Work in Progress: Lessons Learned Supporting First-Year Students in an Academic Maker Space

Through lessons learned, from the research outlined, the chapter aims, first, to provide future researchers with some practical knowledge on research design and development. Secondly, to emphasise some of the dilemmas that so often separate theory from practice in the field of student learning and which are so crucial for teacher professional development, course designers and educators in general.

Download Full-text

Work in Progress - Development of a Multi-Disciplinary Core Engineering Experience for First-Year Students

Proceedings Frontiers in Education 35th Annual Conference ◽

10.1109/fie.2005.1612072 ◽

2006 ◽

Author(s):

R.N. Smith ◽

K.C. Craig ◽

P. Theroux

Keyword(s):

First Year ◽

First Year Students ◽

Work In Progress

Download Full-text

Five years of FYE: Evolution, outcomes and lessons learned from an institutional program

Student Success ◽

10.5204/ssj.v7i2.345 ◽

2016 ◽

Vol 7 (2) ◽

pp. 65-76 ◽

Cited By ~ 2

Author(s):

Jo McKenzie ◽

Kathy Egea

Keyword(s):

Economic Status ◽

Good Practice ◽

Professional Staff ◽

Lessons Learned ◽

First Year Experience ◽

First Year ◽

First Year Students ◽

Socio Economic Status ◽

Use Of Data ◽

University Of Technology

The University of Technology Sydney First Year Experience program is an institution-wide, systematic approach to supporting the transition, retention and success of first year students from low socio-economic status backgrounds, within a philosophy that good practice for these students is good practice for all students. The program is based on third-generation first year practice and transition pedagogies. It includes central and faculty coordinators, small grants and learning communities enabling the development, embedding and sharing of transition practice in the curriculum. This good practice report describes the program, its evolution over five years and its impacts on academic and professional staff engagement and improving the success of students from low socio-economic status backgrounds. Lessons learned about the importance of central and local coordination, sharing practice underpinned by a scholarly framework and the use of data and strategic alignment are highlighted.

Download Full-text

Starting a Sober Dorm: Year One Challenges, Successes and Lessons Learned

Journal of Recovery Science ◽

10.31886/jors.12.2018.36 ◽

2018 ◽

Vol 1 (2) ◽

pp. 13

Author(s):

Sierra Castedo ◽

John Harris

Keyword(s):

Learning Community ◽

Lessons Learned ◽

First Year ◽

Process Selection ◽

Application Process ◽

First Year Students ◽

University Of Texas ◽

Housing Option ◽

Initial Cohort ◽

Multiple Domains

This presentation is an examination of the pilot year of the Healthy Lifestyles Living Learning Community (HL LLC) substance-free housing option for incoming first year students sponsored by The Center for Students in Recovery at The University of Texas at Austin. Presenters will contextualize the history and unfulfilled need for recovery and sober student housing on the UT Austin campus, and will explore the development and implementation of a sober dorm from inception through the end of year one. Attendees will hear a candid assessment of expectations versus realities across multiple domains, including: the application process; selection of an initial cohort; the design and implementation of programming; the challenges of group cohesion and resident assistant empowerment; budget constraints; overall lessons learned; and considerations moving into year two.

Download Full-text

Mandating Obesity Testing Across the Curriculum: Lessons Learned

American Journal of Health Sciences (AJHS) ◽

10.19030/ajhs.v2i1.4367 ◽

2011 ◽

Vol 2 (1) ◽

pp. 29-34

Author(s):

James L. DeBoy ◽

Sally B. Monsilovich

Keyword(s):

At Risk ◽

Body Mass ◽

Lessons Learned ◽

First Year ◽

University Faculty ◽

First Year Students ◽

The Past ◽

Placement Policy ◽

The University ◽

Radical Approach

In response to the obesity problem that has dramatically increased over the past 30 years, Lincoln University’s HPER faculty petitioned the University faculty to accept a somewhat radical approach: test all entering first year students using Body Mass Indices (BMI) data for placing students in a Fitness for Life class. This class would constitute the intervention for students with BMI scores of 30 or higher (obese rating). This paper describes the chronology of events that unfolded once the placement policy became known beyond the campus green. Arguments both for and against the controversial course are presented. While the placement policy has been modified, the aim of the intervention has not wavered: identify those students who are most at risk for hypokinetic disease and provide them with the appropriate resources to effectively address those amenable lifestyle factors that will rob them of quality and quantity of life.

Download Full-text