Conceptions of  Biology and Approaches to Learning of First Year Biology Students: Introducing a technique for tracking changes in learner profiles over time

2012 ◽  
Vol 34 (7) ◽  
pp. 1053-1074 ◽  
Author(s):  
Rosanne Quinnell ◽  
Elizabeth May ◽  
Mary Peat
Keyword(s):  
Approaches To Learning ◽  
First Year ◽  
Biology Students ◽  
Over Time

Correlating entrance data and first year academic performance of students enrolled in the Integrated Master in Mechanical Engineering at the University of Porto

2021 ◽  
pp. 030641902110156
Author(s):  
TMGP Duarte ◽  
AM Lopes ◽  
LFM da Silva
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Undergraduate Students ◽  
Mechanical Engineering ◽  
Institutional Factors ◽  
First Year ◽  
Female Type ◽  
The University ◽  
First Year University ◽  
Over Time

Understanding how the academic performance of first year undergraduate students is influenced by home, personal and institutional factors is fundamental to delineate policies able to mitigate failure. This paper investigates possible correlations between the academic performance of students at the end of high school with their achievements at the end of first year university. Data for students in the Integrated Master in Mechanical Engineering (MIEM) program within the Faculty of Engineering at the University of Porto are analysed for the period 2016/2017 to 2019/2020. The students’ performance is measured by two metrics and the students are structured as a whole and by groups, according to their gender (Male/Female), type of secondary school (Public/Private), living place (Away/Home) and the rank of MIEM in their application list of options (Option 1/Option 2–6). The information is organized statistically and possible correlations between the data are investigated. The analysis reveals limited correlation between the two metrics, meaning that all students may exhibit good or poor results at the end of first year in MIEM, independent of their status at entrance. An unanticipated pattern is exhibited for the group Option 2–6, since it shows that, despite entering into MIEM without top application marks, the students in this group can perform as well as the others. This behavior is consistent over time.

Interaction of Cottonwood Clones with Site and Planting Year

1973 ◽  
Vol 3 (3) ◽  
pp. 329-332 ◽  
Author(s):  
C. A. Mohn ◽  
W. K. Randall
Keyword(s):  
First Year ◽  
Diameter Growth ◽  
Mississippi Valley ◽  
Lower Mississippi Valley ◽  
Large Clone ◽  
Over Time

Height and diameter growth to age three and the number of first year branches were analyzed for 25 cottonwood clones grown in six plantations in central Mississippi. Plantations were on two contrasting sites and planted in three consecutive years. Results showed small clone × planting year interactions and large clone × site interactions for all parameters. In the lower Mississippi Valley, therefore, emphasis should be placed on testing over a range of sites rather than replicating over time.

scholarly journals Explaining the Scientific Method to First Year Biology Students in an Accessible Manner

2020 ◽  
Author(s):  
Charlotte de Araujo ◽  
Nicole Pereira ◽  
Karen J. Puddephatt ◽  
Lynda H. McCarthy ◽  
Andrew E. Laursen
Keyword(s):  
Scientific Method ◽  
First Year ◽  
Biology Students

A Longitudinal Investigation of Dropout from College in the United States

2002 ◽  
Vol 4 (2) ◽  
pp. 173-201 ◽  
Author(s):  
Terry T. Ishitani ◽  
Stephen L. DesJardins
Keyword(s):  
United States ◽  
College Students ◽  
Financial Aid ◽  
The United States ◽  
Dropout Rates ◽  
First Year ◽  
Student Financial Aid ◽  
Student Dropout ◽  
Longitudinal Investigation ◽  
Over Time

This study investigates the dropout behavior of college students in the United States. Previous attrition studies have typically focused on dropout at specific points in time, such as the first year of enrollment. In this study we examine the timing of dropout over a five-year period and find that factors that affect student dropout often have effects that change over time. For instance, the results demonstrate that students who receive financial aid generally have lower dropout rates than non-aided students. But of special interest is our findings that dropout rates vary depending on the amount and timing of student financial aid.

Does the nursing curriculum influence feelings of gender-role conflict in a cohort of nursing degree male students?

2021 ◽  
Vol 30 (17) ◽  
pp. 1024-1030
Author(s):  
Martin Christensen ◽  
Nick Purkis ◽  
Raph Morgan ◽  
Chris Allen
Keyword(s):  
Nursing Students ◽  
Gender Role ◽  
Role Conflict ◽  
Gender Role Conflict ◽  
Nursing Programs ◽  
Male Students ◽  
Nursing Workforce ◽  
First Year ◽  
Nursing Curriculum ◽  
Over Time

It is estimated that more than 9% of the global nursing workforce is male and that this share will gradually rise over the next decade. Although there are some positive aspects of having a male nursing workforce, men in the profession still experience discriminatory behaviours and practices. Fortunately, this does not deter a number of men entering undergraduate degree programmes. The aim of this study was to understand the experiences of 14 male nursing students in their first year of the adult Bachelor of Nursing programme. Using the Inventory of Male Friendliness in Nursing Programs and the Gender Role Conflict Scale, this study found that the male students felt welcomed, supported and included into the nursing programme. In addition, they felt no overall gender-role conflict, although feelings of success and achievement caused some challenges. The results of this study suggest that the male students did not necessarily experience those inequitable behaviours and practices reported in the literature. It has been suggested that perhaps the reality of clinical practice may change the perception of nursing for male students. Therefore, implications for further research could include a longitudinal study to ascertain where the perceptions of the nursing programme change for the male nursing students over time.

Language Problems of First Year Science Students

2011 ◽  
pp. 1-17
Author(s):  
Felicia Zhang
Keyword(s):  
Language Learning ◽  
International Student ◽  
Tertiary Education ◽  
Approaches To Learning ◽  
First Year ◽  
Student Body ◽  
Learning And Teaching ◽  
University Of Technology ◽  
Language Needs ◽  
The University

The chapter discusses the background of a project which aimed at addressing the language needs of a diverse student body (both domestic and international student body) by embedding strategic approaches to learning and teaching in first year sciences in tertiary education. These strategies consisted of active learning skills which are widely used in language learning. The disciplines covered by the project were Biology, Chemistry and Physics and involved the University of Canberra, University of Sydney, University of Tasmania, University of Technology, Sydney, and University of Newcastle in Australia. This project was funded by the Australian Learning and Teaching Council (ALTC).

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