Freshmen keep returning to Iowa State in high numbers for their sophomore years, despite the increase of course work in college compared to high school.

Eighty-four percent of full-time freshmen who entered Iowa State in the fall of 2002 returned for the fall 2003 semester, a relatively high return rate, said Gebre Tesfagiorgis, director of institutional research.

In October of 2002, the Iowa Board of Regents conducted its first study examining the reasons students don’t return to college after their freshman year.

The University of Iowa, the University of Northern Iowa and Iowa State collected information about students’ decisions to withdraw from school.

According to the report, the most common reasons for students on academic probation not returning to Iowa State are that they are experiencing poor academic performance, are academically unprepared for courses and are unmotivated in or tired of school.

In order for students to gain admission to Iowa State, they must meet certain levels of academic performance.

According to the ISU Office of Admissions, high school students must complete four years of English/language arts, three years of mathematics and science and two years of social studies to be admitted to Iowa State.

High schools nationwide are offering advanced placement classes in a variety of subjects, as well as the opportunity to take college courses to aid in preparation for college.

Realizing many students were not adequately prepared for college, Iowa State began the Fresh Start Program in 1998 at Maple Hall and expanded it in 2002 to give students a more supportive environment.

In the first two years of the program, students had fewer alcohol problems, higher levels of academic self-efficacy and better conflict-resolving skills, said Kate Bruns, communication specialist for the Department of Residence.

“Maple Hall had an overall retention rate of six percent for first-year students,” a high number, Bruns said.

Increased staff support, personal development and community involvement portions of the program help build a sense of community and responsibility in the halls, which are top contributing factors in student retention, she said.

Physical facilities have also been shown to have a positive impact on student retention. Maple Hall was renovated to provide a better academic environment, Bruns said.

In addition to the Fresh Start Program, residential learning communities have also played a significant role in helping to retain students at Iowa State, Bruns said.

Learning communities are small groups of students who take classes together and may live together in the residence halls.

U.S. News and World Report rated Iowa State’s learning communities program among the top five nationally in 2002.

Despite all the programs offered to increase academic success, many current freshman said they feel the pace of college to be their biggest concern.

Elizabeth Ramsey, freshman in pre-journalism and communication, said she felt prepared academically, but reading 20 chapters a week in college compared to one chapter a week in high school is challenging.

“The amount of work is unexpected,” she said.

Shannon Nulle, freshman in elementary education, said high schools need to give students “the shock of the college experience.”

Marty Martinez, staff psychologist at Student Counseling Service, said incoming freshmen have concerns about the academic pressure of college, which seems consistent year-to-year.

“High school helps students recognize the time commitment needed to succeed academically, yet some students can do this in high school without studying,” he said. “They learn in college that they must now develop study skills.”

Studying for high school is different compared to college; in college, you have to read everything, Nulle said.

Sharon McGuire, program coordinator for the Dean of Student’s Office, said some reasons freshmen are not prepared for college is they have an attitude of “I only have to do what I need to” in order to get by.

Freshmen also noted they had numerous extra credit options in high school, and in some school districts, they were exempt from finals if they had good attendance, she said.

The Academic Success Center provides options that can help students with academic concerns, she said.

Psychology 131 is a course designed to help individuals acquire a variety of skills and strategies to be academically successful, McGuire said.

Students’ grades usually increase after taking the class if they already had an existing GPA, she added.

Tutoring and Supplemental Instruction are additional programs offered also aimed at increasing students’ course grades.

After tutoring, 62 percent of students improved their course grade by one letter or more, and 95 percent felt they improved their academic skills and are more satisfied with college, McGuire.