asking for help. At the midpoint of their first year, the study found that many freshmen want help with career decision making. In fact, more than half of the students across all three sectors of higher education are requesting help in the career decision-making process.

• 56 percent of first-year students at four-year private institutions and 52 percent of first-year students at two-year institutions would like to discuss qualifications needed for certain occupations.
• 67.5 percent of first-year students at four-year public institutions would like to discuss salaries and future outlook for various occupations.
• 51.5 percent of students at two-year institutions would like to receive help with an educational plan to get a good job.

Where are the gaps in support for first-year college students?

The study also revealed “gaps” in the delivery of critical programs and services to first-year students. We can see the areas where students were requesting assistance when they started their first year of college and the percentage of students who report they actually got help in their requested areas. Some examples:

I would like to talk with someone about how to manage finances.

• Gap of 35.1 percent at four-year private institutions
• Gap of 39.1 percent at four-year public institutions
• Gap of 22.1 percent at two-year public institutions

I would like to receive help with an educational plan to get a good job.

• Gap of 32.4 percent at four-year private institutions
• Gap of 35.3 percent at four-year public institutions

I would like instruction in the most effective ways to take college exams.

• Gap of 11.9 percent at two-year public institutions

Clearly, we have much to learn and much to do to close these gaps and extend our outreach efforts beyond the first semester. These data suggest the needs that students have when they enter our institutions over time—and new needs emerge. How we continue to systematically gather information about our students’ progress and requests for assistance over time is a critical issue that needs attention.

Join us for free webinars on college student success strategies this fall on November 19 and December 17

Gathering student motivation data throughout students’ first year of college has the potential to transform student success. To explore this further, I invite you to join us for two one-hour webinars this fall:

Building Student Success Strategies Based on Students’ Motivational Needs
Wednesday, November 19, 2:00 p.m. Eastern Time

Extending Your Reach: Student Success Strategies Throughout the Freshman and Sophomore Years  Wednesday, December 17, 2:00 p.m. Eastern Time

At these webinars, we’ll share examples that illustrate how to make student motivation a central part of college completion programming for your campus.

For more information, email or call me at 1-800-876-1117.