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Show THE UNIVERSITY OF UTAH •"-: 'JEBUBVUSivi UNDERGRADUATE STUDIES KarelyMann Emily Mangelson Carolan Ownby Newell Clay Mann 138 I WILL SURVIVE!: THE ULTIMATE FRESHMAN HANDBOOK Karely Mann, Emily Mangelson (Carolan Ownby, Newell Clay Mann) LEAP Program, Undergraduate Studies University of Utah Introduction: Research suggests that freshman entering college experience significant stress and isolation due to their unfamiliarity with the college environment and the unavailability of their normal social supports. However, readily available resources and services can provide a mechanism to diminish the impact of these issues, but many resources remain underutilized. The purpose of this research was to determine if the presence of a student-friendly resource guide "I Will Survive!: The Ultimate Freshman Handbook" (Figure 1) would increase the awareness and/or frequency of freshman contact with University of Utah services and other on-campus services designed to strengthen social networks. Methods: This was a controlled intervention study in which we administered pre/ post surveys in seven freshman classes that orient students to the University of Utah campus (i.e., LEAP). Four classes received the guide (as the intervention) and three classes served as controls (i.e., no guide). A paired Students t-test compared pre/post survey findings, relying on a p < 0.05 as a measure of statistical significance. Results: One hundred sixty nine freshmen completed the pre survey (64 treatment and 105 controls) and 120 provided post survey results (54 treatment and 66 controls, 71 % follow-up rate). Initial descriptive survey questions specify that 3 9 % of freshman students live on campus and that their weightiest concerns involve time management/homework, transportation issues and reestablishing a "balance" in their lives. Ninety three percent of students would like to be more involved in University sponsored activities. Study findings indicate that, among the intervention group, awareness of resources (p = 0.003), the consideration of resources use (p = 0.037) and actual resource use (p = 0.037) increased after access to the guide. A m o n g the control group, there were no significant increases in resource awareness or the consideration of resources use. However, the control group did demonstrate a significant increase in actual resources use (p = 0.008, Figure 2). Discussion:These findings suggest that freshman exposure to the guide significantly increases the awareness of campus resources and consideration of use. N o such finding was demonstrated when assessing actual resources use. Nevertheless, actual resource use m a y have been confounded by the fact that w e did not control for differences in actual student need for resources. In other words, freshman in the control group may have had more frequent need to actually visit the University Admissions Office, than did students in the intervention group. Conclusion: Introduction of a freshman campus resource guide increases awareness of available resources and increases the likelihood that freshman will consider utilizing available resources. Figure 2. Mean Reported Resource Awareness, Consideration and Use I WW Survive The Ultimate Freshman Handbook Pre Resource Awerenets iPre Conaidefed Resources |Pre Contacted Retourcei HPost Resource Awareness DPost Considered Resources I Post Contacted Resources B y H a r d y M a n n A Emily Mauigeli Treatment Control Expenmentjl Groups Error Bars +/• 1 SE |
