Comprehensive College Transition Program Increases Students’ Psychosocial Outcomes
Tatiana Melguizo, Paco Martorell, Elise Swanson, W. Edward Chi, Elizabeth Park, & Adrianna Kezar
Is there an added benefit of providing college students with comprehensive support in addition to a scholarship?
An experimental evaluation of the Thompson Scholars Learning Communities (TSLC) program in the University of Nebraska system finds that participating in a comprehensive college transition program increases students’ sense of belonging (e.g. feeling part of the institution) and feelings of mattering (e.g. feeling they are valued on campus) relative to their peers. We find some evidence to suggest that program may be equity enhancing, given large observed increases in feelings of mattering among traditionally underserved students. We focus on the impact of the program on four key psychosocial outcomes that provide insight into students’ experiences on campus and help capture a broader understanding of student success than purely academic outcomes. Our findings suggest that comprehensive programs can improve students’ psychosocial outcomes.