scholarly journals The Use of Ritual and Ceremony in Strengthening Institutional Affiliation Among First-Year Students

2019 ◽  
Vol 15 (2) ◽  
Author(s):  
Michael J. Siegel
Keyword(s):  
Colleges And Universities ◽  
Frame Of Reference ◽  
Campus Culture ◽  
First Year ◽  
Campus Community ◽  
Institutional Affiliation ◽  
First Year Students ◽  
First Year Of College ◽  
Policies And Procedures ◽  
The Way

This paper advocates the use of a cultural frame of reference for organizing programs, policies, and procedures in the first year of college. It examines the way in which colleges and universities invoke elements of campus culture, primarily through rituals and ceremonies, to socialize students and strengthen bonds in the campus community in the first year. Discussing two primary rituals types--Rituals of Induction and Rituals of Affiliation--the paper highlights and discusses examples of the practice of using campus culture to acclimate first-year students at select institutions and offers suggestionss for identifying and celebrating rituals and ceremonies on campus.

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.

scholarly journals Taking Retention Seriously: Rethinking the First Year of College

1999 ◽  
Vol 19 (2) ◽  
pp. 5-9 ◽  
Author(s):  
Vincent Tinto
Keyword(s):  
Learning Communities ◽  
Student Retention ◽  
Learning Environments ◽  
Faculty Members ◽  
Learning Activities ◽  
First Year ◽  
First Year Students ◽  
Shared Learning ◽  
First Year Of College

Efforts on most campuses do not go far enough to promote student retention, especially for first-year students. Add-on classes that are disconnected from one another cannot give students the cohesive environment they need to connect with faculty, staff, and other students. What are needed are learning environments, such as learning communities, that actively involve students, faculty members, and staff in shared learning activities.

scholarly journals IMPROVING STUDENTS’ ACHIEVEMENT IN SPEAKING BY USING PICTURE

2018 ◽  
Vol 2 (2) ◽  
pp. 191-201
Author(s):  
Marina Sari Rambe
Keyword(s):  
Action Research ◽  
Language Learning ◽  
Daily Life ◽  
First Year ◽  
First Year Students ◽  
Speaking Test ◽  
English Class ◽  
Speak Up ◽  
Learning Language ◽  
The Way

Learning Language as well as learning English is also the implementation of searching knowledge. The goals in language learning is the students are able to speak English well and use English as their language to communicate with another people in daily life. In language learning, speaking is one of the important things to have, but the students are not able to speak up in English class. Using media is one of the way that can improve the students achievement in speaking class. The researcher will be focus to use picture as media in this research. The researcher formulate there is an improvement of students achievement in speaking by using picture as the problem in this research. The researcher use Classroom Action Research (CAR) Method to analyze the data in this research. The researcher take the first year students of MTS N 2 Medan as the population and 30 students as sample where the researcher get the sample by random. The research take 2cycle in this research. The instrument to applied to collect the data was speaking test. Besides that, the writer also used interview, observation sheet and diary note to identify what happened in the classroom. After analyzed the data, it was obtained that means increased from the Test-1 in cycle I 71,73% until test-3 in cycle II 83,40 % and the total score increased 90.0% . So, the use of picture improve students’ speaking achievement.

Shifts in Spiritual and Religious Self-Perceptions in the First Year of College

2021 ◽  
pp. 128-153
Author(s):  
Alyssa N. Rockenbach
Keyword(s):  
Personal Characteristics ◽  
First Year ◽  
Religion And Spirituality ◽  
First Year Students ◽  
Self Perceptions ◽  
Spiritual But Not Religious ◽  
First Year Of College ◽  
Institutional Contexts ◽  
Spiritual Self ◽  
Parallel Reactions

This study draws on an original national and longitudinal survey to examine patterns and predictors of change in religious and spiritual self-perceptions among over seven thousand college students in their first year on campus. The chapter identifies the personal characteristics, institutional contexts, and collegiate experiences that shaped students’ perceptions of themselves in relation to religion and spirituality. Twenty-eight percent of first-year students changed their self-perception in the first year of college; a switch to “spiritual but not religious” was the most common type of change. The study illuminates parallel reactions to religious and spiritual descriptors among certain groups. For example, both atheists and evangelical Christians were less likely than mainline Protestants to adopt the “religious but not spiritual” and “spiritual but not religious” labels. Lived experiences in the first year of college made a notable impact on students’ self-perceptions of spirituality.

scholarly journals How do the first year students find the way of learning medicine in Japan?

MedEdPublish ◽  
2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Terumichi Fujikura ◽  
Masami Kashimura ◽  
Yoshiaki Hayasaka ◽  
Chikako Inoue ◽  
Toshiyuki Takeshita
Keyword(s):  
First Year ◽  
First Year Students ◽  
The Way

scholarly journals The Transition and Adjustment to First-Year Students with Specific Learning Disabilities

2019 ◽  
Vol 17 (1) ◽  
Author(s):  
Wanda M. Hadley
Keyword(s):  
Higher Education ◽  
Learning Disabilities ◽  
Students With Disabilities ◽  
Colleges And Universities ◽  
First Year ◽  
Students With Learning Disabilities ◽  
Individuals With Disabilities ◽  
First Year Students ◽  
Transition To Higher Education ◽  
Education Act

Students with learning disabilities are one of the fastest growing student population attending colleges and universities. Students with learning disabilities in the pre-kindergarten through twelfth grade (PK-12) educational system are protected by the Education of All Handicapped Children Act of 1975 and the Individuals with Disabilities Education Act (IDEIA) of 1990/Individuals with Disabilities Education Improvement Act (IDEIA) of 2004. Conversely, when students with learning disabilities transition to higher education they are no longer covered by these legislations. Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990 prohibit colleges and universities from discriminating against students with disabilities and mandate that accommodations be provided. The types and levels of accommodations and services offered in higher education, however, are not as extensive as those required to be provided in the PK-12 system. This article comes from a four-year study of the same group of 10 first-year students with dyslexia and/or reading problems. It chronicles their adjustments to the academic expectations of the college environment as they transitioned from high school to college. Chichering (1969; Chickering & Reisser, 1993) provies the theoretical framework for the study. The study begins durign the students' first year of college and concludes four years later when the students are seniors preparing to graduate. Questions in the study were asked of the students over a four-year period.

Sign in / Sign up

Export Citation Format

Share Document