Maintaining High-Impact Bridge Programming at Scale

This paper uses Middle Tennessee State University’s MT Scholars Academy, an extended early arrival program targeting first-year students who are classified as at-risk by a variety of measures, as a case study for demonstrating the effectiveness of AASCU’s Re-Imagining the First-Year (RFY) initiative. In particular, this case study demonstrates the implications of RFY’s foundational assumption that successful practices are known well in student success literature and need to be enacted. The case study demonstrates the scholarship which undergirds the program and describes a series of decision points that have been encountered as these research proven strategies have been put into practice. The current iteration of the program is also described thoroughly, and its results for student success are articulated.

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A Case Study on Experiential Learning in a First-Year General Education Course

Journal of the Scholarship of Teaching and Learning ◽

10.14434/josotl.v19i1.26785 ◽

2019 ◽

Vol 19 (1) ◽

Author(s):

Niki Weller ◽

Julie Saam

Keyword(s):

Experiential Learning ◽

Student Success ◽

General Education ◽

High Impact ◽

Faculty Members ◽

First Year ◽

Learning Collaborative ◽

Indiana University ◽

High Impact Practices

Experiential-learning provides opportunities for students that feature a variety of high-impact practices including first-year seminars, internships, community learning, collaborative projects, and capstone seminars. To offer these high-impact practices for students, faculty from across disciplines and majors must be willing to incorporate these opportunities within their courses and degrees. Indiana University Kokomo has offered two successful programs to support these high-impact practices. One program, the Kokomo Experience and You (KEY), supports faculty in the development and implementation of events and activities to support student learning. The other, the Student Success Academy Faculty Fellows Program, provided faculty members the opportunity to examine research and concepts so that they can better promote student success in their classrooms. Building on the success of these two programs, a third initiative, the Experiential Learning Academy (ELA), was launched in 2018, funded by a Reimagining the First Years mini-grant from AASCU.

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Direct Effects of High-Impact Practices on the Success of Business Majors in Large, Mostly Nonresidential Public Universities

Journal of Management Education ◽

10.1177/1052562919869384 ◽

2019 ◽

Vol 44 (1) ◽

pp. 39-65

Author(s):

Malu Roldan ◽

Tanvi Kothari ◽

Linda M. Dunn-Jensen

Keyword(s):

Student Success ◽

Degree Completion ◽

Liberal Arts ◽

High Impact ◽

First Year ◽

Direct Effects ◽

Underrepresented Minority ◽

Business Majors ◽

First Year Students ◽

High Impact Practices

High-impact practices (HIPs) have been shown to be effective in helping first-year students successfully transition into college. However, since most of the research on HIPs has been done in small liberal arts settings, little is known about the efficacy and implementation practices of HIPs in large, public, primarily nonresidential institutions, or business schools within these institutions. This article seeks to address this need. Our study suggests that a comparison among students involved in HIPs versus those who forgo the experiences shows significant differences in impact, particularly on degree completion. However, further analysis shows that the gains were primarily achieved among students who were not members of underrepresented minority (URM) groups. As institutions face pressure from key constituents to improve graduation rates while reducing achievement gaps, it is becoming increasingly important for administrators and faculty to assess which approaches are most likely to achieve both these aims, particularly as scaling HIPs to larger settings is expensive and fraught with difficulties. This study reports on the effectiveness of HIPs for supporting the success of both URM and non-URM students and makes recommendations for building student success programs that ensure the success of all students, especially in large, diverse higher education institutions.

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Student Teachers’ Reasons for Choosing Teaching as a Career: A Case Study of First Year Students from a Rural University

International Journal of Educational Sciences ◽

10.31901/24566322.2015/10.01.06 ◽

2015 ◽

Vol 10 (01) ◽

Author(s):

N.P. Mudzielwana

Keyword(s):

Student Teachers ◽

First Year ◽

First Year Students

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ARE COMMUNICATION STRATEGIES FREQUENTLY USED IN SPEAKING CLASS?

English Teaching Journal : A Journal of English Literature, Language and Education ◽

10.25273/etj.v2i2.741 ◽

2014 ◽

Vol 2 (2) ◽

Author(s):

Agung Wicaksono

Keyword(s):

Second Language ◽

Communication Strategies ◽

Communication Strategy ◽

First Year ◽

English Department ◽

First Year Students ◽

Systematic Technique ◽

English Class ◽

The Right

<p>Communication strategy is the way to help the speakers when facing difficulties in communication using English as a second language. This case study, at the first year students of English Department, aims to know the most frequent students’ strategies to communicate in speaking activity in speaking class. It is found that thirteen communication strategies were used by the students in speaking English class, but not all of the communication strategies were used in every conversation, but only certain communication strategy was used. It depends on the materials difficulties. Furhermore, the most frequent communication strategies is stalling or time gaining strategy. As they need some time to think and then continue talking after they find the right words they need to communicate. This findings is in line with the propossed theory stated that communication strategy is defined as a systematic technique employed by a speaker to express his or her meaning when facing certain difficulties in communication.</p>

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Developing Self- and Cultural-Awareness Through Introductory Education Courses

Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-3068-8.ch005 ◽

2017 ◽

pp. 67-86

Author(s):

Heather Coffey ◽

Susan B. Harden ◽

Erik Jon Byker ◽

Amy J. Good ◽

Larry B. Fisher

Keyword(s):

Teacher Education ◽

Cultural Awareness ◽

Teacher Education Program ◽

First Year ◽

Clinical Experiences ◽

Case Study Method ◽

First Year Students ◽

Urban Classrooms ◽

Education Courses

Using case study method, this project examines the perceptions and practices related to development of self and cultural awareness among a cohort of 104 (n=104) first-year students, all aspiring to become future teachers. Over the course of one academic semester, first year students who planned to enter the teacher education program participated in readings, activities, assignments, field based observations, and discussions developed to facilitate self and cultural awareness. The findings from analyses of these artifacts indicate that pre-service teachers began to demonstrate deeper awareness of how personal opinions and biases influenced their interactions with others and the types of characteristics related to appreciating diversity (Akiba, 2011) in urban classrooms. This study has implications for engaging first year students in early field-based clinical experiences in order to develop self and cultural awareness in preparation for teaching.

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Connecting First Year Students to Formal and Informal Learning Experiences

Cases on Formal and Informal E-Learning Environments - Advances in Mobile and Distance Learning ◽

10.4018/978-1-4666-1930-2.ch003 ◽

2013 ◽

pp. 51-67 ◽

Cited By ~ 1

Author(s):

Melissa L. Johnson ◽

Laura Pasquini ◽

Michelle R. Rodems

Keyword(s):

Learning Communities ◽

First Year ◽

First Year Students ◽

University Of Florida ◽

Online Learning Communities ◽

Formal And Informal Learning ◽

Definition Of ◽

The University ◽

First Year Seminar

This case study, an honors first year seminar from the University of Florida, USA, demonstrates the benefits and challenges of these developments in education. The case expands the definition of formal, informal, and online learning communities in the context of a first year seminar.

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Getting Past the Gateway: An Exploratory Case on Using Utilitarian Scientific Literacy to Support First-Year Students At-Risk of Leaving STEM

Education Sciences ◽

10.3390/educsci9040265 ◽

2019 ◽

Vol 9 (4) ◽

pp. 265

Author(s):

Chambers ◽

Salter ◽

Muldrow

Keyword(s):

At Risk ◽

Scientific Literacy ◽

Student Experiences ◽

Control Group ◽

First Year ◽

Students At Risk ◽

First Year Students ◽

Stem Pipeline ◽

Literacy Course ◽

The Impact

First-year students who enter college pursuing a STEM degree still face challenges persisting through the STEM pipeline (Chen, 2013; Leu, 2017). In this case study, researchers examine the impact of a utilitarian scientific literacy based academic intervention on retention of first-year students in STEM using a mixed methods approach. A sample (n = 116) of first-year students identified as at-risk of not persisting in STEM were enrolled in a for credit utilitarian scientific literacy course. Participants of the semester long course were then compared with a control group of first-year students identified as at-risk of persisting in STEM. A two-proportion z test was performed to assess the mean differences between students and participants of the course were given a survey to gauge student experiences. Quantitative results (φ 0.34, p < 0.05) indicate that the utilitarian scientific literacy course had a statistically significant impact on retention among first-year students at-risk of persisting in STEM. Moreover, qualitative data obtained from participant responses describe internal and external growth as positive outcomes associated with the intervention.

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The Graduation Rate Myth and the Equity Gap

Journal of Applied Social Science ◽

10.1177/1936724419876677 ◽

2019 ◽

Vol 13 (2) ◽

pp. 94-114

Author(s):

Mark H. Stohs ◽

Jerald G. Schutte

Keyword(s):

Student Success ◽

Graduation Rates ◽

First Generation ◽

Underrepresented Students ◽

Unintended Consequences ◽

First Year ◽

Causal Connection ◽

Completion Rates ◽

Attrition Rates

We demonstrate that improving graduation rates does not cause more students to graduate or increase student success. The underlying presumptions are spurious and misleading, as no causal connection exists between graduation rates and the ultimate number of students who graduate from college. Indeed, increasing graduation rates generate unintended consequences that may increase the equity gap. We use California State University’s (CSU) practices as a case study of the national obsession with graduation rates and include a crucial focus on the differential and adverse impact of those practices. We recommend other goals as better measures of student success, such as increased completion rates and lower attrition rates during the first year of college, especially for first-generation and underrepresented students. Our aim is to encourage those in higher education to refocus their attention on the true aims of a college degree.

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Use of Project Method for Initial Training in Case-Study

Standards and Monitoring in Education ◽

10.12737/11848 ◽

2015 ◽

Vol 3 (3) ◽

pp. 23-27 ◽

Cited By ~ 2

Author(s):

c �� ◽

Alexander Rylov ◽

�� ◽

Larisa Konnova

Keyword(s):

First Year ◽

Initial Training ◽

First Year Students ◽

Economic Problems ◽

Project Method ◽

Important Quality ◽

The Russian Federation ◽

Growing Economy ◽

The Government

Experts in the field of economics should satisfy special requirements in a growing economy, such as fluency in mathematical tools and mathematical modeling. It can be attained through the professionally-oriented planned purposeful education program. The ability to deal with economic problems of specific situations (cases) becomes graduates´ important quality. The authors have attempted to start teaching the solving of economic cases in the first year University of Economics as part of the basic mathematical disciplines´ course. A comparative analysis of two modern educational technologies (the project method and the method of case-study) presented in this article allowed the authors to conclude that project technology can be used for initial training for case solving. The article describes �Mathematical models in solving economic problems�, the case-project competition between first-year students of the Financial University under the Government of the Russian Federation. Themes related to mathematical analysis´ economic applications were used during the competition.

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The Effectiveness of Collaborative Learning to Enhance English Communicative Competence: A Case Study of the First-Year Students at Thepsatri Rajabhat University

IJPTE International Journal of Pedagogy and Teacher Education ◽

10.20961/ijpte.v2i0.25174 ◽

2018 ◽

Vol 2 ◽

pp. 15

Author(s):

Sasilak Rodphotong

Keyword(s):

Collaborative Learning ◽

Communicative Competence ◽

First Year ◽

First Year Students ◽

Satisfaction Questionnaire ◽

First Semester ◽

Post Test ◽

School Schedule ◽

Academic Year

The attempts of the present study aimed at investigating the effectiveness of collaborative learning to enhance English communicative competence and evaluating students’ satisfaction towards the instruction. The participants in this study were 1,471 the first-year students enrolled in the first semester, 2017 academic year. The students’ English proficiency according to the CEFR was A1. The instruments used were lesson plans, pre-test and post-test and satisfaction questionnaire. The lessons were comprised of various collaborative learning activities emphasizing at the following topics: self-introduction, school schedule, telling time, asking and giving information, food, leisure, describing people, describing things and giving direction. The period of experiment was 20 hours. The independent sample t-test was calculated to find the differences. The findings revealed that there were statistically significant differences at the level of .01 after teaching with collaborative learning. This indicated that the students’ communicative competence significantly improved. Besides, the satisfaction questionnaire was distributed at the end of the instruction and the results indicated that the students had a positive satisfaction towards the instruction.

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