scholarly journals Summer Engineering Academy for First-year Students in STEM: Making the Transition to College Through Coding and Robotics

2020 ◽  
Author(s):  
Okan Caglayan ◽  
Sreedevi Ande ◽  
Erik Coronado ◽  
Max Martinez ◽  
Samuel Handowski
Keyword(s):  
Transition To College ◽  
First Year ◽  
First Year Students ◽  
And Robotics

scholarly journals Qualitative Analysis of Student Perceptions: “Some Advisors Care. Some Don't.”

2017 ◽  
Vol 37 (2) ◽  
pp. 44-54
Author(s):  
Ruth V. Walker ◽  
Alexandra I. Zelin ◽  
Carolyn Behrman ◽  
Rachel Strnad
Keyword(s):  
Student Perceptions ◽  
Academic Advising ◽  
State Institution ◽  
Transition To College ◽  
Guidance Counselors ◽  
First Year ◽  
Perceived Effectiveness ◽  
First Year Students ◽  
Individual Interviews ◽  
School Guidance

University-based academic advising at a large, Great Lakes state institution was designed to support first-year students' transition to college. We conducted individual interviews and facilitated story circles with 162 students to determine their perceived effectiveness of advising. Analyses revealed four overarching themes: student difficulty making the distinction between roles of high school guidance counselors and postsecondary academic advisors, advisor communication, student desire for a relationship, and advisor accessibility. On the basis of data gathered, we developed a model for understanding the formation and maintenance of student advising perceptions.

scholarly journals The Academic Adjustments of First-Year Students with Autism

2021 ◽  
pp. 36-41
Author(s):  
Wanda Hadley ◽  
Yuqian Zhang
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
Autism Spectrum ◽  
Transition To College ◽  
First Year ◽  
Students With Learning Disabilities ◽  
First Year Students ◽  
High School To College ◽  
Students With Autism ◽  
Spectrum Disorders

Students with learning disabilities, specifically those with autism spectrum disorders (ASD) transitioning from high school to college might face barriers to their academic participation. Seamless access on campus for students with ASD should be a priority that includes accommodations, a culture that is inclusive, and faculty that understand the issues related to having students with ASD in the classroom. This study reviews the experiences of the same group of entering first-year students with ASD over a two-year period as they adjust to the transition to college. Students struggled to move away from accommodations such as tutoring, extra time for exams, and proctored exams as they had received in high school.

scholarly journals Service Leadership Seminar

2019 ◽  
Vol 18 (1) ◽  
Author(s):  
Kathy L. Guthrie
Keyword(s):  
Transition To College ◽  
First Year ◽  
Florida State University ◽  
State University ◽  
Socially Responsible ◽  
First Year Students ◽  
Mixed Methods Approach ◽  
Service Leadership ◽  
The Impact ◽  
Responsible Leader

The Service Leadership Seminar program at Florida State University is a unique way to assist first-year students with their transition to college while enabling them to continue their commitment to service and leadership. This article explores the impact the Service Leadership Seminar has on students through a mixed methods approach. The Socially Responsible Leader Scale showed a positive shift in students' consciousness of self. Through focus groups, students reported this program as being helpful in their transition and development of personal identities.

Do First-Year College Students' Expectations Align with their First-Year Experiences?

NASPA Journal ◽  
2005 ◽  
Vol 42 (2) ◽  
Author(s):  
Joshua S. Smith ◽  
Ellen C Wertlieb
Keyword(s):  
College Students ◽  
Transition To College ◽  
First Year ◽  
Academic Expectations ◽  
Social Expectations ◽  
First Year Students ◽  
Grade Point ◽  
First Year College ◽  
First Year College Students ◽  
First Year Experiences

First-year college students’ expectations about "what college is like" do not always align with their actual experiences. This study examined 31 first-year students’ social and academic expectations and compared those expectations with students' experiences at the middle and end of their first year of college. Paired t tests revealed that students' academic and social expectations did not align with their first-year experiences. Academic and social expectations/experiences were not statistically significant predictors of first-year academic achievement. However, students with unrealistic high social or academic expectations had lower first-year grade point averages (GPAs) than students with average or below-average expectations. Recommendations for increasing high school and college collaboration to assist students with the transition to college are included.

scholarly journals Using Fiction to Support Identity Development and Transition in Conditionally-Enrolled Students

2019 ◽  
Vol 2 (2) ◽  
pp. 70-84
Author(s):  
Emily E Virtue
Keyword(s):  
Identity Development ◽  
Popular Literature ◽  
Transition To College ◽  
First Year ◽  
Summer Bridge Program ◽  
Summer Bridge ◽  
Identity Exploration ◽  
First Year Students ◽  
First Semester ◽  
Bridge Program

The transition to college can be difficult for many first-year students. Students who are conditionally enrolled may struggle more than their peers in terms of feeling comfortable in an academic setting. This case study explores how conditionally-enrolled students who participated in a summer bridge program read popular literature to explore their own struggles in the transition to college. Findings call for faculty and staff who work with conditionally-enrolled students to support and accept identity exploration in the classroom, particularly during the first semester.

scholarly journals Considerations for Orientation Programming

2019 ◽  
Vol 19 (2) ◽  
Author(s):  
Jeannine Kranzow
Keyword(s):  
College Student ◽  
Qualitative Study ◽  
College Transition ◽  
Transition To College ◽  
First Year ◽  
First Year Students ◽  
Transition Programming

While many different college student populations have been studied in the college transition literature, there are few studies investigating homeschoolers' transition to college. This study reports findings from a qualitative study which investigated the experiences of first-year students who were homeschooled. Implications for those working in orientation and transition programming are discussed.

scholarly journals The Benefits of Academically Oriented Peer Mentoring for At-Risk Student Populations

2020 ◽  
Vol 8 (2) ◽  
pp. 184-199
Author(s):  
Bryan Hall ◽  
Joseph Serafin ◽  
Danielle Lundgren
Keyword(s):  
At Risk ◽  
Peer Mentoring ◽  
Transition To College ◽  
Mentoring Programs ◽  
First Year ◽  
Mentoring Program ◽  
First Year Students ◽  
Student Mentors ◽  
The University ◽  
Major Discipline

This article examines an academically oriented peer-mentoring program at St. John’s University. The program targeted at-risk first-year students who were having difficulty making the transition to college and matched them with trained student mentors within their major discipline. In addition to meeting with one another bi-weekly, all of the students came together for a series of organized events over the course of the academic year. The goals of the program were that mentees would (1) feel an increased sense of belonging at the university, (2) raise their GPAs, and (3) show improved retention to the second year. After examining how successful the program was relative to these goals, the authors recommend some best practices for peer-mentoring programs. These recommendations are based on both features of the program in the study that contributed to its success and areas where the program could have been improved based on the results.  

scholarly journals Female First-Year Students Preceptions of Orientation Programs

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Beverly G. Dyer ◽  
Daniel P. Nadler ◽  
Michael T. Miller
Keyword(s):  
College Students ◽  
Transition To College ◽  
Female College Students ◽  
First Year ◽  
Orientation Programs ◽  
First Year Students ◽  
First Year College ◽  
Cas Standards ◽  
First Year College Students

Female college students experience unique dimensions to their transition to college. Traditional orientation programming has begun to address the needs of female students, but these efforts have typically not provided the holistic attention deserving of this population. The current report was a case study of 605 female first-year college students, their perceptions of an orientation program based on the CAS Standards, and the differences between Multi-Ethnic and Caucasian females.

scholarly journals Bringing a Learning Strategies Project to Scale in a First-Year Seminar

2019 ◽  
Vol 2 (1) ◽  
pp. 27-44
Author(s):  
Hillary Steiner ◽  
Nirmal Trivedi ◽  
Joshua Brown
Keyword(s):  
Learning Strategies ◽  
Self Regulation ◽  
Academic Skills ◽  
Transition To College ◽  
First Year ◽  
First Year Students ◽  
Academic Transition ◽  
Metacognitive Learning ◽  
The Impact ◽  
First Year Seminar

This paper describes the impact of a learning strategies intervention conducted in first-year seminar courses that, 1) disaggregated components of academic skills into meaningful components for first-year students, 2) taught students academic skills within an authentic context, and 3) scaled-up the intervention for implementation at a programmatic level. This work is grounded in research on metacognition, self-regulation, and motivation, as well as literature on the academic transition to college. Results reinforced earlier findings indicating significant improved use of metacognitive learning strategies, even when the intervention was expanded to include multiple instructors in multiple course sections. Further research is needed to determine the precise factors precipitating improvement when the project was brought to scale.

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