The influence of high school engagement and pre-college expectations on first-year student engagement and self-reported learning outcomes at liberal arts institutions

Abstract

For nearly three decades, national reports have underscored the need to better prepare students for college-level work. Indeed, making the transition from high school to college is a significant leap for most students (Miller, Bender, Schuh & Associates, 2005). Given concerns about college readiness, the range of expectations that students bring with them about the demands of college-level work, and the obligation of college and universities to do their part in enhancing student success in college, it would be instructive to know what students expect to do in college, their behavioral patterns established prior to entering college, and how students' expectations for college and pre-college experiences affect what they do and how much they learn during the first year. Greater understanding about the gaps between prior experiences, expectations and behavior can inform efforts to revise pre-college socialization, orientation, and first-year experience initiatives, as well as other efforts designed to enhance student learning and improve persistence and graduation rates.