Undermatching and Noncognitive Development during the First Year of College: A Longitudinal Study of College Students in the Netherlands

2021 ◽  
Author(s):  
Gregory C. Wolniak ◽  
Marjolein Muskens
Keyword(s):  
College Students ◽  
Longitudinal Study ◽  
The Netherlands ◽  
First Year ◽  
First Year Of College

The Role of Mentoring in Promoting Civic Engagement

2017 ◽  
pp. 36-41
Keyword(s):  
College Students ◽  
Civic Engagement ◽  
First Year ◽  
Civic Action ◽  
First Year Of College ◽  
Civic Mindedness

This chapter examines the concerns and challenges that most college millennials face in today's technology-savvy society. Existing research indicates that college students are having interactions both inside and outside of their respective campus environs that are influencing their civic-mindedness and shaping their engagement in civic action. The role of faculty is to assist students' understanding and reflecting upon their civic engagement and how to document and share their contributions, plans and questions with others and themselves. Faculty instructors are transparent with their students around their own approaches and challenges in the area of civic engagement. As a result, students learn strategies and approaches that may be useful after they finish their first year of college and plan for continued engagement over their time in college and beyond.

Student Self-Assessment via Civic Engagement

2017 ◽  
pp. 42-64
Keyword(s):  
College Students ◽  
Civic Engagement ◽  
Learning Outcomes ◽  
First Year ◽  
Self Assessment ◽  
First Year Of College ◽  
Over Time

In Year Four of this Initiative, the two faculty instructors introduced civic engagement portfolios to the cohort of students enrolled in the Initiative. The portfolios were being used to capture the freshmen college students' experiences with civic engagement during their first year of college. The cohort's portfolios were actually creating and piloting the portfolios as part of the larger institution's desire to assess its students' civic engagement as a component of college-wide learning outcomes recently adopted across campus. Initially the assessment was planned for seniors, but based on the encouragement of Initiative faculty, starting these portfolios when students enter college will allow the school to assess students' civic engagement development over time.

A LONGITUDINAL STUDY OF ACADEMIC AND SOCIAL PREDICTORS OF COLLEGE ATTRITION

1999 ◽  
Vol 27 (4) ◽  
pp. 355-361 ◽  
Author(s):  
Timothy K. Daugherty ◽  
Eric J. Lane
Keyword(s):  
Longitudinal Study ◽  
Linear Combination ◽  
College Men ◽  
Academic Ability ◽  
Predictor Variables ◽  
First Year ◽  
Social Alienation ◽  
Social Predictors ◽  
First Year Of College ◽  
College Attrition

Examined differences between eventual graduates and eventual dropouts in a longitudinal study of college men. Predictor variables were obtained early in the first year of college and attrition status was assessed after four years. A linear combination of academic ability, family legacy status, specific stress perceptions, and self-perceived social alienation was found to predict attrition status.

Tracing "Friendsickness" During the First Year of College Through Journal Writing: A Qualitative Study

NASPA Journal ◽  
2004 ◽  
Vol 41 (3) ◽  
Author(s):  
Jennifer L. Crissman Ishler
Keyword(s):  
College Students ◽  
Qualitative Study ◽  
Journal Writing ◽  
First Year ◽  
First Semester ◽  
First Year Of College ◽  
New Students ◽  
First Year Seminars ◽  
College Friendships ◽  
Journal Entries

The purpose of this qualitative study was to consider “friendsickness” as experienced by 96 entering college students. As defined here, friendsickness is a challenge new students experience when they leave their established network of friends and begin college. Journal entries written by new students in first-year seminars were examined and analyzed using a phenomenological framework. Results showed that many first-semester students enrolled in firstyear seminars delayed making new friends at college, whereas second semester students in first-year seminars embraced their new college friendships. The second finding was that journal writing appeared to help students explore and understand their issue of friendsickness.

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