Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This paper examines the legislative success of freshmen (first term members) in the House of Representatives elected between 1974 and 1994. I begin by examining the election results of all freshmen elected during this time period and then compare their initial success with their reelection results. Based on the studies of Jacobson (1997) and Herrnson (1995) I work to understand the importance of election results for predicting legislative success. Working with each member’s election results, I juxtapose their success (or failure) with their legislative success during their first term in office. This provides an indicator of whether the "mandate" they receive from their constituents influences their overall behavior and demonstrates the extent freshmen follow the norms and folkways of the House of Representative. I conclude this study by returning to the election results and looking at those members whose first election resulted in a "safe" district to see the impact running in a "safe" district had on their ability to win reelection, their longevity in the House and their legislative success.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Expertise development mentoring provides new students with useful information about “what to do in order to succeed at the university,“ insights into the culture of higher education, and tips on how to become “more expert” students. This form of mentoring goes beyond just informing students about the range of support services are available on campus to providing scripts for how to use specific campus resources appropriately as well as strategies for key campus interactions. In this paper we examine the effectiveness of this approach through a case study of an intervention designed to improve first-generation student academic success and retention at Portland State University, the Students First Mentoring Project (SFMP). After describing the lkey elements of this intervention, along with the underlying conceptual model, we present two years (2005-2007) of program results to establish that the program positively impacts first-generation student’s academic performance and persistence. We conclude this paper by discussing the implications of this successful expertise-development mentoring program for first generation students and the colleges and universities seeking to support these students.

Supporting Publications:
Supporting Document
Supporting Document
Supporting Document

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Often, college academics assume that their teaching is responsible for everything "international" that their students know. However, freshmen undergraduates arrive today already exposed to things typically considered part of "internationalizing the curriculum," such as foreign language skills, international student exposure, and basic international knowledge. So, what do these already “internationalizing” incoming freshman learn from their first university-level term? A pilot survey of students starting a first-term international relations course on one campus – most of them declared international majors – measured how much of a “jump start” on internationalization they enjoyed. Re-administering the survey at the end of the course permitted measuring small improvements in such areas as already high cultural tolerance and international organizations knowledge, as well as possible marginal improvement in the broader intellectual development “stage” of at least some students. Limitations of research design, question wording and online questionnaire administration are noted.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: The literature suggests that retention rates are lowest following the first year at an academic institution. Often referred to as “freshmen shock,” the implication is that many first-year students have a difficult time transitioning into the academic rigors of post-secondary education. The concept of “freshmen shock” has also been applied to transfer students who enter during a period beyond their traditional freshmen year. We know little about the factors that contribute to the stresses and strains experienced among these populations causing them to drop out or experience lower academic success. As such, our study has four purposes. First, we investigated the similarities (or differences) between transfer and native students (those arriving as freshmen) who declared criminal justice as a major on two key measures: (1) academic success, and (2) retention. Second, we examined factors that influence academic success and retention across these two student populations. Third, we designed intervention strategies to improve upon factors which were associated with lower academic success and lower retention within the two populations. Finally, we conducted a post test to investigate the effects of the intervention strategies.

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: My paper examines the link between election results and roll call behavior in the antebellum House of Representatives. In the absence of survey data of anti-slavery opinion in each congressional district, I use the votes for anti-slavery parties as a proxy for public opinion and find that members of Congress take positions that are consistent with their constituents. However, I find little evidence of significant differences in voting behavior between freshmen MCs and incumbent legislators. This finding leads me to believe that replacement of members is not a significant source of change in congressional voting. Instead, conversion might be a better explanation since members might anticipate the preferences of their constituents and adjust accordingly.