Committee Chair

Petzko, Vicki; Bernard, Hinsdale

Committee Member

Rutledge, Valerie; Anderson, Dee Dee


Dept. of Education


College of Health, Education, and Professional Studies


University of Tennessee at Chattanooga

Place of Publication

Chattanooga (Tenn.)


The purpose of this study was to examine the interrelationships of academic readiness, social integration, and perceptions of residence hall experiences of returning sophomores at a southern university. The literature has provided a basis for the impact of academic readiness on retention as well as the role of social integration on the overall freshman experience. This study added to the existing body of research by collecting information from freshmen through the Beginning Survey of Student Engagement (BSSE) prior to enrollment, the National Survey of Student Engagement (NSSE) during the spring semester of first year and a Residence Hall Perception survey administered during spring semester of the sophomore year. These data were analyzed to determine what differences existed from pre-enrollment social expectations and actual experiences according to academic readiness. Furthermore, it explored the perceptions of residence hall experiences based upon academic readiness. The findings from this study revealed statistically significant results for expectations of time spent in co-curricular activities as compared to actual time spent in co-curricular activities during the freshman year. The study also found other important information about the interactions the freshmen had with roommates and friends. There was also great insight into their involvement with campus organizations during the first year, as well as perceived advantages and disadvantages of living on campus as a freshman. Administrators will be able t o utilize this research by designing first year residential programs that enhance the overall experience for future freshmen.


Ed. D.; A dissertation submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Doctor of Education.




College students -- United States


Educational Leadership

Document Type

Doctoral dissertations


xi, 109




Under copyright.