Using Natural Language Processing Tools on Individual Stories from First-year Students to Summarize Emotions, Sentiments, and Concerns of Transition from High School to College

2020 ◽  
Author(s):  
Ashwin Satyanarayana ◽  
Karen Goodlad ◽  
Jennifer Sears ◽  
Philip Kreniske ◽  
Mery Diaz ◽  
...  
Keyword(s):  
High School ◽  
Natural Language Processing ◽  
Natural Language ◽  
Language Processing ◽  
First Year ◽  
First Year Students ◽  
High School To College ◽  
Transition From High School

scholarly journals The Importance of First Semester Seminars for At-Risk First-Year Students: Analysis of Student Skills and Time Spent on Class Preparation

2021 ◽  
Vol 11 (9) ◽  
pp. 510
Author(s):  
David E. Reed ◽  
Guinevere Z. Jones
Keyword(s):  
High School ◽  
At Risk ◽  
First Year ◽  
Social Changes ◽  
Student Survey ◽  
First Year Students ◽  
First Semester ◽  
High School To College ◽  
Transition From High School ◽  
The University

The high-school-to-college transition can be difficult as students are adapting to a multitude of academic and social changes simultaneously. The University of Wyoming has created a first-semester program targeted at development of student skills for at-risk students using paired first-year seminar classes. Using student survey data from both pre- and post-course series, students were asked how important they thought academic and non-academic skills were as well as how much preparation time they were spending outside of class. Results from this work show large changes in the importance of skills and time spent studying during the transition from high school to college. This highlights the need to focus specifically on teaching skills to help students through the transition and suggests that not all skills are equal and data shows that students take longer than one semester to match their expected and actual amounts of time they spend outside of class studying.

scholarly journals Lessons Learned from Teaching Machine Learning and Natural Language Processing to High School Students

2020 ◽  
Vol 34 (09) ◽  
pp. 13397-13403
Author(s):  
Narges Norouzi ◽  
Snigdha Chaturvedi ◽  
Matthew Rutledge
Keyword(s):  
Machine Learning ◽  
High School ◽  
High School Students ◽  
Natural Language Processing ◽  
Natural Language ◽  
Language Processing ◽  
Teaching Machine ◽  
Lessons Learned ◽  
School Students ◽  
Gender Discrepancies

This paper describes an experience in teaching Machine Learning (ML) and Natural Language Processing (NLP) to a group of high school students over an intense one-month period. In this work, we provide an outline of an AI course curriculum we designed for high school students and then evaluate its effectiveness by analyzing student's feedback and student outcomes. After closely observing students, evaluating their responses to our surveys, and analyzing their contribution to the course project, we identified some possible impediments in teaching AI to high school students and propose some measures to avoid them. These measures include employing a combination of objectivist and constructivist pedagogies, reviewing/introducing basic programming concepts at the beginning of the course, and addressing gender discrepancies throughout the course.

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 From SARS to COVID-19: A Bibliometric study on Emerging Infectious Diseases with Natural Language Processing technologies

2020 ◽  
Author(s):  
Yinjun Hu ◽  
Mengmeng Chen ◽  
Qian Wang ◽  
Yue Zhu ◽  
Bei Wang ◽  
...  
Keyword(s):  
Natural Language Processing ◽  
Natural Language ◽  
Language Processing ◽  
International Collaboration ◽  
Citation Impact ◽  
Policy Decision ◽  
Research Quality ◽  
First Year ◽  
Asian Countries ◽  
Processing Technologies

Abstract [Background] On January 7, 2020, the novel coronavirus named "COVID-19" aroused worldwide concern was identified by Chinese scientists. Many related research works were developed for the emerging, rapidly evolving situation of this epidemic. This study aimed to analyze the research literatures on SARS, MERS and COVID-19 to retrieve important information for virologists, epidemiologist and policy decision makers. [Methods] In this study, we collected data from multi data sources and compared bibliometrics indices among COVID-19, Severe Acute Respiratory Syndrome (SARS), and Middle East Respiratory Syndrome (MERS) up to March 25, 2020. In purpose to extract data in corresponding quantity and scale, the volume of search results will be balance with the limitation of publication years. For further analysis, we extracted 1,480 documents from 1,671 candidates with Natural Language Processing technologies. [Results] In total, 13,945 research literatures of 7 datasets were selected for analysis. Unlike other topics, research passion on epidemic may reach its peak at the first year the outbreak happens. The document type distribution of SARS, MERS and COVID-19 are nearly the same (less than 6 point difference for each type), however, there were notable growth in the research qualities during these three epidemics (3.68, 6.63 and 11.35 for Field-Weighted Citation Impact scores). Asian countries has less international collaboration (less than 35.1\%) than the Occident (more than 49.5\%), which should be noticed as same as research itself. [Conclusions] We found that research passion on epidemics may always reach its peak at the first year after outburst, however, the peak of research on MERS appeared at the third year because of its outburst of reproduction in 2015. For the research quality, although we did better in research qualities than before especially on COVID-19, research on epidemics not started from our own country should not be looked down. Another important effective strategy for enhancing epidemic prevention for China and other Asian countries is to continue strengthening international collaboration.

scholarly journals College 101: Strategies for First Year Success – A Program for High School Seniors

2007 ◽  
Vol 2 (1) ◽  
pp. 133-141
Author(s):  
Brian Raison
Keyword(s):  
High School ◽  
Decision Making ◽  
Time Management ◽  
High School Seniors ◽  
Dropout Rate ◽  
First Year ◽  
Negative Consequences ◽  
High School To College ◽  
Social Scene ◽  
Transition From High School

Making the transition from high school to college can be one of the biggest challenges in life. The first year dropout rate stands at 26% nationally. Adolescent decision-making literature suggests that youths can achieve greater success and reduce negative consequences during their first year of college if they 1) increase knowledge of new social scene and academic protocols, and 2) work through a conjectural decision-making process prior to actual encounters. This program presents key points high school seniors “must know” in advance of their arrival on campus. It is research-based with first-hand advice from real college students including on-the-street video interviews. Topics cover: Choosing Classes, Test Strategies, Social Scene Changes, Budgeting, Roommates, Safety, Talking with Professors, Time Management, and more. The program is designed for any student planning to attend any 2 or 4-year college. Youth professionals can teach this loosely-scripted 1 or 2-hour PowerPoint-based seminar “out of the box.” The $159 curriculum package is free to the first 250 responders.

scholarly journals 13. Linking Academic Integrity and Classroom Civility: Student Attitudes and Institutional Response

2011 ◽  
Vol 4 ◽  
pp. 81
Author(s):  
Troy Brooks ◽  
Zopito Marini ◽  
Jon Radue
Keyword(s):  
High School ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Student Attitudes ◽  
First Year ◽  
First Year Students ◽  
Student Behaviour ◽  
Human Interactions ◽  
Perceptions And Attitudes ◽  
Transition From High School

This paper explores the notion that student behaviour regarding academic integrity and classroom civility are linked, and that intervention methods used to resolve classroom incivility may be used as a response to academic dishonesty. We advance the view that academic integrity and classroom civility refer to a student’s willingness to respect the rules and regulations of the institution; and that, acts of academic dishonesty and incivility refer to student behaviour in breach of institutional policy and/or not consistent with the social norms of the institutional culture (e.g., inappropriate human interactions). The perceptions and attitudes of first-year students toward academic integrity as they transition from high school to university are examined. Two hundred and thirty-nine first-year students volunteered to participate in this study. The preliminary findings of the open ended response regarding their observations and experiences with cheating and plagiarism in high school and in university are reported with a view to offer suggestions regarding institutional intervention strategies.

Great Expectations and the Ultimate Reality Check: Voices of Students During the Transition from High School to College

NASPA Journal ◽  
2007 ◽  
Vol 44 (1) ◽  
Author(s):  
Jennifer R. Keup
Keyword(s):  
High School ◽  
Empirical Support ◽  
Qualitative Inquiry ◽  
Individual Development ◽  
Future Research ◽  
First Year ◽  
Student Expectations ◽  
High School To College ◽  
Transition From High School ◽  
First Year Experiences

Although previous research provides empirical support for the “Freshman Myth,” qualitative inquiry is necessary to enhance our understanding of the content, complexities, and impact of students’ expectations about college. The current study analyzes in-depth interview data from nine students at three key time points in their transition from high school to college to provide new insights into the nature of students’ expectations about college, their subsequent first-year experiences, and how expectation fulfillment or disillusionment affects students’ adjustment to college. Findings revealed two new areas of student expectations about college: interpersonal relationships and personal development. Further, while their personal and interpersonal experiences in college resulted in some expectation disillusionment, most notably with respect to roommates, students generally felt well adjusted and that their first-year experiences lived up to their expectations. Specifically, their relationships with their families, exposure to new people and ideas, pursuit of personally and professionally relevant coursework, and progress toward their goals for individual development all met or exceeded their precollege expectations. The practical, methodological, and theoretical implications of these results are discussed, which help broaden our current understanding of student expectations about college, provide meaningful feedback to faculty and staff at the high school and college levels, and inform future research in this area.

scholarly journals First Year at University: Perceptions and Experiences of Students

1987 ◽  
Vol 17 (1) ◽  
pp. 47-63
Author(s):  
Edward A. Holdaway ◽  
Karen R. Kelloway
Keyword(s):  
High School ◽  
First Year ◽  
Listening Skills ◽  
First Year Students ◽  
University Of Alberta ◽  
University Experiences ◽  
Transition From High School ◽  
Library Skills ◽  
University Experience ◽  
The University

This study was initiated by concerns in the literature over freshman students and by the need to know more about students' perceptions of their university experience. In 1984, all 937 first-year students in the Faculties of Arts, Business, Education, Engineering, and Science who had come directly to the University of Alberta from high school were asked about their university experiences and the transition from high school. Family members, the University's reputation, and the University's proximity exerted the greatest influence upon the decision to attend. Preparation for an interesting career, obtaining a well-paying job, and learning about topics of special interest were the most important goals associated with their programs. Students considered that they were best prepared in reading skills, listening skills, and taking notes, and least well prepared in budgeting time, library skills, and study skills. Most assessed that they were working considerably harder than at high school, and many said that high school had not adequately prepared them for university. The greatest need to adjust occurred in amount of work, stress, difficulty of work, and methods of instruction. Students varied considerably in the extent to which their expectations were met and the time taken to feel "at ease."

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