Transition to University (Research)

 

Since its inception in 2006 at Queens University of Charlotte, the T2U program has been shown to be highly successful in helping freshmen make the transition from high school to college.  Queens’ first-year students who participated in the T2U program had significantly higher retention and higher social and academic adjustment compared to their classmates who did not participate in the program. The following is a list of research publications and presentations supporting the T2U program and its findings:

The two-book series by Momentum Press: Transition to Success:  Training Students to Lead Peer Groups in Higher Education  (Harper & Allegretti, 2018) and Transition to Success:  The Transition to University Program (Harper & Allegretti, 2018). 

To Purchase:

Transition to Success:  Training Students to Lead Peer Groups in Higher Education http://www.momentumpress.net/books/transition-success-training-students-lead-peer-groups-higher-education

 

Transition to Success:  The Transition to University Program 

 http://www.momentumpress.net/books/transition-success-transition-university-program

Studies conducted that have examined the effectiveness of the T2U program indicate that first-year students who participate have better adjustment during their transition to university life.  References of these studies are:

 

                                       Harper, M.S. & Allegretti, C. L. (2008, March). Transition to University.  Symposium presentation at

                                       the Biennial Meeting of the Society for Research on Adolescence, Chicago,

 

                                       Harper, M.S., & Allegretti, C.L. (2009, October). The impact of Transition to University program on emerging

                                       adults’ adjustment and university fit. Poster presentation at the 4th Conference on Emerging Adulthood, Atlanta, GA.

 

                                       Harper, M.S., & Allegretti, C.L. (2009, July).  Transition to University: The impact of a first-year group on student

                                       outcomes and university fit. Poster presentation at the International Conference on First-Year Experiences, Montreal, Canada.

Studies conducted that have examined the effectiveness of the T2U program indicate that first-year students who participate have better adjustment during their transition to university life.  References of these studies are:

                                       Harper, M.S., & Allegretti, C.L. (2009). Transition to University: An adjustment and retention program for first-year students.  

                                       E-source for College Transitions, 6 (4), 10-12.

 

                                      Harper, M.S., & Allegretti, C.L. (2013). Expanding a peer-facilitation program beyond the fall term. E-source for College Transitions,

                                      11 (1), 16-17.

Recent studies have focused on the leadership aspect of this peer mentoring program.  Upper-class university students learn valuable skills as leaders by serving as group facilitators in the T2U program.  These university students receive college credit and internship credit for their learning experience.  These studies are:

                                      Harper, M.S. & Allegretti, C.L. (2015).  Teaching group dynamics through an application-based learning approach.  

                                      Teaching of Psychology, 42, 345-348.

 

                                      Allegretti, C.L., Harper, M.S., & Weathers, L. (2011, January).  A group within a group:  A practicum in group dynamics.  Poster

                                      presentation at the 33rd Annual National Institute on Teaching of Psychology, St. Petersburg, FL.

In addition, research indicates the positive effect of peer mentoring on the peer mentors.  References for this finding include:

                                      Allegretti, C.L. & Harper, M.S. (2015, May). Students Teaching Students: Training Peer Mentors to Teach First-Year Students.  

                                      Poster presentation at the 27th Association for Psychological Science Annual Convention, New York, NY.

 

                                      Harper, M. S., & Allegretti, C. (2007, February).  Facilitators’ experiences of co-leading a weekly discussion group about

                                      the transition to university.  Poster presentation at the Biennial meeting of the Conference on Emerging Adulthood, Tucson, AZ.

Finally, research continues to illustrate the important association between social connection and the transition to university life.  Recent studies conducted by the two authors here include:

                                      Harper, M.S., & Allegretti, C.L. (2014, March).  The relationship between the quality and number of friendships and first-year

                                      university adjustment among late adolescents.  Poster presentation at the 15th Biennial Society for Research on Adolescence,

                                      Austin, TX.

 

                                      Harper, M.S. & Allegretti, C. L. (2012, March). The nature of romantic relationships among late adolescents and the association

                                      with first-year university adjustment.  Poster presentation at the 14th Biennial meeting of the Society for Research on

                                      Adolescence, Vancouver, B.C.

 

                                      Harper, M.S. & Allegretti, C. L. (2010, March).  Late adolescent involvement in romantic relationships and its association with

                                      transition to university adjustment. Poster presentation at the Biennial meeting of the Society for Research on Adolescence,

                                      Philadelphia, PA.

 

At the present time, our ongoing research is now financially supported by:

                              Department of Education Title III Grant # P031A140010  

                              Re-Imagining Excellence in Programs and Services

 

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