FEUP peer mentoring: Promoting integration through support and experience sharing

2021 ◽  
pp. 030641902110259
Author(s):  
IM Ribeiro ◽  
TP Duarte ◽  
MMSM Bastos ◽  
AA Sousa ◽  
LFA Martins
Keyword(s):  
Higher Education ◽  
Peer Mentoring ◽  
First Year ◽  
First Year Students ◽  
Integration Program ◽  
Social And Academic Integration ◽  
Degree Of Satisfaction ◽  
New Type ◽  
The University ◽  
Insight Into

Admission to higher education is a milestone in the lives of young people. This can be accompanied by several changes in the student’s life such as a new place of residence, a new group of friends, and a new type of education. This entry into higher education can provide a new series of experiences, challenges, and newfound independence. However, it might also expose problems and difficulties, possibly hampering the student's personal and academic development. In order to ease the integration into higher education, the Faculty of Engineering of the University of Porto (FEUP) has developed a Peer Mentoring Programme promoted by students already attending different FEUP courses (mentors) which intends to support the first-year students (mentees) in this phase of their life, coordinated by some teachers from each course. This social and academic integration program is supported by 4 core ideas: Integration, Support, Experience, and Sharing. This work provides insight into the way in which this program is organized at FEUP, highlighting the students’ participation (mentees and mentors), the main contributions that each of them values, their degree of satisfaction and involvement, activities that were developed, and some testimonies.

scholarly journals Features of Adaptation of Non-Resident Students to the University Learning Environment

2020 ◽  
pp. 53-58
Author(s):  
Olga Viktorovna Bodenova ◽  
Lyudmila Pavlovna Vlasova
Keyword(s):  
Well Being ◽  
First Year ◽  
Adaptation Period ◽  
Subjective Well Being ◽  
State University ◽  
Student Survey ◽  
First Year Students ◽  
Resident Students ◽  
New Type ◽  
The University

The article is devoted to the overview of one of the most current problems that arise in the process of supporting the adaptation of students. The paper reveals the content of the adaptation process, its content and procedural characteristics, describes the types and stages, and directions of diagnostics. The aim of the work is to identify the features of adaptation in first-year students, including the description of the specifics of difficulties of non-resident students’ adaption. The study was conducted at the Institute of Pedagogy and Psychology “Petrozavodsk State University” with first-year students studying in the fields of education 44.03.02 Psychological and pedagogical education, 44.03.01. Pedagogical education, 44.03.03 Special (defectologic) education. The following methods were used to test the hypothesis: «I am a student» survey, «Scale of subjective well-being» method, analysis of documents (medical records of students), quantitative and qualitative analysis. The results of the study. Analysis of the results of the study showed that non-resident students have both general and specific difficulties of adaptation due to the breakdown of previous family and friendships, lack of emotional support, difficult living conditions, a new neighborhood, a new type of settlement, etc. The obtained results are used for development and implementation of measures to support students during the adaptation period.

Assembling the Global University

2013 ◽  
pp. 366-377 ◽  
Author(s):  
Gray Kochhar-Lindgren
Keyword(s):  
Higher Education ◽  
Core Curriculum ◽  
Cultural Practices ◽  
Entrepreneurial University ◽  
First Year ◽  
Human Beings ◽  
First Year Students ◽  
Global University ◽  
National Boundaries ◽  
The University

This chapter examines the emergence of the global artistic-entrepreneurial university, the increasing importance of interdisciplinary and innovative pedagogies, and how these new emphases are shaping institutional change. The first section analyzes the global university as an “assemblage,” a process that gathers ideas, materialities, digitized platforms, and human beings into a new form of higher education. Because of the impacts on higher education of the flows of capital, technology, people, and cultural practices in both the “East” and the “West,” this form of the university transcends regional and national boundaries as it builds networks of learning around the world. The second section of the chapter focuses on the increasing importance of interdisciplinarity and developing active and integrative pedagogies organized around fundamental skills and questions. In order to ground the discussion in particular sites, the authors use examples from the University of Hong Kong’s new Core Curriculum and from the University of Washington Bothell’s Discovery Core for first-year students. In the final section, the chapter addresses what the next steps might look like as institutions change themselves to fit a globalized context. This section returns to the idea of the global university as a “hub of an ecology of studio-labs” (Parks, 2005, p. 57) and suggest that the “managerial” university is transitioning into a more flexible model of the “artistic-entrepreneurial” university in order to prosper in an extremely competitive and generative global environment.

scholarly journals Selective Planning of the First Year Experience in Higher Education: A Sweden-Australia Comparative Study of Support

2018 ◽  
Vol 7 (2) ◽  
pp. 128
Author(s):  
Michael Christie ◽  
Sorrel Penn-Edwards ◽  
Sharn Donnison ◽  
Ruth Greenaway
Keyword(s):  
Higher Education ◽  
First Year Experience ◽  
Fourth Generation ◽  
First Year ◽  
Policy And Practice ◽  
First Year Students ◽  
Satellite Campus ◽  
First Case ◽  
Research Findings ◽  
The University

Literature on the support of the First Year Experience (FYE) in institutions of Higher Education provides a range of modelled approaches. However, we argue that institutions still need to selectively plan which approach/es and attendant strategies are best suited to their particular contexts and institutional policy and practice frameworks and how their FYE is to be presented for their particular student cohort. This paper compares different ways of supporting students in their first year in two contrasting universities. The first case study focuses on a first year course at Stockholm University (SU), Sweden, a large, metropolitan, single campus institution, while the second investigates a strategy for supporting first year students using a community of practice at a satellite campus of the University of the Sunshine Coast (USC), a small regional university in South-East Queensland, Australia. The research contrasts a formal, first generation support approach versus a fourth generation support approach which seeks to involve a wider range of stakeholders in supporting first year students. The research findings draw conclusions about how effective the interventions were for the students and provide clear illustrations that selective planning in considering the institution’s strategic priorities and human, physical, and resource contexts was instrumental in providing a distinctive experience which complemented the institute and the student cohort. (212 words)

Motivational Priorities Analysis of Consumers

2015 ◽  
Vol 4 (3) ◽  
pp. 61-66
Author(s):  
Булгакова ◽  
V. Bulgakova
Keyword(s):  
Higher Education ◽  
High School ◽  
Academic Progress ◽  
First Year ◽  
First Year Students ◽  
Technological Institute ◽  
Profile Changes ◽  
Motivational Profile ◽  
The University ◽  
Graduating Students

The article discloses logic and accumulates key findings of the research of motivational priorities of first-year students of Biysk technological Institute (branch) and potential applicants (graduating students of high school of Biysk town). The research was conducted in the autumn 2014. This research shows how much seriously respondents take higher education and choice of the University and what an important thing of their future university is. Also the research let us determine if respondents’ motivational profile changes because of parametric characterization such as sex, academic progress, specialisation, etc, and if there are some differences in motives of getting higher education and choice of the university of potential and real applicants.

scholarly journals Measuring Student’s Adjustment to University: A Study at Nong Lam University, Viet Nam

2018 ◽  
Vol 34 (3) ◽  
Author(s):  
Vo Van Viet
Keyword(s):  
Higher Education ◽  
Educational Psychology ◽  
Student Attrition ◽  
First Year ◽  
University Of Chicago ◽  
First Year Students ◽  
Student Adaptation ◽  
The University ◽  
Adaptation To College ◽  
University Of Chicago Press

This study armed to assess the degree of adjustaptability of freshmen to the university environment. Quantitative approach was employed. Data were collected by using survey method from a random sample of 801 first-year students studying at Nong Lam University. The results of this study showed that the first-year students had a moderate level of adjustment despite some difficulties. Keywords First-year student, adjustment, university, school environment References V. Tinto, Leaving College: Rethinking the Causes and Cures of Student Attrition., Chicago: The University of Chicago Press, 1987. [2] Christie, N. G. & Dinham, S. M., “Institutional and External Influences on Social Integration in the Freshman Year,” Journal of Higher Education, tập 62, số 4, pp. 412-436, 1991. [3] Credé, M. & Niehorster, S., “Adjustment to College as Measured by the Student Adaptation to College Questionnaire: A Quantitative Review of its Structure and Relationships with Correlates and Consequences,” Educational Psychology Review, tập 24, pp. 133-165, 2012. [4] W. Spady, “Dropouts from higher education: An interdisciplinary review and synthesis,” Interchange, tập 1, pp. 64-65, 1970. [5] Bryant, B., & Trower, P. E, “Social difficulty in a student sample,” British Journal of Educational Psychology, tập 44, pp. 13-21, 1974. [6] Martin, W. E., Swartz-Kulstad, J. L. and Madson, M. , “ Psychosocial Factors That Predict the College Adjustment of First-Year Undergraduate Students: Implications for College Counselors,” Journal of College Counseling, tập 2, p. 121–133, 1999. [7] Wintre, M.G., & Yaffe, M, “First-year Students’ Adjustment to University Life as a Function of Relationships with Parents,” Journal of Adolescent Research, tập 15, pp. 9-37, 2000. [8] Baker, R. W., & Siryk B, SACQ: Student adaptation to college questionnaire manual (2nd. ed.), Los Angeles: Western Psychological Services, 1999. [9] Hoàng Trọng - Chu Nguyễn Mộng Ngọc, Phân tích dữ liệu nghiên cứu với SPSS, Tp. Hồ Chí Minh: Nhà xuất bản Thống kê, 2005. [10] Abdullah M. C., Elias H., Uli J., Mahyuddin R., “Relationship between Coping and University Adjustment and Academic Achievement amongst First Year Undergraduates in a Malaysian Public University,” International Journal of Arts and Sciences, tập 3(11), pp. 379 - 392, 2010. [11] Pascarella, E. T., & Terenzini, P, “ Predicting freshman persistence and voluntary dropout decisions from a theoretical model,” Journal of Higher Education, tập 51, số 1, pp. 60-75, 1980. [12] Parker, J. D. A., Summerfeldt, L. J., Hogan, M. J., & Majeski, S., “Emotional intelligence and academic success: Examining the transition from high school to university,” Personality and Individual Differences, tập 36, p. 163–172, 2004. [13] V. Tinto, Leaving college: Rethinking the causes and cures of student attrition. (2nd ed.), Chicago: University of Chicago Press, 1993. [14] A. C. Jones, “ The effects of out-of-class support on student satisfaction and motivation to learn,” Communication Education, tập 57, số 4, pp. 373-388, 2008.

scholarly journals Med tvivlen som følgesvend: En analyse af omfang af og kilder til studietvivl blandt studerende

2016 ◽  
Vol 10 (19) ◽  
Author(s):  
Kim Jesper Herrmann ◽  
Rie Troelsen ◽  
Anna Bager-Elsborg
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Quantitative Analysis ◽  
Student Development ◽  
Education System ◽  
First Year ◽  
Course Selection ◽  
First Year Students ◽  
Study Programme ◽  
The University

De senere års uddannelsespolitiske initiativer har belønnet studerende, der er hurtige til at vælge en videregående uddannelse, og som holder fast i den uddannelse, de nu engang har valgt. At vælge uddannelse er imidlertid ledsaget af tvivl, og nyere dansk forskning har vist, at studerende vedvarende forhandler deres position på uddannelsen. I dette studie undersøgte vi, hvor stor en andel af aktive universitetsstuderende, der stadig var i tvivl om deres valg af studie, og vi undersøgte baggrunden for denne tvivl. På baggrund af en kvantitativ analyse af svar fra 4.339 studerende på Aarhus School of Business and Social Sciences, Aarhus Universitet, fandt vi, at en tredjedel af de studerende, selv efter optagelse på deres uddannelse, stadig var i tvivl om, hvorvidt de havde valgt det rigtige studie, og at dette gjaldt for førsteårsstuderende såvel som for studerende på femte år. Analysen viste yderligere, at studietvivl var mere udbredt blandt studerende, som havde (i) svært ved at se det interessante og relevante i fagene; (ii) lav tiltro til egne akademisk evner; (iii) opnået lave karakterer ved forudgående eksamener på universitetet. I artiklens perspektivering diskuterer vi, hvorvidt studietvivl må betragtes som et almindeligt og uproblematisk studie- og livsvilkår eller, om studietvivl må antages at være problematisk. Recent reforms of the Danish education system tend to favour those students who are quick to decide what higher education course they want to study and then stick to their decision. However, research has shown that the process of course selection and completion is not always linear and that students continuously negotiate their position in their study programme. In this study we examined how current university students experienced doubt about their choice of programme, and we examined the context surrounding this doubt. Based on a quantitative analysis of answers from 4339 students at the Aarhus School of Business and Social Sciences, we found that one third of students, even after enrolment in the university, had doubts about their choice of study programme. This was true for first-year students as well as students in their fifth year. Furthermore, the analysis showed that those students who (i) had difficulties finding interest and relevance in their study programme, (ii) had low confidence in their own academic abilities or (iii) had achieved low marks in previous exams at the university, were the most likely to be uncertain about their choice of course. We discuss whether having doubts about a chosen area of study once the programme has started can be considered a normal and unproblematic process in student development, or whether it should be considered problematic.

FORMATION OF THE CORPORATE STYLE OF FIRST-YEAR STUDENTS OF THE UNIVERSITY

2021 ◽  
Vol 4 (3) ◽  
pp. 4-10
Author(s):  
Mekhribonu Kayumova ◽  
Keyword(s):  
Higher Education ◽  
Educational Institution ◽  
Education Institution ◽  
First Year ◽  
Cultural Education ◽  
First Year Students ◽  
Pedagogical Strategies ◽  
National Values ◽  
History Of ◽  
The University

The article deals with the problem of the formation of a corporate style among first-year students of the university. To solve this problem, the use of pedagogical strategies is proposed. Their implementation is aimed at uniting the collective spirit of society (group), as well as the awareness of each student of this need, not forgetting about national values, acceptance of the values and history of a higher educational institution, rational use of opportunities created for girls and women in the renewed UzbekistanKeywords:corporate culture, innovation, higher education institutions, corporate identityof female students, pedagogical strategies, cultural education area of higher education institution.

scholarly journals Features of adaptation of first-year students to the conditions of study at the university

2020 ◽  
Vol 100 (4) ◽  
pp. 85-91
Author(s):  
L Shkutina ◽  
◽  
K Polupan ◽  
T Smagulova ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Preschool Education ◽  
Teaching Staff ◽  
First Year ◽  
First Year Students ◽  
Speed Up ◽  
Optimal Mode ◽  
Rational Organization ◽  
The University ◽  
Student Team

The article is devoted to the problem of adaptation of first-year students to the conditions of development of educational programs at the University. The article deals with the problems of students' adaptation to higher education. It describes the difficulties that students have during their studies. The authors consider the im-portance of developing the level of adaptation from school, thereby preparing future students for the new sys-tem in advance. A research was conducted to determine the level of adaptation of students of the pedagogical faculty of the specialty «Preschool education and upbringing» E.A. Buketov of Karaganda University. The results of the study showed that the problem of adaptation of first-year students is one of the most im-portant problems and is still a traditional subject of discussion, and as such, adaptation is the foundation of training in junior courses. Students enter the student team, develop skills and abilities of rational organization of mental activity, realize the vocation to the chosen profession develops an optimal mode of work, also adapts to the teaching staff. Based on the results of the study, conclusions were drawn and recommendations were developed to speed up the process students’ adaptation to the system of education in higher education

scholarly journals Subjective well-being of students enrolled in different fields of study

2021 ◽  
Vol 27 (2) ◽  
pp. 32-38
Author(s):  
Anna Gennad'evna Samohvalova ◽  
Elena Viktorovna Tikhomirova ◽  
Oksana Nikolaevna Vishnevskaya ◽  
Natalia Sergeevna Shipova
Keyword(s):  
Satisfaction With Life ◽  
Well Being ◽  
First Year ◽  
Subjective Perception ◽  
Subjective Well Being ◽  
State University ◽  
Psychological Well Being ◽  
First Year Students ◽  
Degree Of Satisfaction ◽  
The University

The article deals with the problem of subjective well-being as an important component of the psychological well-being of an individual. The degree of satisfaction with life among university students enrolled in different areas of training is analysed; the specificity of subjective perception by first-year students of their own success in various spheres of life is revealed. The study involved 230 first-year students of Kostroma State University, enrolled in four different areas of study. The results of the study showed that students at the beginning of their professional path, regardless of the direction of training in which they study, rather highly assess the degree of their success in life; are self-confident, plan their lives and set goals for the future. At the same time, the degree of subjective well-being of students is low; students are not completely satisfied with their life and their place in it; they are instead focused mainly on the emotional richness of their own life. The leading motives of students are professional motives that affect the effectiveness of educational activities and are associated with assessing their own success in life. It was found that ideation innovativeness is insufficiently developed among freshmen; they prefer to work within established rules, are more focused on solving a problem than on finding it, and have difficulty applying and analysing new ideas. Revealing the specifics of the subjective well-being of freshmen who entered the university in different areas of training allows outlining the prospects for psychological and pedagogic support of students at all stages of training in the framework of increasing the level of their psychological well-being in the educational environment of the university.

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