Search Results

[Freshman Orientation]

Description: Photograph of freshman orientation in the basketball stadium. Students fill up the bleachers, while a man speaks at a podium on the court.
Date: unknown
Item Type: Photograph
Partner: UNT Libraries Special Collections

A Comparative Evaluation of the Effectiveness of Group Guidance and Individual Counseling with Freshmen

Description: The primary objective was to investigate the effectiveness of short-term group guidance and short-term individual counseling with freshman college students. The design utilizes the method and procedure of comparing similar groups of students who received group guidance, students who received individual counseling, and students who received no counseling or guidance. A comparison of the ratio between self-ratings and objectively evaluated test scores before and after the study served as the basis for determining the effectiveness of the experimental variables.
Date: January 1962
Creator: Kemp, George Allen
Partner: UNT Libraries

The Yucca, Yearbook of North Texas State Teacher's College, 1933

Description: Yearbook for North Texas State Teacher's College in Denton, Texas includes photos of and information about the school, student body, professors, and organizations. Student Directory starts on page 221.
Date: 1933
Creator: North Texas State Teacher's College
Item Type: Yearbook
Partner: UNT Libraries Special Collections

A Comparative Study of Forty-Five Freshmen at Southwestern Junior College Showing What Influence Intelligence, Socio-Economic Status, Mental Health, Personality, and Manual Work Load Have upon Grades Received

Description: The purpose of this study is to see to what extent the factors of intelligence, socio-economic status, personality, condition of mental health, and manual work load have influence the grades received by forty-five freshmen at Southwestern Junior College.
Date: 1950
Creator: Craw, Frances
Partner: UNT Libraries

Relationships Among and Between Early and Late Freshmen Admission Applications and Academic Persistence

Description: This quantitative study investigated relationships among and between university early and late admitted freshmen and academic performance and persistence. The participants in this study consisted of 3,197 early freshmen applicants and 309 late freshmen applicants admitted at a large southwestern student centered public research university over the course of the year prior to the fall 2008 academic year. Significant results, using a statistical significance level of p < .05, were reported for the majority of variables examined: chi-square analysis revealed a significant relationship between application date and ethnicity; independent-samples t-tests revealed significant differences in SAT scores; 78.06% of late applicants were male compared to 40.83% of early applicants; mean GPA of early applicants was 2.62 compared to 2.18 among those who applied late; and lastly, 76.62% of early applicants returned the following year in comparison to 57.42% of late applicants. The results of this study provide preliminary support for the examination of admission policies and procedures in relation to late application. Recommendations are made for advising, counseling, and other interventions that may ease the transition of freshmen late applicants while enhancing retention and persistence.
Date: August 2010
Creator: Hale, Lynne Rochelle
Partner: UNT Libraries

A Study of College Stress and Its Measurement

Description: The purpose of the study was to compare the academic stress of freshmen in a community college with that of freshmen in a university. An additional purpose was to determine if gender, ethnicity, or semester course load was related to perceived academic stress. The sample consisted of a total of 303 university and community college freshmen from English and Psychology classes at the University of North Texas and Richland Community College during the spring semester, 1989. The instrument that was administered to these volunteer students was the Academic Stress Test, a 35-item checklist of possible academic stressors. The students were asked to check the items which were perceived by them to be stressful and had occurred during the current semester. The T-statistic was used to analyze the total mean stress score for each variable being considered. Multiple regression was used to determine if there was any possibility that the variables might have a predictive effect for academic stress. It was found that for these freshmen students there was a significant difference between the perceived academic stress of community college freshmen and university freshmen. The mean academic stress score for university freshmen was higher than the mean for community college freshmen. Likewise, the perceived academic stress of females was significantly higher than that of males, and higher for those taking more semester hours than for those taking fewer semester hours. There was found to be no significant difference in the perceived academic stress of white and non-white freshmen college students.
Date: August 1989
Creator: Garrett, Sandy, 1945-
Partner: UNT Libraries

Listening to the Freshman Voice: First-year Self-efficacy and College Expectations Based on High School Types

Description: This quantitative study used Astin's I-E-O theory to explore the relationship between a college freshman's high school background and academic self-efficacy. The Beginning College Survey of Student Engagement was used to measure academic self-efficacy across four types of high schools. Student gender and precollege experiences (dual-credit and communication assertiveness) were used as control. A total of 15,400 first-year students were included in this study. An ANOVA was used to examine the differences between groups, and ordinary least-square analysis was used to study the factors that affect academic self-efficacy. Results showed statistically significant difference in academic self-efficacy between public and private religious high school graduates. Specifically, graduates of public high schools had statistically higher academic self-efficacy than graduates of private religious high schools (p < .001). Additionally, females and participants of dual-credit courses also tended to have higher academic self-efficacy. Finally, analysis revealed that a first-year student's communication confidence is highly correlated to their academic self-efficacy. Results confirm in-coming first-year students perceive higher education engagement differently based on traits attributed to their precollege experiences. Results point to criteria colleges may be able to use in identifying freshmen at risk for low academic self-efficacy and, therefore, for problems in retention and degree completion.
Date: May 2013
Creator: May, Paul B.
Partner: UNT Libraries

[News Script: Football]

Description: Script from the WBAP-TV station in Fort Worth, Texas, covering a news story about a football game between the Texas Christian University and University of Texas freshman teams. The UT Shorthorns beat the TCU Wogs 34-14.
Date: November 16, 1951
Creator: WBAP-TV (Television station : Fort Worth, Tex.)
Item Type: Script
Partner: UNT Libraries Special Collections

[News Script: TWC]

Description: Script from the WBAP-TV station in Fort Worth, Texas, covering a news story about Fish Week at Texas Wesleyan College in Fort Worth.
Date: October 7, 1957
Creator: WBAP-TV (Television station : Fort Worth, Tex.)
Item Type: Script
Partner: UNT Libraries Special Collections

[News Script: Power Bowl]

Description: Script from the WBAP-TV station in Fort Worth, Texas, covering a news story about the Texas Wesleyan College taking a week to welcome incoming Freshmen.
Date: October 9, 1957
Creator: WBAP-TV (Television station : Fort Worth, Tex.)
Item Type: Script
Partner: UNT Libraries Special Collections

Persistence Patterns of Mathematics and Science Majors: A Profile of Highly Motivated Freshmen

Description: Despite an increasing demand for college graduates skilled in science, technology, engineering, and mathematics ("STEM") fields, a substantial number of students who choose these majors leave after taking their first-year "gateway" math and science coursework. Research has shown GPA to be a salient predictor of persistence in STEM majors: Students who earn high grades in gateway courses are more likely to continue, and those who earn low grades are more likely to leave. However, a small number of students defy that expectation: Despite a low gateway course GPA, they persist not just to the sophomore year but all the way to graduation. The purpose of this study was to determine what other experiences, motivations, or attributes aside from academic performance influence these students to persist. A qualitative approach was taken with the use of semi-structured interviews, which provided a means for analysis based on insights directly from students. An invitation was sent to a cohort of graduating math and science majors at a large public institution, and 10 eligible volunteers were chosen to participate. A thematic analysis was conducted to seek common themes in the students' interviews regarding their experiences in their gateway coursework, their feelings towards their chosen major, their beliefs about their academic proficiency, their motivations for continuing in their major, and other prominent characteristics they attributed to their persistence. Five themes were found: Ambition, dedication, achievement, culture shock, and resilience. Of the five themes, four are attributes of the students themselves: Ambition, dedication, achievement, and resilience. The fifth, culture shock, is something that happened to them, although it does contain information about the students insofar as how they handled the situation. The end result was the identification of a specific group of students: High achievers majoring in math and science who are self-driven and independent, as well ...
Date: August 2016
Creator: Gonzales, Erin E
Partner: UNT Libraries