Riding on a roller coaster: personal reflections of teaching a subject on leadership and intrapersonal development

2016 ◽  
Vol 15 (2) ◽  
Author(s):  
Janet T.Y. Leung
Keyword(s):  
University Students ◽  
General Education ◽  
Undergraduate Students ◽  
University Education ◽  
First Year ◽  
Roller Coaster ◽  
The Subject ◽  
Personal Reflections ◽  
First Year University ◽  
Academic Year

AbstractA university subject on leadership and intrapersonal development was delivered during the academic year of 2012–2013 to the first-year university students. The teacher taught four classes of a total of 268 undergraduate students coming from four different disciplines. The teacher shares her experience in teaching the subject with reference to the stages of forming, storming, norming and performing that the students had gone through. Personal reflections on teaching the subject as well as perceived benefits to the students are also highlighted. The teacher deeply reflects on the essence of university education in the cultivation of the leadership and intrapersonal attributes of the students. In facing the growing trend of “McDonaldization” and commercialization of university education, a general education subject that emphasizes the intrapersonal and interpersonal qualities of the students, and fosters the holistic development of the students is essential in university education.

scholarly journals Thai Undergraduate Student Awareness of Regular and Irregular Grapheme-Phoneme Correspondence

2021 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
David D. Perrodin
Keyword(s):  
General Education ◽  
Undergraduate Students ◽  
Private University ◽  
First Year ◽  
Long Term Effects ◽  
Data Set ◽  
English Classes ◽  
Frequency Occurrence ◽  
First Year University ◽  
Letter Sound

<p>Recent events in Thailand in reference to the teaching of phonics for better comprehension of English vocabulary have highlighted the overuse of identifying letter-sound relationships in English by utilizing the familiar Thai orthography to assist developing Thai EFL learners. This paper investigated the long-term effects of using such pedagogy on recognizing regular and irregular Grapheme-Phoneme Correspondences (GPC) in English by Thai undergraduate students. To address this matter, the study used a convenience sampling of 373 first-year university students from 11 general education English classes at a mid-sized private university near Bangkok, Thailand. The familiar English poem <em>I Take It You Already Know</em> was employed for data collection, for it consists of a practical ratio of frequent and infrequent English grapheme-phoneme correspondences. Extensive lists of recognized grapheme-phoneme correspondences were used to identify the frequent or regular, and the infrequent or irregular main phoneme present in each of the 60 most frequently queried content words of the poem. Point-Biserial Correlation was employed to measure the strength of association between the frequency occurrence of the most queried content words from the data set, and the examined weighted word frequency data. The findings suggest that, in general, the Thai undergraduate students demonstrated an overall lack of recognition of regular and irregular Grapheme-Phoneme Correspondences of English. </p>

scholarly journals Evaluation of First-Year University Students’ Engagement to enhance Student Development

2021 ◽  
Vol 17 (2) ◽  
pp. 113
Author(s):  
Hooi Sin Soo ◽  
Yenwan Chong
Keyword(s):  
Student Engagement ◽  
University Students ◽  
Student Development ◽  
Academic Engagement ◽  
University Education ◽  
First Year ◽  
Development Programs ◽  
Online Engagement ◽  
New Students ◽  
First Year University

Abstract: The COVID-19 crisis has dramatically impacted university education as well as created new challenges for tertiary learning institutions. The pandemic has exacerbated graduate unemployment and increased student dropout rates. In response to these unprecedented challenges, universities are formulating more student development initiatives to support new students to transition into university and produce holistic graduates with essential soft skills. Student engagement evaluation can help inform and enhance the implementation of student development programs. In this study, seven domains of first year university students’ engagement were evaluated namely Academic Engagement (AE), Beyond-class Engagement (BE), Intellectual Engagement (IE), Online Engagement (OE), Peer Engagement (PE), Student-staff Engagement (SE) and Transition Engagement (TE). This study found that university freshmen’s Online Engagement (OE) was the strongest while their Academic Engagement (AE) was the weakest. This study also discovered that first year university students’ engagement were weakest with regard to reading of textbooks before attending class, asking questions in class and borrowing books from the university library. Future student development programs targeted at first year university students could be enhanced by increasing the use of ICT in teaching and learning as well as increasing efforts in assisting new students to transition from school to university learning environments by inculcating good reading habits and encouraging active class participation. Keywords: Academic engagement, First year undergraduates, Student development, Student engagement, Transition to university

scholarly journals Mental health trajectories in undergraduate students over the first year of university: a longitudinal cohort study

BMJ Open ◽  
2021 ◽  
Vol 11 (12) ◽  
pp. e047393
Author(s):  
Kiera Louise Adams ◽  
Kate E Saunders ◽  
Charles Donald George Keown-Stoneman ◽  
Anne C Duffy
Keyword(s):  
Cohort Study ◽  
Depressive Symptoms ◽  
Drug Use ◽  
Undergraduate Students ◽  
Well Being ◽  
Longitudinal Cohort Study ◽  
First Year ◽  
Longitudinal Cohort ◽  
First Year University ◽  
Academic Year

ObjectiveThis study examined the association between candidate psychosocial and lifestyle variables and the trajectories of clinically significant anxiety and depressive symptoms from entry to completion of first-year university.DesignA longitudinal cohort studyParticipantsFirst-year undergraduate studentsMethodsWe analysed the responses of 1686 first-year undergraduate students attending Queen’s University who completed electronic surveys at both the beginning and completion of their academic year. Predictors of change in positive anxiety and depressive symptom screens (based on exceeding validated symptom threshold scores) were identified using logistic regression.ResultsIncreased university connectedness reduced the odds of emergent significant depressive and anxiety symptoms in healthy students and increased the odds of recovery in students who screened positive at the start of university. Students who screened positive for depression or anxiety at university entry were less likely to recover if they had a lifetime history of internalising disorders. Healthy students who increased their drug use over their first year had higher odds of developing significant levels of both anxiety and depressive symptoms by completion of the academic year.ConclusionsModerate to severe levels of anxiety and depressive symptoms are common among students at entry to university and persist over the first year. University connectedness may mitigate the risk of persistent or emergent symptoms, whereas drug use appears to increase these risks. Findings have implications for university well-being initiatives.

scholarly journals Students' understanding of molar concentration

2021 ◽  
Author(s):  
Andrés Raviolo ◽  
Andrea S. Farré ◽  
Nayla Traiman Schroh
Keyword(s):  
University Students ◽  
Molar Concentration ◽  
First Year ◽  
Solution Strategy ◽  
Sufficient Detail ◽  
The Subject ◽  
First Year University ◽  
Mathematical Relationships ◽  
Conceptual Confusion ◽  
Inverse Proportionality

This article presents and discusses the results of a study that investigates university students’ comprehension of the concept of molar concentration, following teaching and evaluation of the subject. The specific problems underlying learning of this concept have not yet been focused on in sufficient detail or depth. A “Reasoning with molarity” questionnaire, which explores the logical–mathematical relationships between the variables n, V and M, was administered to 303 Argentine first-year university students. Results obtained from think-aloud interviews related to this questionnaire, which were performed with 18 students, are also analysed. These results reveal that approximately half the first-year university students have no clear conceptual understanding of molarity. The main difficulty arises in inverse proportionality tasks where the number of moles (extensive) and M (intensive) should be related qualitatively to determine which solution occupies the smallest volume. It was also established that much conceptual confusion, such as the lack of differentiation between n and M, lies behind the algorithmic, numerical solution strategy carried out exclusively by many students.

scholarly journals EXPLORING FIRST YEAR UNIVERSITY STUDENTS’ STATISTICAL LITERACY: A CASE ON DESCRIBING AND VISUALIZING DATA

2021 ◽  
Vol 12 (3) ◽  
pp. 427-448
Author(s):  
Ezra Putranda Setiawan ◽  
Heru Sukoco
Keyword(s):  
University Students ◽  
Data Visualization ◽  
Undergraduate Students ◽  
Descriptive Statistics ◽  
First Year ◽  
Statistical Literacy ◽  
The Difference ◽  
Data Improvement ◽  
The University ◽  
First Year University

Statistical literacy, which is the ability to use statistics in daily life, is an essential skill for facing society 5.0. This study aims to explore first-year university students’ ability to properly use simple descriptive statistics and data visualization. Qualitative data were collected using a set of questions from 39 undergraduate students. Many students were able to calculate various descriptive statistics, but some of them were still unable to determine suitable statistics to describe the data clearly. Related to data visualization, many students failed to provide a meaningful chart that effectively shows the difference between two groups of data. Students with higher statistical literacy tend to use comparison or variability reasoning to determine the usage of descriptive statistics, and use data-based reason in visualizing the data. Improvement in statistical teaching – both in the university and the secondary school – is needed so that the students can use descriptive statistics and data visualization correctly.

scholarly journals The Effect of Using WhatsApp Messenger in Learning English Language among University Students

2017 ◽  
Vol 5 (1) ◽  
pp. 143 ◽  
Author(s):  
Mohammad Abd Alhafeez Ali Ta'amneh
Keyword(s):  
University Students ◽  
English Language ◽  
Traditional Learning ◽  
Control Group ◽  
First Year ◽  
Teaching English ◽  
First Year University ◽  
Academic Year ◽  
Experimental Group ◽  
Learning English

This study aimed to find the effect of using "WhatsApp messenger" in learning English language among university students during the academic year 2015/2016. The participants of the study consisted of 40 first year university students. They were divided into two groups. The control group consisted of 21 students taught in a traditional way while the experimental group consisted of 19 students taught through using a combination between WhatsApp and traditional learning. The results of this study showed that there were differences in the achievements of the students in the experimental group and the control group. This difference was in favor of the experimental group. The differences between the two groups indicated that integrating the WhatsApp application in teaching English language improved the abilities of the learners of the experimental group.

Post-course subjective outcome evaluation of a subject on leadership and intrapersonal development for university students in Hong Kong

2014 ◽  
Vol 13 (4) ◽  
Author(s):  
Daniel T.L. Shek ◽  
Lu Yu
Keyword(s):  
Hong Kong ◽  
Undergraduate Students ◽  
Outcome Evaluation ◽  
Three Dimensions ◽  
First Year ◽  
Factor Analyses ◽  
Subjective Outcome ◽  
Perceived Effects ◽  
The Subject ◽  
Academic Year

AbstractTo investigate the perceived effects of a subject on leadership and intrapersonal development offered at The Hong Kong Polytechnic University, a 48-item Subjective Outcome Evaluation Scale was implemented on a sample of first-year undergraduate students (n=800) in the academic year of 2012–2013. Consistent with our expectation, factor analyses showed that there are three dimensions (program, instructor, and benefits) intrinsic to the scale. Similar to previous findings, results showed that students had positive perceptions about the subject content and teachers, and most of the students perceived the subject as beneficial to their holistic development. Both perceived qualities of the program and instructor were significant predictors of the perceived effectiveness of the program. Perceived qualities of the program, instructors, and benefits predicted students’ overall satisfaction with the program.

scholarly journals Subjective outcome evaluation of a university subject on leadership and intrapersonal development

2016 ◽  
Vol 15 (2) ◽  
Author(s):  
Daniel T.L. Shek ◽  
Jianqiang Liang ◽  
Moon Y.M. Law
Keyword(s):  
Hong Kong ◽  
Undergraduate Students ◽  
Outcome Evaluation ◽  
Three Dimensions ◽  
First Year ◽  
Perceived Effectiveness ◽  
Factor Analyses ◽  
Subjective Outcome ◽  
The Subject ◽  
Academic Year

AbstractFirst-year undergraduate students (n=890) responded to a 48-item subjective outcome evaluation scale (SOES) after taking a leadership subject at The Hong Kong Polytechnic University in the second semester of the 2012–2013 academic year. Consistent with our expectation, factor analyses showed that the scale contains three dimensions (program, instructor and benefits). Results showed that students had positive perceptions of the program contents and the instructors, and most of the students perceived the subject to be beneficial to their development in different areas. As predicted, perceived qualities of the program and instructors were significant predictors of the perceived effectiveness of the program. Perceived qualities of the program, instructors and benefits predicted student’s overall satisfaction with the program.

scholarly journals The effect of race/ethnicity on obesity traits in first year university students from Canada: The GENEiUS study

PLoS ONE ◽  
2020 ◽  
Vol 15 (11) ◽  
pp. e0242714
Author(s):  
Tanmay Sharma ◽  
Baanu Manoharan ◽  
Christine Langlois ◽  
Rita E. Morassut ◽  
David Meyre
Keyword(s):  
Body Weight ◽  
University Students ◽  
South Asians ◽  
First Year ◽  
Hip Circumference ◽  
East Asians ◽  
First Year Students ◽  
Race Ethnicity ◽  
First Year University ◽  
Academic Year

Background Little is known about the impact of race/ethnicity on weight change at university. The objective of this study is to determine if ethnicity has an impact on obesity traits in a multiethnic cohort of first-year students at McMaster University in Ontario, Canada. Methods 183 first year students from the three most represented ethnic groups (South Asian, East Asian, and white-Caucasian) in our study sample were followed longitudinally with data collected early in the academic year and towards the end of the year. Obesity parameters including body weight, body mass index (BMI), waist and hip circumference, and waist hip ratio (WHR) were analyzed. The Wilcoxon signed-rank test was used for pairwise comparison of traits from the beginning to the end of the year in the absence of adjustments. Linear regression was used with covariate adjustments to investigate the effect of ethnicity on obesity traits. Results A significant increase in weight by 1.49 kg (95%CI: 1.13–1.85) was observed over the academic year in the overall analyzed sample. This was accompanied by significant gains in BMI, waist and hip circumferences, and WHR. Ethnicity stratified analysis indicated significant increase in all investigated obesity traits in East Asians and all traits, but WHR, in South Asians. White-Caucasians only displayed significant increases in weight and BMI. Body weight and hip circumference were significantly lower in East Asians compared to white-Caucasians at baseline. However, East Asians displayed a significantly larger increase in mean BMI and weight compared to white-Caucasians after first-year. South Asians displayed larger waist circumference at baseline compared to East Asians and larger WHR compared to white-Caucasians. Conclusion Our findings demonstrate that ethnicity has an impact on obesity traits in first-year university students. Universities should take ethnicity into account while implementing effective obesity prevention programs to promote healthy and active lifestyles for students.

scholarly journals THE TRUE PRIVATE COST OF A “FREE” UNIVERSITY EDUCATION: A COMPARATIVE STUDY

2018 ◽  
Vol 76 (4) ◽  
pp. 437-450
Author(s):  
Marilou Ioakimidis ◽  
George Papakonstantinou
Keyword(s):  
University Students ◽  
Secondary Students ◽  
Income Elasticity ◽  
Financial Burden ◽  
University Education ◽  
First Year ◽  
Lower Income ◽  
First Year University ◽  
Year 2000 ◽  
Income Elasticity Of Demand

The ostensibly free university education in Greece actually has several private costs. A comparative research design was used to compare Greek families’ private expenditures for university education in 2014-2015 to families’ costs for the same education in the year 2000 to determine whether there have been any changes during ensuring years. Data were gathered from a 2014-2015 survey of a random sample of over 2.300 Greek first-year university students and compared to results from a similar survey of over 3.000 first-year university students conducted in the year 2000. Income elasticity of demand was the theoretical framework used to examine and compare results. As with the older survey data, it is shown that despite the “free education” supposedly available in Greece, families actually still spend more than the state in preparing students for and supporting them at a university. It is also demonstrated that lower-income families spend a higher share of income on a university education for their children, a discrepancy that has grown over the past 13 years. Finally, it is shown that private expenditures for a university education appear to remain a necessity in Greece, with income elasticity calculated at between 0.2 and 0.3. Results suggest the need to reallocate the Greek university budget to help relieve the financial burden on families of lower-income students. Results also suggest the importance of reducing the Greek emphasis on expensive preparation of secondary students for national university entrance examinations. Keywords: Greece, higher education, private tutoring, university finance.

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