scholarly journals Dropout of first year undergraduate students: A case study of engineering students

2017 ◽  
Vol 2 (1) ◽  
pp. 349-356
Author(s):  
Constantin Bungău ◽  
Adrian Petru Pop ◽  
Adriana Borza
Keyword(s):  
Undergraduate Students ◽  
Rural Areas ◽  
Engineering Students ◽  
Variable Number ◽  
Drop Out ◽  
Bivariate Analysis ◽  
First Year ◽  
National Education ◽  
Teacher Student ◽  
Student Relationship

Abstract The phenomenon of drop out studies appears in the current Romanian context as an acute problem of the national education system. In the present research we will try to identify how factors such as the average obtained in the baccalaureate exam, the place of provenance and the number of credits obtained at the end of the first year of study influence the abandonment. Using a bivariate analysis method, we followed the correlation between the variables "number of students expelled after the first year of study" in the case of students enrolled in the first year of study and having obtained a "grade less than or equal to 7 in the baccalaureate exam" and, respectively the correlation between the variable "number of students expelled after the first year of study" and the origin from urban or rural areas. As can be seen from the data collected, an obvious need to investigate the expectation of students at high risk of drop out - as regards the teacher-student relationship - can be presumed: what are the most effective ways of transmitting knowledge and what communication is acceptable by college students.

Exploring the Lecturer-Student Relationship: Preferences of a Sample of Undergraduate Students in Business Management

1998 ◽  
Vol 83 (3_suppl) ◽  
pp. 1297-1298 ◽  
Author(s):  
Andile Mji ◽  
Lwazikazi Kalashe
Keyword(s):  
Undergraduate Students ◽  
Business Management ◽  
First Year ◽  
Student Relationship ◽  
Relationship Of

This paper describes preferences of the lecturer-student relationship of 169 first-year undergraduates in business management. They were dependent on authority to guide them but wished to be treated as equals by their faculty.

scholarly journals CONSIDERATIONS FOR DEVELOPMENT OF CRITICAL REFLECTION SKILLS IN FIRST-YEAR ENGINEERING INFORMED THROUGH STUDENT PERSPECTIVES

2020 ◽  
Author(s):  
Elizabeth DaMaren ◽  
Danielle Pearlston ◽  
Stephen Mattucci
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Critical Reflection ◽  
Engineering Students ◽  
First Year ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Student Activities ◽  
Academic Settings ◽  
Directed Learning

Reimagined curriculum models offer new possibilities for embedding durable competencies into the curriculum, including critical reflection, which promotes the development of self-directed learning skills. However, students often perceive these skills as unimportant with pre-existing biases focusing on technical content as the core of engineering.  The primary goal of this work was to identify key considerations when integrating critical reflection into engineering curricula, specifically in the context of first-year engineering, to promote the development of student self-directed learning skills.  This work was framed within the Students-as-Partners (SaP) approach, where two undergraduate students worked in collaboration with the instructor. To gather information regarding student perceptions of critical reflection, focus groups were conducted for first-year engineering students and students familiar with reflection.  Qualitative thematic analysis was performed on the focus group data and key insights were identified and categorized into five themes: approaches, supporting students, evaluation and framing, development pathway and value, and reflection for engineers. Suggested learning outcomes, student activities, and evaluation methods are proposed. These findings are applicable to implementing reflection across a variety of academic settings, as they highlight main considerations and challenges faced with reflection from the perspective of students in multiple programs. 

scholarly journals Understanding Barriers to Student Success: What Students Have to Say

2017 ◽  
Author(s):  
Elizabeth Kuley ◽  
Sean Maw ◽  
Terry Fonstad
Keyword(s):  
Student Success ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Engineering Students ◽  
First Year ◽  
Self Directed Learning ◽  
Directed Learning ◽  
College Of Engineering ◽  
The University

This paper focuses on feedback received from a set of qualitative questions that were administered to undergraduate students in the College of Engineering at the University of Saskatchewan, as part of a larger mixed methods study. The larger study aims to identify what characteristics, if any, can predict or are related to student success; The “start-stop-continue” method was utilized to assess student perceptions about  their success in the college as a whole. The students were asked: Are there any specific things that you can think of that act/acted as barriers to your success in engineering (stop)? What could the college do/change to make first year more successful for engineering students (start)? Is there anything in your engineering degree so far that you feel is done well and helps students succeed (continue)? Students identified the quality of instruction early in their program as well as adjustment to college workloads and self-directed learning as the most significant barriers tostudent success.

scholarly journals COURSE SCHEDULING ACCORDING TO STUDENT STRESS

2015 ◽  
Author(s):  
Shuai Ma ◽  
Ali Akgunduz ◽  
Yong Zeng
Keyword(s):  
Undergraduate Students ◽  
Engineering Students ◽  
Retention Rate ◽  
First Year ◽  
Scheduling Problem ◽  
Stress Model ◽  
Student Stress ◽  
Course Scheduling ◽  
Future Work ◽  
Course Difficulty

As many as one in three first-year undergraduate students cannot make it back for the sophomore year. The low retention rate for students, especially engineering students, is a widespread problem. In this paper, the quantification of course difficulty and student stress is discussed, followed by a student stress model which can integrate student stress into the course scheduling problem. Some future work is presented in the conclusion.

scholarly journals Ethical issues in the teacher and the student relationship

2018 ◽  
Vol 5 (3) ◽  
pp. 30-35
Author(s):  
Eva Kralova
Keyword(s):  
Ethical Issues ◽  
Ethical Principles ◽  
First Year ◽  
Actual Problem ◽  
Teacher Student ◽  
Pedagogical Tact ◽  
Student Relationship ◽  
Mutual Communication

The mutual interaction of teacher and student and observance of ethical principles in their communication are currently actual problem in the teaching process, including university study. In order to map the current situation in the application of ethical principles and pedagogical tact in the teaching, we realised long-term pedagogical survey in acad. years 2009/2010 and 2017/2018 (65/105 respondents, respectively). Respondents—students of the first year of Faculty of Medicine Comenius University in Bratislava evaluated the level of ethical principles observance and pedagogical tact during teaching and the quality of mutual communication teacher–student and student–teacher. The results of this survey are analysed in this paper.   Keywords: Ethics, ethical principles in education, pedagogical tact, communication teacher—student.

scholarly journals One Week, Many Ripples: Measuring the Impacts of the Fall Reading Week on Student Stress

2017 ◽  
Vol 10 ◽  
pp. 163-172
Author(s):  
Heather Poole ◽  
Ayesha Khan ◽  
Michael Agnew
Keyword(s):  
Undergraduate Students ◽  
Engineering Students ◽  
First Year ◽  
Negative Experience ◽  
Post Secondary ◽  
Student Stress ◽  
Before And After ◽  
Complex Picture ◽  
Survey Results ◽  
Lower Ratio

More and more Canadian post-secondary institutions are introducing a fall break into their term calendars. In 2015, a full week fall break was introduced at our university in order to enhance academic performance and improve mental health amongst students. Our interdisciplinary team surveyed undergraduate students at our university about their experience of the fall break, collected standardized measures of experienced stressors and perceptions of stress before and after the break, and hosted several focus groups to develop a detailed narrative of students’ experience. Stress can also be assessed through non-invasive hormone measures. We collected saliva samples to profile metabolic hormones, cortisol, and dehydroepiandrosterone (DHEA), from first-year male engineering students in order to document possible changes in their stress levels before and after the week-long break. This group was compared to male engineering students at a similar university that does not hold a fall break. Students exhibited a lower ratio of cortisol to DHEA after a fall break than those that did not experience a break. Our survey results indicate that the majority of students thought the fall break was a positive experience. However, self-reports of stress show a more complex picture, with many students reporting increased perceived stress after the break. Additionally, a portion of students reported that the fall break was a negative experience. To the best of our knowledge, our study is the first of its kind to use a mixed-methods approach to examine the impacts of a fall break.

scholarly journals Design and implementation of a student-taught course on research in regenerative medicine

2018 ◽  
Vol 42 (2) ◽  
pp. 360-367 ◽  
Author(s):  
Daniel Naveed Tavakol ◽  
Cara J. Broshkevitch ◽  
William H. Guilford ◽  
Shayn M. Peirce
Keyword(s):  
Regenerative Medicine ◽  
Undergraduate Students ◽  
Engineering Students ◽  
First Year ◽  
Biomedical Sciences ◽  
Undergraduate Major ◽  
Early Introduction ◽  
Introductory Course ◽  
Scientific Papers ◽  
The University

In the Undergraduate School of Engineering and Applied Sciences (SEAS) at the University of Virginia (UVa), there are few opportunities for undergraduate students to teach, let alone develop, an introductory course for their major. As two undergraduate engineering students (D. N. Tavakol and C. J. Broshkevitch), we were among the first students to take advantage of a new initiative at UVa SEAS to offer student-led courses. As part of this new program, we designed a 1000-level, 1-credit, pass-fail course entitled Introduction to Research in Regenerative Medicine. During a student’s first year at the University, opportunities to build research skills and gain exposure to topics within the field of the biomedical sciences are relatively rare, so, to fill this gap, we focused our course on teaching primarily freshman undergraduate students how to synthesize and contextualize scientific literature, covering both basic science and clinical applications. At the end of the course, students self-reported increased confidence in reading and discussing scientific papers and review articles. The critical impact of this course lies not only in an early introduction to the popularized field of regenerative medicine, but also encouragement for younger students to participate in research early on and to appreciate the value of interdisciplinary interactions. The teaching model can be extended for implementation of student-taught introductory courses across diverse undergraduate major tracks at an institution.

Competencies associated with Semestre i and its relationship to academic performance

2019 ◽  
Vol 10 (2) ◽  
pp. 387-399 ◽  
Author(s):  
Armando Lozano-Rodríguez ◽  
Fernanda Inéz García-Vázquez ◽  
Claudia Zubieta-Ramírez ◽  
Claudia Susana Lopez-Cruz
Keyword(s):  
Student Engagement ◽  
Undergraduate Students ◽  
Time Management ◽  
Teaching Methodology ◽  
Content Type ◽  
Teacher Student ◽  
Challenge Based Learning ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Face Complex

Purpose Currently, higher education institutions are in charge of the complex task of connecting the knowledge that students acquire in the classroom to the requirements of the working world, preparing the students to face complex situations inherent in professional life. For this reason, the Tecnológico de Monterrey has included as part of the training of its students the modality, Semestre i, sustained through the teaching methodology of challenge-based learning. Recognizing this new way of learning, the purpose of this paper is to address the study of four basic constructs: student engagement, teacher–student relationship, teamwork and time management. Design/methodology/approach An exploratory factor analysis was performed on the factors associated with the Semestre i, as well as a correlational analysis between these and the academic achievement of the students in the 2017 August–December period. Findings The results indicate that the four constructs analyzed were potentialized under the modality, Semestre i – time management showing the least difference of the four when compared with the educational experience of students being traditionally taught throughout their semesters. Originality/value Semestre i is an innovative educational proposal where the undergraduate students learn in immersive, real-world contexts by experiencing semester challenges planned for them by the teaching body of the institution. Recognizing this new way of learning, this research addresses the study of four basic constructs: student engagement, teacher–student relationship, teamwork and time management.

scholarly journals Impact of Corporal Punishment on the Students Drop Out at Primary Level

2019 ◽  
Vol IV (I) ◽  
pp. 473-479
Author(s):  
Muhammad Nisar Ul Haq ◽  
Obaid Ullah ◽  
Muhammad Nisar
Keyword(s):  
Corporal Punishment ◽  
Primary Schools ◽  
Dropout Rate ◽  
Drop Out ◽  
Teacher Student ◽  
Research Population ◽  
Teachers And Parents ◽  
Student Relationship ◽  
Gilgit Baltistan ◽  
The Impact

The research is focused on students, covering aspects of social, cultural, educational, psychological, political and legal, and medical effects of corporal punishment implications. The research main goal was to find out the impact of corporal punishment on the primary dropout point of the students. The research population included all of the primary schools of Gilgit Baltistan. The average sample size of the students was 100. The study participants were interviewed by questionnaire and interview scheduled for students, teachers and parents. The data were analyzed by calculating the frequency and percentage, respectively. Corporal punishment was found as an obstacle for the development of a healthy teacher-student relationship: it affects student character, increases dropout rate, hinder the learning environment, create frustration for teachers, decrease interest in research and encourage students to do so.

scholarly journals Perceived Factors Responsible for Students’ Drop Out of School in Zumo Development Area Song Local Government of Adamawa State, Nigeria

2020 ◽  
Vol 4 (1) ◽  
pp. 22-32
Author(s):  
Kamkwis M Zira ◽  
Adamu Muhammad Zumo
Keyword(s):  
Secondary Schools ◽  
Drop Out ◽  
Dropping Out ◽  
School Problems ◽  
Related Factors ◽  
Teacher Student ◽  
Development Area ◽  
Student Relationship ◽  
Descriptive Survey ◽  
Out Of School

The main purpose of the study was to examine school related factors responsible for students dropping out from secondary schools in Zumo Development Area of Adamawa State, Nigeria. A descriptive survey research was adopted for the study. A total of twenty students who had dropped out of school in the past five years were in the study area. They were randomly sampled from five communities out of the nine community secondary schools in Zumo Development area. Data was collected through administering a modified four point likert-type questionnaire to the participants. The data obtained was compiled and analysed using simple percentages. The study revealed that poverty and financial constraints were critical in the dropout phenomenon. The study also revealed that school dropout was primarily grounded in school problems such as school distance and inadequate teacher-student relationship, inadequate resources and facilities as well as irrelevant curriculum content that failed to meet the needs and aspirations of the students. The study recommended that schools learning environment should be child friendly. Teachers as well as pupils should team up to work together to encourage and assist children on the verge of dropping out to remain in school.

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