The Journal of The First-Year Experience & Students in Transition is a semiannual, refereed journal providing current research on the first college
year and other significant student transitions.
Purpose
The primary purpose of the Journal is to share empirical research findings on student transition issues that inform
practice in all sectors of postsecondary education. Appropriate topics include:
Explorations into the academic, personal, and social experiences—including outcomes
related to success, learning, and development—of students at a range of transition
points throughout the college years. These transitions include, but are not limited
to, the first college year, the transfer transition, the sophomore year, the senior
year and transition out of college, and the transition to graduate work.
Transition issues unique to specific populations (e.g., non-traditional, traditional,
historically underrepresented students, transfer students, commuters, part-time students)
Explorations of faculty development, curriculum, and pedagogical innovations connected
to any of the transitions identified above
Topics and Audience
The Journal publishes quantitative, qualitative, and mixed-methods empirically based studies.
Readers include educators with diverse research backgrounds. Therefore, all findings
should be presented as clearly as possible. It is important that all relevant methodological
information is included in the Method section. In addition, the manuscript should
clearly articulate the findings, the significance of those findings, and their implications
for theory, practice, policy, and future research. Please see the latest edition of
the Publication Manual of the American Psychological Association (APA) for additional
guidance on manuscript elements and reporting standards.
The Journal of The First-Year Experience & Students in Transition does not publish manuscripts describing program evaluations or assessments. Manuscripts
of this type will not be forwarded for peer review.
An associate professor of Higher Education & Student Affairs, graduate program director
for the Department of Educational Leadership, and Residential College Faculty Steward
of Brooks Residential College at Baylor University, Rishi spent eight years as a higher
education and student affairs administrator before beginning his role as a faculty
member. His research interests include the development of talent, student affairs
professional practice, and college student retention, engagement, achievement, and
learning.
