scholarly journals Educational Practices for Diminishing the Dropout Risk of the First-Year College Students from an Agronomic University in Romania. Preliminary Considerations

2019 ◽  
Vol 11 (1) ◽  
pp. 204
Author(s):  
Mihai Stanciu ◽  
Carmen-Mihaela Creţu ◽  
Carmen-Olguța Brezuleanu ◽  
Florin Lipşa ◽  
Elena Seghedin ◽  
...  
Keyword(s):  
Low Income ◽  
Assessment Process ◽  
First Year ◽  
Social Emotional Development ◽  
First Year Students ◽  
Low Income Families ◽  
University Dropout ◽  
Efficient Learning ◽  
Teaching Learning ◽  
The University

Communication drills a strategic direction of the management of the Faculty of Agriculture, within the University of Agricultural Sciences and Veterinary Medicine, to support the first-year students that are exposed to the risk of university dropout, belonging, in particular, to the disadvantaged groups. The target group was formed in the university year 2017-2018 out of a number of 150 students, who met the criteria of the project.Among these, 77 students (48 %) got grades of 7 or below 7 at the Baccalaureate;  77 (51,3 %) belong to monoparental , low income families or with parents who work abroad; 83 (55,3 %) come from the countryside; 10 (6%) are orphans of one parent or both parents; 2 (0,13) have been in foster care, orphanages or similar institutions. Moreover, older research (Stanciu &al, 2011) showed that the main problem the first-year students have to face in their effort to fit into the academic work is the lack of skills of efficient learning (almost 78%).The courses of action for diminishing university dropout were the following: the awareness of the age and individual peculiarities of the students; the emphasis of the teaching-learning-assessment process on the student; the initiation and the running of social-emotional development programmes; the individualized counseling of the students for facing the accommodation problems which may occur during the first years of the bachelor studies; the familiarization with the efficient learning techniques which may break new grounds toward lifelong learning; the learning of efficient communication techniques; the involvement in volunteering actions; the development of a partnership between the family, the university, the community and the economic entities.

scholarly journals Representaciones de docentes universitarios sobre la deserción de los estudiantes de primer año en modalidad semipresencial pertenecientes a la Universidad UNIACC

2018 ◽  
Vol 1 (2) ◽  
pp. 105-121
Author(s):  
Cristian Ortega Bustos Ortega Bustos ◽  
Anais Aluicio González ◽  
Edith Jorquera Muñoz
Keyword(s):  
Grounded Theory ◽  
Cross Sectional Study ◽  
First Year ◽  
Sectional Study ◽  
Cross Sectional ◽  
University Professors ◽  
First Year Students ◽  
University Teachers ◽  
University Dropout ◽  
The University

La presente investigación tuvo por objetivo explorar las representaciones que tienen docentes universitarios de la universidad UNIACC respecto de la deserción de los estudiantes de primer año que cursan estudios en modalidad semipresencial. Se realizó un estudio cualitativo de corte transversal con alcance exploratorio a través de cuatro entrevistas. Para el análisis de los datos se utilizaron los procedimientos propuestos por la Grounded Theory. Los resultados muestran cuatro categorías descriptivas y dos categorías relaciones que permiten aproximarse a las representaciones que tienen los docentes universitarios respecto a la deserción universitaria. Se discute acerca de la desmotivación y la frustración que pueden llegar a experimentar los estudiantes como elementos comprensivos del fenómeno y se proponen reflexiones para abordarla. The aim of this research was to explore the representations of university professors from the UNIACC University regarding the phenomenon of the desertion of first-year students who study b-learning. A qualitative cross-sectional study with exploratory scope was conducted, with a total of four interviews. The analysis of the data was performed according to the procedures proposed by the Grounded Theory. The results show four descriptive categories and two categories that permit to approximate the representations that the university teachers have regarding the university dropout. There is a discussion about the demotivation and frustration that students can experience as comprehensive elements of the phenomenon, and reflections are proposed to address it.

scholarly journals Los portales web para la permanencia de los estudiantes en la carrera licenciatura en educación, informática

2021 ◽  
Vol 1 (2) ◽  
pp. 19-26
Author(s):  
Raúl Ernesto Valdés Alonso ◽  
Liéter Elena Lamí Rodríguez del Rey
Keyword(s):  
First Year ◽  
Web Portals ◽  
Web Portal ◽  
First Year Students ◽  
Training Materials ◽  
Palabras Clave ◽  
Bachelor Of Education ◽  
Teaching Learning ◽  
The University ◽  
And Training

Los portales Web en el plano educativo no resultan un tema nuevo que tratar pues existen variedades de materiales didácticos y formativos en formato Web, usado con fines intelectuales, profesionales y sociales. Aunque así, por las potencialidades que ofrecen las redes informáticas así como las herramientas de comunicación y materiales divulgativos que permiten socializar ideas, intercambios y conocimientos, impulsa sus diseños en aras de enriquecer el proceso de enseñanza-aprendizaje logrando al mismo tiempo, la permanencia de los estudiantes que cursan carreras pedagógicas de diferentes especialidades. Por tal cuestión, como parte de la investigación desarrollada en la Universidad de Cienfuegos desde la Licenciatura en Educación, Informática, se procede con el portal Web destinado a la motivación de los estudiantes de primer año a que permanezcan en la propia carrera. Palabras clave: portal Web, permanencia estudiantil.   ABSTRACT Web portals at the educational level are not a new topic to deal with, as there are varieties of educational and training materials in Web format, used for intellectual, professional and social purposes. Although thus, due to the potentialities offered by computer networks as well as communication tools and informative materials that allow ideas, exchanges and knowledge to be socialized, it promotes its designs in order to enrich the teaching-learning process, achieving at the same time, the permanence of students who are studying pedagogical careers in different specialties. For this matter, as part of the research developed at the University of Cienfuegos from the Bachelor of Education, Computer Science, we proceed with the Web portal aimed at motivating first-year students to remain in their own career. Keywords: Web portal, student permanence.

Refining Contrapuntal Pedagogy: Reflections on Teaching Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues” to First-Year Students

2020 ◽  
Vol 24 ◽  
Author(s):  
Bridget Grogan
Keyword(s):  
Racial Identity ◽  
Teaching Practice ◽  
Human Experience ◽  
First Year ◽  
First Year Students ◽  
Poetic Voice ◽  
Teaching Poetry ◽  
Approach To Teaching ◽  
The University ◽  
The Way

This article reports on and discusses the experience of a contrapuntal approach to teaching poetry, explored during 2016 and 2017 in a series of introductory poetry lectures in the English 1 course at the University of Johannesburg. Drawing together two poems—Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues”—in a week of teaching in each year provided an opportunity for a comparison that encouraged students’ observations on poetic voice, racial identity, transhistorical and transcultural human experience, trauma and empathy. It also provided an opportunity to reflect on teaching practice within the context of decoloniality and to acknowledge the need for ongoing change and review in relation to it. In describing the contrapuntal teaching and study of these poems, and the different methods employed in the respective years of teaching them, I tentatively suggest that canonical Western and contemporary postcolonial poems may reflect on each other in unique and transformative ways. I further posit that poets and poems that engage students may open the way into initially “less relevant” yet ultimately rewarding poems, while remaining important objects of study in themselves.

Breast-feeding in Manila, Philippines preliminary results from a longitudinal study

1985 ◽  
Vol 17 (S9) ◽  
pp. 137-146 ◽  
Author(s):  
Mayling Simpson-Hebert ◽  
Lorna P. Makil
Keyword(s):  
Longitudinal Study ◽  
Breast Feeding ◽  
Low Income ◽  
Post Partum ◽  
Maternity Hospital ◽  
Cultural Factors ◽  
Bottle Feeding ◽  
Early Termination ◽  
First Year ◽  
Low Income Families

SummaryLongitudinal data collected over a 2-year period (1982–84) on 152 first and second parity mothers who were delivered in a charity maternity hospital in Manila, Philippines, indicate the reasons for never brest-feeding and for early termination of brest-feeding. Socio-Cultural factors and beliefs are more important than physiological problems in minating breast-feeding.Proper bottle-feeding is too costly for most low-income families. Bottle-fed babies have a higher incidence of diarrhoea. Mothers who change from breast- to bottle-feeding in the first 6 months are 1·7 times as likely to become pregnant in the first year post-partum as mothers Who brest-feed for 7 or more months.

Criteria and indicators associated with adaptation to the educational process of first-year students at the university

2021 ◽  
pp. 87-93
Author(s):  
Evgeniya N. Popova
Keyword(s):  
Research Topic ◽  
Educational Process ◽  
First Year ◽  
Higher Education Research ◽  
Adaptation Process ◽  
Adaptive Potential ◽  
First Year Students ◽  
Self Development ◽  
The University

The issue of adaptation of modern first-year students to the educational process at the university is one of the current pedagogical tasks. Successful adaptation significantly affects the quality of received education, the degree of formation of personal and professional qualities, contributes to the development of motivation, self-education, and self-development. The purpose of the research is to substantiate the criteria, indicators, and levels of adaptation of first-year students to the learning process at the university. The material for the study was the domestic scientific sources of studying the peculiarities of the adaptation process of students to educational activities in higher education. Research methods: analysis and generalization of psychological-pedagogical and educational-methodical literature on the research topic. We determine as the main criteria for the adaptation of first-year students to the university, the adaptive potential and professionally important qualities of students, consider these concepts, their structure, and their basic properties. On the basis of the analysis and generalization of the existing indicators of the implementation of the adaptive potential, we formulate the author's indicators for determining the level of its development. The degree of formation of professionally important qualities of students are low, medium, and high levels of development of emotional intelligence, negative communicative attitude, intellectual lability, and stress tolerance.

Library Impact Practice Brief: Freshman Fellows: Implementing and Assessing a First-Year Primary-Source Research Program

2021 ◽  
Author(s):  
Margaret Burri ◽  
Joshua Everett ◽  
Heidi Herr ◽  
Jessica Keyes
Keyword(s):  
Primary Source ◽  
Structured Interview ◽  
First Year ◽  
Special Collections ◽  
Johns Hopkins University ◽  
College Career ◽  
Library Impact ◽  
Teaching Learning ◽  
The University ◽  
Impact Framework

This practice brief describes the assessment project undertaken by the Sheridan Libraries at Johns Hopkins University as part of the library’s participation in ARL’s Research Library Impact Framework initiative to address the question “(How) do the library’s special collections specifically support and promote teaching, learning, and research?” The research team investigated how the Freshman Fellows experience impacted the fellows’ studies and co-curricular activities at the university. Freshmen Fellows, established in 2016, is a signature opportunity to expose students to primary-source collections early in their college career by pairing four fellows with four curators on individual research projects. The program graduated its first cohort of fellows in spring 2020. The brief includes a semi-structured interview guide, program guidelines, and a primary research rubric.

Analsis e-learning status in Palestinian universities, a case study of Palestine Technical University KadoorieTulkarm

2020 ◽  
Vol 8 (3) ◽  
pp. 154-178
Author(s):  
Heba Almbayed
Keyword(s):  
Learning System ◽  
Simple Random Sample ◽  
First Year ◽  
First Year Students ◽  
Academic Level ◽  
Computer Course ◽  
E Learning ◽  
Technical University ◽  
Palestinian Universities ◽  
The University

The study aimed to analyze the reality of e-learning at Palestine Technical University-Khudouri/Tulkarem, and to identify the most important challenges facing students when using the education system, as well as to analyze the extent to which university students interact with the e-learning system, and to show the differences between the average opinions of the study sample on e-learning according to the study variables due to the nature of the study, the descriptive analytical approach was used, in order to reach practical results, and to achieve and analyze the reality of e-learning  a questionnaire consisting of (34) paragraphs was designed, where the study community consisted of (6,559) students, and a simple random sample of (522) students was taken, and the questionnaire was distributed electronically because it was not able to be distributed manually due to the prevailing conditions _ the spread of the Corona pandemic- at the time of the preparation of the study. The results of the study showed that (63.136%) of the researched believe that the reality of e-learning at the university suffers from different problems. The study indicated that (87.97%) among respondents, complaints have increased in the e-learning system after the Corona pandemic and that (81.36%) among the researchers, the infrastructure was one of the most barriers in e-learning. While (63.934%)of the researched that e-learning has a role to play in achieving Interaction among students, as the results of the study showed no differences Statistically significant to the reality of e-learning according to the gender variable, and there are no differences depending on the variable of the scientific qualification except in the field of e-learning reality, there are also no differences Statistics according to the variable of the academic level ,except for the field of Interaction with students. In the light of the results of the study, a series of recommendations were made, the most prominent of which were: 1.Include an e-learning system item in The computer course assigned as a university requirement for first-year students 2. Provide opportunities to train and develop the capabilities of all educational parties to use and apply E-learning.

scholarly journals Error Analysis of Students Essays: A Case of First Year Students of the University of Health and Allied Sciences

2017 ◽  
Vol 6 (4) ◽  
pp. 54
Author(s):  
Benjamin Amoakohene
Keyword(s):  
Second Language ◽  
Error Analysis ◽  
Language Learning ◽  
Academic Writing ◽  
First Year ◽  
First Year Students ◽  
Communicative Skills ◽  
Daunting Task ◽  
Integral Role ◽  
The University

Writing is considered as a daunting task in second language learning. It is argued by most scholars that this challenge is not only limited to second language speakers of English but even to those who speak English as their first language. Thus, the ability to communicate effectively in English by both native and non-native speakers requires intensive and specialized instruction. Due to the integral role that writing plays in students’ academic life, academic literacy has garnered considerable attention in several English-medium universities in which Ghanaian universities are no exception. It is therefore surprising that prominence is not given to Academic Writing and Communicative Skills at the University of Health and Allied Sciences (UHAS). In this paper, I argue for much time and space to be given to Academic Writing and Communicative Skills, a programme that seeks to train students to acquire the needed skills and competence in English for their academic and professional development. This argument is based on the findings that came out after I explored the errors in a corpus of 50 essays written by first year students of  UHAS. The findings revealed that after going through the Communicative Skills programme for two semesters, students still have serious challenges of writing error-free texts. Out of the 50 scripts that were analyzed, 1,050 errors were detected. The study further revealed that 584 (55.6%) of these errors were related to grammatical errors, 442 (42.1%) were mechanical errors and 24 (2.3%) of the errors detected were linked to the poor structuring of  sentences. Based on these findings, recommendations and implications which are significant to educators, policy makers and curriculum developers are provided. This study has implications for pedagogy and further research in error analysis. 

scholarly journals Bridging the Gap: Understanding the Differing Research Expectations of First-Year Students and Professor

2012 ◽  
Vol 7 (3) ◽  
pp. 4 ◽  
Author(s):  
Meg Raven
Keyword(s):  
Undergraduate Students ◽  
Academic Research ◽  
First Year ◽  
First Year Students ◽  
High Expectations ◽  
Research Students ◽  
Time Required ◽  
Instruction Strategies ◽  
Research Instruction ◽  
The University

Objective: This study sought to better understand the research expectations of first-year students upon beginning university study, and how these expectations differed from those of their professors. Most academic librarians observe that the research expectations of these two groups differ considerably and being able to articulate where these differences are greatest may help us provided more focused instruction, and allow us to work more effectively with professors and student support services. Methods: 317 first-year undergraduate students and 75 professors at Mount Saint Vincent University in Halifax, NS were surveyed to determine what they each expected of first-year student research. Students were surveyed on the first day of term so as to best understand their research expectations as they transitioned from high school to university. Results: The gulf between student and professor research expectations was found to be considerable, especially in areas such as time required for reading and research, and the resources necessary to do research. While students rated their preparedness for university as high, they also had high expectations related to their ability to use non-academic sources. Not unexpectedly, the majority of professors believed that students are not prepared to do university-level research, they do not take enough responsibility for their own learning, they should use more academic research sources, and read twice as much as students believe they should. Conclusions: By better understanding differing research expectations, students can be guided very early in their studies about appropriate academic research practices, and librarians and professors can provide students with improved research instruction. Strategies for working with students, professors and the university community are discussed.

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