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This article presents the results of a pilot study about academic and social experiences of provisionally admitted undergraduate students who participated in the University of Central Florida’s Seizing Opportunities for Academic Retention (SOAR) program, a six-week summer residential opportunity designed to assist participants in their initial transition to the university. Through quantitative and qualitative analyses, coding of interview transcripts, and interviews conducted with past and present SOAR participants and staff, this article supports student retention and involvement theories, which claim that students who are actively engaged in college or university academic and social systems report the most satisfaction with their collegiate experiences.

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Keywords: education;programs
File Size: 293 KBytes