�For institutions, the freshman year is a period during which programs can have the greatest impact on subsequent student development and persistence,� according to Tinto and Goodsell (1993, p.8). Research indicates that if transition during the first semester goes well for the incoming student, academic success is likely to follow (Howe & Perry, 1978; Nelson, Scott, & Bryan, 1984). To help incoming new students make the academic and social transition, colleges and universities have many options to assist new students. Levitz and Noel (1989) have stated that �fostering student success in the freshman year is the most significant intervention an institution can make in the name of student persistence� (p. 65).
Research addressing academic achievement has shown that, for many students, nonacademic factors are often better predictors of college success than are traditional academic measures (Clarke & Tomlinson-Clarke, 1994). Tinto�s (1993) theoretical model discusses the positive impact of student integration into academic as well as social systems of a college. Involvement in campus activities as well as interactions with faculty have been related to persistence and academic achievement (Tinto, 1993; Astin, 1985).
Frost (1993) asked, �How can we design a first year student experience so that more entering students are successful in their academic work?� (p. 21). The answer to this question concerning academic achievement is the same answer to the retention question....institutional commitment to new students.
To help new students earn good grades and stay in school, many institutions have adopted the concept of front loading: �putting the strongest, most student-centered people, programs, and services in the freshman year� (Levitz & Noel, 1989, p. 79). This front loading concept is the first recommendation for increasing student involvement in the report called Involvement in Learning. The recommendation is as follows:
Involvement in Learning:
College administrators should reallocate faculty and other institutional resources
toward increased services to first and second year undergraduate students.
(National Institute of Education, 1984).
Institutions across the country that have utilized front loading techniques have reaped the
benefits of improved student learning, student academic success, and retention (Levitz &
Noel, 1989).
Common types of front loading programs include orientation programs (pre-entry
and extended), first year advising and monitoring of academic performance, pre-college
testing and assessment, first year seminars, and clustering programs. All of these efforts
are more effective if concentrated in the first semester of enrollment (Upcraft & Gardner,
1989).
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