|This paper reports the findings of an evaluation of a newly designed, discipline-specific freshman experience course on student satisfaction and retention. The course was evaluated using a quasi-experimental design. We used existing instruments as the pre- and post-test measures. These instruments allowed for both an evaluation of the course and provide a detailed picture of the incoming criminology students at a large, Northeastern University. Initial findings indicate that both intellectual ability (as measured by SAT scores) and non-intellectual factors (e.g. level of effort) have independent and positive effects on the academic success of undergraduates (as measured by GPA).
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