The authors examine the relationship between retention and changes in freshmen's perspectives on social and academic issues. Using data collected from a student questionnaire administered at the beginning and end of the freshman year, the authors found that contact with faculty may play a significant role in how freshmen view their college experience but may not be related to retention. Student retention may be only indirectly related to changes in social and academic integration at an institution and may depend more on variables associated with student characteristics and predispositions.

The authors studied use of and satisfaction with advising provided at a centralized advising location compared to faculty advising in individual departments. They hoped to determine whether students' advising needs were being met by these two systems. Although they found no significant differences between departmental and centralized services on advisor availability and concern, they did find that more students used faculty advisors. Further, they discovered many of the advising services offered to be vastly underused. The authors examine this underuse and propose coordination between departmental and central advising systems to better serve students.

Academia clings to several myths about higher education and its effect on students. This article outlines 10 of these popular myths–myths about effective teaching styles, indicators of quality education, and the value of faculty research for undergraduate education, to name a few. The authors cite extensive research calling these myths into question and challenge readers to rethink assumptions about higher education.

The author argues that, despite a veneer of gender equality on college campuses, the system of gender difference–particularly men's and women's differing communication patterns–continues to put women students at a distinct disadvantage. Focusing on language, the author outlines several areas where women students experience harassment in and out of the classroom and offers suggestions for changing biased communication patterns on our campuses.

The authors–one the program's coordinator and the other a former peer advisor–explain procedures for recruiting, selecting training and organizing peer advisors.