RESEARCH
ABSTRACT:
IN BRIEF: Youth
can achieve greater success and reduce negative life
consequences during their first year of college if they 1)
increase knowledge of new social scene and academic protocols,
and 2) work through a conjectural decision-making process prior
to actual encounters. This project will create a self-sustaining
program that can be used nationwide.
Each year, approximately 1.8
million U.S. first-quarter college freshmen encounter the
greatest decision-making period of their young lives. Many of
their choices will initiate life-long consequences with
financial, emotional and physical (health-related) implications.
The highest risks include a dramatic loss of earning capacity
due to failing or dropping out—26% freshman non-return rate
nationally (ACT, 2004), acquiring a sexually transmitted
infection—25% of college age youth (CDC, 2004), alcohol
poisoning, acquaintance rape, and others.
Conversely, behavioral data on youth show improved
decision-making and fewer negative consequences associated with
prior encounters or foreknowledge of given life scenarios (Trad,
1993; Wyatt, 1989). Thus, our hypothesis: Youth will achieve
greater success and reduce negative consequences during their
first year college if they 1) increase knowledge of social scene
changes and new academic protocols, and 2) work through a
conjectural decision-making process prior to actual life
encounters.
Recently, colleges and universities have added “First Year
Encounter” seminars to help new students with these issues;
however, most offer these during the first quarter—too late to
provide processing time for risk decision-making.
The College
101 curriculum offers guidance on key issues derived from
current collegians that lend stories with peer-to-peer
credibility. Participants receive tips on specific topics such
as time management, studying/testing techniques, roommate
issues, drug, alcohol, and STD statistics, credit/money
management, and more. Adolescent decision-making theories note
the predictive abilities of intervention to influence actual
decisions that can forecast outcomes (Mann, Harmoni, & Power,
1991; Ross, 1981; Janis & Mann, 1977). This previewing technique
forms the basic premise of College 101.
L. Brian Raison
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CURRICULUM HIGHLIGHTS:
The curriculum has begun to garner national attention. We have
had invited papers, workshops, and awards at several academic
conferences. A major report on our latest research findings is
underway.
1st Place Nationally - in the National Association of Extension 4-H Agents
(NAE4HA) for the complete program package. In blind peer reviews, the program
was chosen as the best in the nation by this 3,600 member academic
and professional organization.
Children, Youth & Families at Risk (CYFAR) Annual
Conference. Chicago, Illinois - May 1-4, 2007. (Program workshop
on methodology / peer inclusion.)
National Association of Community Development Extension
Professionals (NACDEP) Annual Conference. Philadelphia,
Pennsylvania - April 16-19, 2007. (Complete curriculum.)
Building Human & Social Capital: The Knowledge Economy
Conference –Ohio State University. Columbus, Ohio – May 2,
2006. (White paper / roundtable.)
Ohio State University Extension, Annual State Conference. Columbus, Ohio – December 13-14, 2006. (Awarded 1st place
overall in poster session competition.)
National Association of Extension 4-H Agents (NAE4HA)
Annual Conference. Seattle, Washington - November 2005.
(Complete curriculum.)
2006 – Twenty-six locations in 14 states sign up and
taught College 101 as a pilot program.
2007 – Over 280 locations in have signed up to teach the
seminar in 36 states.
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