The Journal of College and University Student Housing - Volume 45, No. 1 - 14

James C. Stoner

Instead of, or even in conjunction
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initiatives for smaller populations . . .
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speciﬁcally targeting the needs
of students in frequently enrolled
courses warrants consideration.

in certain courses the previous two semesters participated in course-speciﬁc academic
support programming for those classes? (2)
"an argument is offered that attempts to establish the correct evaluation of the scenario"
(p. 21): in this case, assumptions were established about outcomes of participation based
on similar university-wide programs; and (3)
"evaluation of the imagined scenario is then
taken to reveal something about cases beyond
the scenario" (p. 21), which is provided in the
discussion section of this article.

METHOD
The university residential environment
studied was located in the Southwest of the
United States. Approximately 2,100 students
reside in the institution's residence halls in
any given year. There was no live-on residential requirement for students attending
the large research institution. Institutional
Review Board authorization was obtained,
and the institution granted access to course
enrollment and grade reports for two completed fall semesters.

Preexisting institutional course enrollment
and grade reports were analyzed for the fall
semester in both 2016 and 2017 (hereafter referred to as FA16 and FA17). The institutional
reports contained every course in which each
student was registered and their ﬁnal course
grade during the respective semester. To
protect the anonymity of the students, names
were immediately removed from the dataset,
and each student was assigned a unique
number as a reference point.
Each course for every student was treated
as a separate datapoint. For instance, two students enrolled in the same four three-credit
hour courses (i.e., MATH 100, ENGL 100,
HIST 100, and BIOL 100) received eight total
datapoints between them. Each datapoint contained the following variables: unique student
reference number, course subject and catalog
number (e.g., ENGL 100), course credit hours,
ﬁnal grade, ethnicity, academic classiﬁcation
(e.g., freshman, sophomore), admit type (e.g.,
new freshman, new transfer), and admit term.
Other variables existed within the provided
dataset (e.g., self-reported ﬁrst-generation
status, home state/country) but were not considered in this study. Due to the volume of students entering the college environment for the
ﬁrst time with dual enrollment credits from
high school (An, 2013), the typical academic
classiﬁcation of freshman was not sufﬁcient
to investigate ﬁrst-time students. Therefore,
a separate variable, "First-Time, Full-Time
Student" (FTFT), was creating by combining
the "Admit Term" and "Admit Type" variables.
Students were considered FTFT if their admit
term was the respective semester under analysis (i.e., FA16, FA17) and their admit type was
"New Freshman Student" (even if their aca-

THE JOURNAL OF COLLEGE AND UNIVERSITY STUDENT HOUSING

The Journal of College and University Student Housing - Volume 45, No. 1

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