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As a whole, students in the FYS/BURG FYE Program responded more positively than students in the traditional FYS/FYE on most of the variables used in the study. From the findings it can be inferred that participation in the FYS/BURG FYE Program demonstrated a statistically significant, positive impact on all three dimensions of student learning—intellectual engagement, learning outcomes, and perception of learning environments. The positive evidence seems to suggest that FYS/BURG FYE faculty and administrators achieved many of the Program goals in terms of promoting intellectual engagement and climate and learning outcomes, especially engagement and outcomes related to diversity.