College Persistence over Time and Participation in a First-Year Seminar

2014 ◽  
Vol 16 (3) ◽  
pp. 373-390 ◽  
Author(s):  
John W. Miller ◽  
Sally S. Lesik
Keyword(s):  
Academic Preparation ◽  
First Year Experience ◽  
First Year ◽  
Full Time ◽  
Survival Analyses ◽  
Entire Cohort ◽  
Entry Level ◽  
Alternative Hypotheses ◽  
New Research ◽  
Retention And Graduation Rates

Retention and graduation rates of an entire cohort of 1,913 first-time full-time college students are analyzed. The effects of participation in a first year experience (FYE) course and of entry level academic preparation (ELAP) on retention and graduation are examined, both descriptively and with discrete-time survival analyses. Although descriptive results support the efficacy of the FYE, survival analyses calls into question whether any unique variability beyond ELAP is attributable to FYE. Alternative hypotheses to explain the results and plans of new research for further exploration are presented.

Faculty Pilot First-Year Experience for Incoming Freshmen Interested in Pursuing a Degree in Education

2017 ◽  
pp. 1-21
Keyword(s):  
Social Adjustment ◽  
Collaborative Work ◽  
Faculty Members ◽  
First Year Experience ◽  
First Year ◽  
Full Time ◽  
First Year Students ◽  
Course Structure ◽  
Reading And Writing ◽  
Incoming Freshmen

In this opening chapter, the researchers, three full-time college faculty members, discuss the initial focus of their collaborative work and research. Driven by the concerns regarding the reading and writing abilities of students entering their programs and across their campus, they responded to this issue by establishing and co-teaching yearlong linked courses to incoming first-year students interested in education, a pilot that eventually became known as the First-Year Reading, Thinking, and Writing Initiative. The data collected from the first few years of the Initiative indicate the benefits of having a year-long linked course structure for this population of students to promote academic achievement, social adjustment, and, as the researchers learned through this experience, civic engagement.

scholarly journals One Size Doesn’t Fit All: Students’ Perceptions of FYE Approaches

2019 ◽  
Vol 19 (3) ◽  
Author(s):  
Dahliani Reynolds ◽  
Loren Byrne ◽  
Jennifer Campbell ◽  
Becky Spritz
Keyword(s):  
General Education ◽  
Social Engagement ◽  
Focal Point ◽  
Academic Preparation ◽  
First Year Experience ◽  
Habits Of Mind ◽  
First Year ◽  
First Semester ◽  
Survey Results ◽  
General Education Courses

First-Year Experience (FYE) programs have become a focal point for efforts to transition and retain all students, as numerous studies suggest that such initiatives deepen students’ academic preparation for college and support their emotional investments in the campus community. Using quantitative and qualitative data gathered from 842 students in 54 courses during Fall 2013 and 2014, this article considers the comparative merits of Living Learning Communities (LLC), “habits of mind” First-Semester Core (FSC) courses, a hybrid-model (LLC-FSC) initiative, and non-FYE courses by considering students’ perception of their academic gains and social engagement. Survey results indicate that students perceive very different benefits across the various FYE models, especially when the FYE is housed in disciplinary rather than general education courses. The comparisons suggest the need for an intentional, goals-oriented approach to FYE programs, as a “one-size fits all” approach may not result in both academic growth and community engagement for students. For institutions with limited faculty and curricular resources, the choice of which type of FYE model to adopt is particularly important. 

scholarly journals Problem-Oriented Project Learning as a First Year Experience: A Transformative Pedagogy for Entry Level PPL

2019 ◽  
Vol 10 (1) ◽  
pp. 6
Author(s):  
Niels Møller Nielsen
Keyword(s):  
Early Stage ◽  
First Year Experience ◽  
First Year ◽  
First Year Students ◽  
Entry Level ◽  
Project Learning ◽  
Transformative Development ◽  
Structured Approach ◽  
Theoretical Considerations

This paper explores how Problem-oriented Project Learning (PPL) can be organized in a context that meets the pedagogical needs of first year students. Under the assumption that, while PPL provides a fruitful context for learning, it is also challenging for early stage learners, the article formulates the theoretical considerations underlying a strategy for entry-level PPL. On that foundation, this paper discusses a case study where a set of scaffolding structures has been put in place to support the transformative development of first year students acquiring the study habits of PPL. This paper finds that a highly structured approach to entry level PPL promotes the students’ academic achievements as well as their sense of meaning in the PPL programme.

The African-American Male First-Year Experience

2019 ◽  
pp. 16-31
Author(s):  
Craig Smith
Keyword(s):  
Higher Education ◽  
African American ◽  
African American Male ◽  
African American Men ◽  
Academic Persistence ◽  
Academic Preparation ◽  
Male Students ◽  
First Year Experience ◽  
First Year ◽  
African American Male Students

The retention of African-American male students in U.S. institutions of higher education is a complex and multifaceted problem that is comprised of both individual and institutional factors. Researchers have highlighted several individual factors that inhibit the academic persistence of African-American men in higher education institutions including poor academic preparation, financial constraints, low self-esteem, a lack of student involvement, and a lack of “connectedness” to the institution. This chapter will shed light on the state of the African-American male students engaged in higher education. It will also reveal the impact of this population's participation in various versions of first-year experience (FYE) programs.

scholarly journals Enhancing Financial Literacy Among College Athletes

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Lisa Rubin ◽  
Mindy Joseph ◽  
Sonya Lutter ◽  
Daron Roberts ◽  
Julian Jones
Keyword(s):  
Financial Literacy ◽  
College Athletes ◽  
Student Loans ◽  
Financial Education ◽  
First Year Experience ◽  
First Year ◽  
Full Time ◽  
Summer Bridge ◽  
Additional Funding ◽  
Knowledge Survey

College students, including athletes, have limited exposure to financial education prior to enrolling in college (Britt et al., 2015). Athletes juggling two full-time roles as athlete and college student have limited time for financial education and the opportunity to work. Some athletes receive athletic scholarships and some do not, but either way, many athletes must seek additional funding and student loans to pay for college. Huston’s (2010) model demonstrated connections between financial literacy, behaviors, and education to serve as a framework for our study. The purpose of this study was to determine college athletes’ subjective and objective financial literacy, how they applied this knowledge, and their preferred mode(s) of financial education to pilot financial literacy education geared specifically for athletes based on their preferences. Data was collected from two institutions in the same Power 5 conference: monthly spending logs, focus groups, interviews, a financial knowledge survey, and pre- and post-tests flanking a financial literacy module in first-year experience courses and summer bridge. A Money 101 course was piloted over eight weeks, and peer financial counseling was offered. As athletes might gain access to their name, image, and likeness (NIL) for potential income in the near future, financial education is paramount.

Effects of Hierarchical Mentoring on Freshman Retention in a Biology First-Year Experience Course

2018 ◽  
Vol 80 (3) ◽  
pp. 184-190
Author(s):  
Peter Cavnar ◽  
Claudia Stanny
Keyword(s):  
Student Retention ◽  
Best Practice ◽  
Retention Rates ◽  
High Rate ◽  
First Year Experience ◽  
First Year ◽  
Freshman Retention ◽  
Stem Students ◽  
Retention And Graduation Rates ◽  
The Impact

Higher education must improve student retention and graduation rates to meet increased demand for STEM degrees in the workforce projected for the next ten years. The high rate of attrition among STEM students entering college compels institutions to implement strategies that improve student retention because more states now employ performance-based funding models with increased pressures to improve student outcomes, such as first- and second-year retention rates. We piloted a two-year hierarchical mentoring model as part of a first-year experience course developed for biology students (BioSkills) to increase retention rates among first-time-in-college (FTIC) students. We describe the mentoring structure we adopted and how the design of BioSkills supports and educates future biology professionals. Our findings show that FTIC students who participated in this program earned significantly higher first-year GPAs and were retained at higher rates than students who did not participate, which documents the impact of BioSkills as a successful first-year intervention. However, we were surprised that the benefit of BioSkills was not replicated among under-represented minority (URM) students. We briefly speculate on explanations for this finding. Lastly, we offer best practice suggestions for future implementation.

Understanding difference through dialogue: A first-year experience for college students.

2016 ◽  
Vol 9 (2) ◽  
pp. 130-142 ◽  
Author(s):  
Charu Thakral ◽  
Philip L. Vasquez ◽  
Bette L. Bottoms ◽  
Alicia K. Matthews ◽  
Kimberly M. Hudson ◽  
...  
Keyword(s):  
College Students ◽  
First Year Experience ◽  
First Year

The First Year Experience of Ankara Child Follow up Center

2012 ◽  
Author(s):  
Fadime Yuksel ◽  
Safa Celik ◽  
Filiz Daskafa ◽  
Nilufer Keser ◽  
Elif Odabas ◽  
...  
Keyword(s):  
First Year Experience ◽  
First Year
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