scholarly journals Enhancing the First-Year Experience for Business Students: Student Retention and Academic Success

2005 ◽  
Author(s):  
Pamela L. Cox ◽  
Elizabeth Dunne Schmitt ◽  
Paula E. Bobrowski ◽  
Glenn Graham
Keyword(s):  
Academic Success ◽  
Student Retention ◽  
Business Students ◽  
First Year Experience ◽  
First Year

scholarly journals Mental Health and Academic Success of First-Year College Students

2017 ◽  
Vol 6 (3) ◽  
pp. 178 ◽  
Author(s):  
Tammy Jordan Wyatt ◽  
Sara B Oswalt ◽  
Yesenia Ochoa
Keyword(s):  
Mental Health ◽  
College Students ◽  
Academic Success ◽  
Undergraduate Students ◽  
Health Assessment ◽  
First Year Experience ◽  
First Year ◽  
College Health ◽  
Health Issues ◽  
Mental Health Issues

The prevalence and severity of mental health issues are increasing among college students, and such issues pose a threat to health and academic performance. Responses from 66,159 undergraduate students about mental health and academics from the American College Health Association-National College Health Assessment II were examined using regression analyses. Differences in mental health diagnoses were found by classification with first-year students reporting higher rates of self-injury and seriously considering suicide. Upperclassmen reported higher rates of academic impact from mental health factors. Findings indicate one’s first-year of college as the prime time to promote awareness of and strategies to prevent mental health issues or negative academic effects; implications for first-year experience programs are discussed. 

Creating Positive E-Learning Experiences for Online Students

2011 ◽  
pp. 517-524
Author(s):  
Ryan Watkins
Keyword(s):  
Academic Success ◽  
Online Courses ◽  
Study Habits ◽  
First Year Experience ◽  
First Year ◽  
Online Students ◽  
Online Learners ◽  
Learning Skills ◽  
Learning Programs ◽  
E Learning

Online students can not always depend on the study habits and learning skills that made them successful in the traditional classroom to translate into success in online courses. E-learning programs can, however, offer students opportunities to build useful skills for achieving success in the interactive and challenging classrooms of today’s online courses by building on the achievements of first-year experience (i.e., student success or college survival) initiatives. Having demonstrated remarkable success in traditional on-campus programs, these courses, tutorials, lectures, and activities that focus on developing student study habits and learning skills can also be used by online learners to improve the odds of their academic success and retention. This chapter explores many of the opportunities and challenges of integrating e-learning study skills lessons into the curriculum of online courses and degree programs.

scholarly journals Beyond Attrition and Retention: Working With Students to Enhance the First Year Experience

2019 ◽  
Author(s):  
Natalia Gerodetti ◽  
Darren Nixon
Keyword(s):  
Student Retention ◽  
Teaching And Learning ◽  
University Teaching ◽  
First Year Experience ◽  
First Year ◽  
First Year Students ◽  
Attrition Rates ◽  
University Life ◽  
The Uk ◽  
Ontological Position

Student retention and attrition rates have been established as Key Performance Indicators (KPIs) for course teams in the Higher Education landscape in the UK. Against this quantified (and neoliberal) auditable undertaking, in this paper we offer an examination of a set of alternative qualitative efforts which are intended to improve the first year student experience by helping students transition into their course, and university life more generally. Working with students to enhance the first year experience is at the centre of our ontological position and we draw heavily on the idea of a “long thin” induction which continues throughout the first year at university. We explore the benefits of facilitating ‘students as producers’ and incorporating ‘student intelligence’ into university teaching and learning practices before presenting a series of activities that are designed to help students transition successfully and build a strong course identity. Having offered students different ways of structured integration into the course we reflect on how these activites can help first-year students develop the kinds of skills and knowledge base that contributes to a better experience of the transition and acculturation into university life in all of its facets.

scholarly journals The Library as an Academic Partner in Student Retention and Graduation: The Library’s Collaboration with the Freshman Year Seminar Initiative at the Bronx Community College

2013 ◽  
Vol 5 (2) ◽  
pp. 94-100
Author(s):  
Jesus Sanabria
Keyword(s):  
Community College ◽  
New York ◽  
Academic Success ◽  
Student Retention ◽  
First Year ◽  
Freshman Year ◽  
Academic Partner ◽  
Age Of Accountability ◽  
Teaching Modules ◽  
The City

In order for academic libraries to continue to demonstrate their value in an age of accountability, developing strong collaborations is essential. Collaborations provide a first rate opportunity for librarians not only to demonstrate their value to the institution and the research practices of the faculty but to facilitate teaching students how to navigate an increasingly diverse and at times confusing information environment driven by access to several technologies. For students entering college, learning early how to navigate the library and its resources can become an important element to their academic success. Inclusion of the library faculty into the development and teaching modules of student orientations and first year seminars, such as the ones designed at the Bronx Community College of the City of New York, provide a great step in establishing our value in promoting retention and graduation.

scholarly journals The Parent First-Year Experience on a Community College Campus

2019 ◽  
Vol 20 (1) ◽  
Author(s):  
Jessica Hale ◽  
Cristina Buzas
Keyword(s):  
Community College ◽  
Academic Success ◽  
Online Survey ◽  
Online Communication ◽  
First Year Experience ◽  
Future Research ◽  
First Year ◽  
Students First ◽  
Parent Orientation ◽  
The Relationship

This study explores the effects of a Parent First-Year Experience (PFYE) program at Washtenaw Community College. Specifically, the study addresses attitudes and perceptions of parents who participated in the PFYE program over the course of two years and the relationship between parent participation and students’ academic success and retention. A total of 71 (year 1 n=37; year 2 n=34) parents responded to the online survey. Researchers learned that parents who participated in the PFYE understood the milestones of their students’ first year and felt prepared to support their student through transition. Results indicated that the combination of parent orientation, e-newsletters, workshops, webinars, and online communication comprise an acceptable PFYE format. Beyond practical implications, this study serves as a launching point for future research and theories related to parental connectivity to the community college and further studies assessing the effects of PFYE programs.

Factors That Contribute to a Sense of Belonging in Business Students on a Small 4-Year Public Commuter Campus in the Midwest

2017 ◽  
Vol 22 (1) ◽  
pp. 99-117 ◽  
Author(s):  
Donna Whitten ◽  
Adrian James ◽  
Cynthia Roberts
Keyword(s):  
Sense Of Belonging ◽  
Student Outcomes ◽  
Business Students ◽  
First Year Experience ◽  
First Year ◽  
Institutions Of Higher Education ◽  
Commuter Campus ◽  
Student Activities ◽  
Student Demographics ◽  
Business Course

Institutions of higher education are increasingly focused on student outcomes such as persistence. This study investigated factors that contribute to a sense of belonging, a key contributor to persistence, in business students attending a small 4-year public commuter campus in the Midwest. A survey was administered to students in an introductory business course with a first-year experience component to examine three categories of variables: student demographics, faculty interventions, and student activities. Using logistic regression, three faculty interventions showed a significant correlation with sense of belonging: faculty encouragement, faculty empowerment, and faculty interest. These results suggest that when commuter campuses are successful in cultivating caring, positive relationships between students and faculty, their student’s sense of belonging may be enhanced and persistence improved. This is important because these factors are within the control of a commuter campus, which tends to have fewer options and more challenges in enhancing persistence than residential campuses.

Where to Now for Research into the First Year Experience at University?

2016 ◽  
Vol 8 (2) ◽  
pp. 1-17
Author(s):  
Leonie Rowan ◽  
Chris Bigum ◽  
Kevin Larkin
Keyword(s):  
Student Retention ◽  
Student Satisfaction ◽  
Large Body ◽  
Actor Network Theory ◽  
First Year Experience ◽  
Small Scale ◽  
First Year ◽  
Data Sets ◽  
Sociology Of Translation ◽  
Widespread Belief

Academics and administrators in higher education contexts increasingly invest time, energy and money in the creation and delivery of a positive “first year experience: (FYE)” a term commonly used to refer to a suite of initiatives intended to impact positively upon student satisfaction and maximise student retention. Various forms of technology feature prominently in the resultant programs: a situation which reflects a widespread belief that ‘flexible' and ‘online' learning environments have a major role to play in meeting the needs of contemporary students. Over the past 20 years decision making about how to create a ‘good' first year experience has been increasingly shaped by what is now a large body of scholarship. While this literature contains much that it is valuable it can also serve to limit research conducted in this area. Drawing upon insights from the sociology of translation this paper explores the hinterland of the FYE and the ways in which it might constrain the authors' research in this field. From this basis the authors propose a case for re-imagining and reassembling their research in this area in response to key challenges provided by actor-network theory. With reference to a small scale research project conducted at a one Australian university, they highlight the different data sets—and different realities—that a reassembled FYE research agenda requires them to attend to, and outline implications for future studies in this field.

scholarly journals Adding Value To The First-Year Experience: Embedding Self And Major Exploration In The College Of Business Curriculum

2009 ◽  
Vol 2 (3) ◽  
pp. 49-56
Author(s):  
Joanne K. Damminger ◽  
Gregory C. Potter ◽  
Robert E. Pritchard
Keyword(s):  
Student Satisfaction ◽  
Business Students ◽  
Development Program ◽  
First Year Experience ◽  
First Year ◽  
Self Assessment ◽  
Professional Career ◽  
Career Development Program ◽  
College Of Business ◽  
High Level

This paper details the First-Year Career Development Program (First-Year Program) a component of a comprehensive multi-year program designed to guide business students through self-assessment and the selection of an appropriate business major and ultimately to prepare them to secure professional career positions. The First-Year Program is designed to integrate student self-assessment and career and business major exploration into the First-Year Experience. A survey of students who participated in the First-Year Program indicated a high level of student satisfaction. It further indicated that participants were more positive about completing their degree programs at the regional university where the First-Year Program is conducted. The First-Year Program was developed collaboratively by Career and Academic Planning Center professionals and College of Business faculty.

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