scholarly journals Considerations for Orientation Programming

2019 ◽  
Vol 19 (2) ◽  
Author(s):  
Jeannine Kranzow
Keyword(s):  
College Student ◽  
Qualitative Study ◽  
College Transition ◽  
Transition To College ◽  
First Year ◽  
First Year Students ◽  
Transition Programming

While many different college student populations have been studied in the college transition literature, there are few studies investigating homeschoolers' transition to college. This study reports findings from a qualitative study which investigated the experiences of first-year students who were homeschooled. Implications for those working in orientation and transition programming are discussed.

scholarly journals Qualitative Analysis of Student Perceptions: “Some Advisors Care. Some Don't.”

2017 ◽  
Vol 37 (2) ◽  
pp. 44-54
Author(s):  
Ruth V. Walker ◽  
Alexandra I. Zelin ◽  
Carolyn Behrman ◽  
Rachel Strnad
Keyword(s):  
Student Perceptions ◽  
Academic Advising ◽  
State Institution ◽  
Transition To College ◽  
Guidance Counselors ◽  
First Year ◽  
Perceived Effectiveness ◽  
First Year Students ◽  
Individual Interviews ◽  
School Guidance

University-based academic advising at a large, Great Lakes state institution was designed to support first-year students' transition to college. We conducted individual interviews and facilitated story circles with 162 students to determine their perceived effectiveness of advising. Analyses revealed four overarching themes: student difficulty making the distinction between roles of high school guidance counselors and postsecondary academic advisors, advisor communication, student desire for a relationship, and advisor accessibility. On the basis of data gathered, we developed a model for understanding the formation and maintenance of student advising perceptions.

Sense of Belonging and Mattering Among Two Cohorts of First-Year Students Participating in a Comprehensive College Transition Program

2019 ◽  
Vol 64 (3) ◽  
pp. 276-297 ◽  
Author(s):  
Darnell Cole ◽  
Christopher B. Newman ◽  
Liane I. Hypolite
Keyword(s):  
Low Income ◽  
College Transition ◽  
Sense Of Belonging ◽  
First Generation ◽  
First Year ◽  
Financial Barriers ◽  
First Year Students ◽  
Public College ◽  
Care And Support ◽  
Comprehensive College

For first-year students who carry traditionally marginalized identities, comprehensive college transition programs (CCTPs) can offer key wraparound services to help address some of the major academic, social, and financial barriers they may encounter. This article looks at one such CCTP implemented at three public college campuses serving a range of students, including those from low-income, first-generation, and racial/ethnic minority backgrounds. More specifically, this study uses regression analyses to look at two cohorts of first-year students’ experiences related to sense of belonging and mattering to their CCTP. The findings suggest that when considering students’ experiences in the CCTP, staff care and support and perceptions of grade check meetings were experiences that were significantly related to both sense of belonging and mattering.

College Student Bereavement Experience in a Christian University

2012 ◽  
Vol 64 (3) ◽  
pp. 241-259 ◽  
Author(s):  
Andrea C. Walker ◽  
John D. Hathcoat ◽  
Illene C. Noppe
Keyword(s):  
Mental Health ◽  
College Student ◽  
Mental Health Problems ◽  
Health Problems ◽  
First Year ◽  
First Year Students ◽  
Christian University ◽  
Personal Support ◽  
University Personnel ◽  
University Climate

As part of the National College Grief Study, college student bereavement experience was examined specifically in a Christian university climate. Sex, year in school, and closeness to the deceased were measured in terms of academic and mental health outcomes and resources utilized. Females reported more mental health problems when close to the deceased, and seniors were less likely than first year students to utilize personal support resources of family and religion. During close losses, students experienced more mental health problems and negative social outcomes, but they did not access more resources. Recommendations for university personnel and suggestions for further research are given.

scholarly journals The Academic Adjustments of First-Year Students with Autism

2021 ◽  
pp. 36-41
Author(s):  
Wanda Hadley ◽  
Yuqian Zhang
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
Autism Spectrum ◽  
Transition To College ◽  
First Year ◽  
Students With Learning Disabilities ◽  
First Year Students ◽  
High School To College ◽  
Students With Autism ◽  
Spectrum Disorders

Students with learning disabilities, specifically those with autism spectrum disorders (ASD) transitioning from high school to college might face barriers to their academic participation. Seamless access on campus for students with ASD should be a priority that includes accommodations, a culture that is inclusive, and faculty that understand the issues related to having students with ASD in the classroom. This study reviews the experiences of the same group of entering first-year students with ASD over a two-year period as they adjust to the transition to college. Students struggled to move away from accommodations such as tutoring, extra time for exams, and proctored exams as they had received in high school.

scholarly journals Service Leadership Seminar

2019 ◽  
Vol 18 (1) ◽  
Author(s):  
Kathy L. Guthrie
Keyword(s):  
Transition To College ◽  
First Year ◽  
Florida State University ◽  
State University ◽  
Socially Responsible ◽  
First Year Students ◽  
Mixed Methods Approach ◽  
Service Leadership ◽  
The Impact ◽  
Responsible Leader

The Service Leadership Seminar program at Florida State University is a unique way to assist first-year students with their transition to college while enabling them to continue their commitment to service and leadership. This article explores the impact the Service Leadership Seminar has on students through a mixed methods approach. The Socially Responsible Leader Scale showed a positive shift in students' consciousness of self. Through focus groups, students reported this program as being helpful in their transition and development of personal identities.

scholarly journals Developing Mindsets: A Qualitative Study among First-Year South African University Students

2021 ◽  
Vol 9 (2) ◽  
pp. 199-216
Author(s):  
Hettie Terblanche ◽  
Henry D. Mason ◽  
Barend van Wyk
Keyword(s):  
Qualitative Study ◽  
South African ◽  
Personal Growth ◽  
Lived Experiences ◽  
Engineering Students ◽  
Student Support ◽  
First Year ◽  
First Year Students ◽  
Support Programme ◽  
Support Programmes

This article reports on a qualitative study that evaluated first-year students’ lived experiences of attending a 12-week student support programme focused on fostering mindsets. Participants included 545 first year Engineering students enrolled for academic studies at a South African university. All participants completed qualitative narrative sketches depicting their experiences. A random sample of 300 students’ narrative sketches was included as data in the qualitative study. The data were analysed using thematic analysis, and Dweck’s theory on mindsets served as the theoretical lens through which the data were interpreted. The results indicate that the majority of students experienced significant personal growth from attending the student support programme. Additionally, the findings point to the relevance and importance of offering student support programmes focused on exploring mindsets to first-year students. The results of this exploratory study suggest that mindset theory should be considered as an essential component when advising first-year South African Engineering students. Furthermore, we make a case for the relevance of positive psychology-based development programmes for first-year students.

Do First-Year College Students' Expectations Align with their First-Year Experiences?

NASPA Journal ◽  
2005 ◽  
Vol 42 (2) ◽  
Author(s):  
Joshua S. Smith ◽  
Ellen C Wertlieb
Keyword(s):  
College Students ◽  
Transition To College ◽  
First Year ◽  
Academic Expectations ◽  
Social Expectations ◽  
First Year Students ◽  
Grade Point ◽  
First Year College ◽  
First Year College Students ◽  
First Year Experiences

First-year college students’ expectations about "what college is like" do not always align with their actual experiences. This study examined 31 first-year students’ social and academic expectations and compared those expectations with students' experiences at the middle and end of their first year of college. Paired t tests revealed that students' academic and social expectations did not align with their first-year experiences. Academic and social expectations/experiences were not statistically significant predictors of first-year academic achievement. However, students with unrealistic high social or academic expectations had lower first-year grade point averages (GPAs) than students with average or below-average expectations. Recommendations for increasing high school and college collaboration to assist students with the transition to college are included.

The Parent Project: What Parents Want from the College Experience

NASPA Journal ◽  
2000 ◽  
Vol 38 (1) ◽  
Author(s):  
Cathryn Goree Turrentine ◽  
Stacey L. Schnure ◽  
D. David Ostroth ◽  
Jeanine A. Ward-Roof
Keyword(s):  
Academic Success ◽  
Qualitative Study ◽  
College Experience ◽  
Quality Education ◽  
First Year ◽  
First Year Students ◽  
Parent Project ◽  
Job Preparation

In a 2-year qualitative study, 1,382 parents of first-year students at two institutions used interactive websites to list their hopes and goals for their students’ overall college experience. Top goals include quality education, job preparation, maturity/independence, fun/enjoyment, graduation, friendships/networks, and academic success.

scholarly journals Using Fiction to Support Identity Development and Transition in Conditionally-Enrolled Students

2019 ◽  
Vol 2 (2) ◽  
pp. 70-84
Author(s):  
Emily E Virtue
Keyword(s):  
Identity Development ◽  
Popular Literature ◽  
Transition To College ◽  
First Year ◽  
Summer Bridge Program ◽  
Summer Bridge ◽  
Identity Exploration ◽  
First Year Students ◽  
First Semester ◽  
Bridge Program

The transition to college can be difficult for many first-year students. Students who are conditionally enrolled may struggle more than their peers in terms of feeling comfortable in an academic setting. This case study explores how conditionally-enrolled students who participated in a summer bridge program read popular literature to explore their own struggles in the transition to college. Findings call for faculty and staff who work with conditionally-enrolled students to support and accept identity exploration in the classroom, particularly during the first semester.

scholarly journals Summer Engineering Academy for First-year Students in STEM: Making the Transition to College Through Coding and Robotics

2020 ◽  
Author(s):  
Okan Caglayan ◽  
Sreedevi Ande ◽  
Erik Coronado ◽  
Max Martinez ◽  
Samuel Handowski
Keyword(s):  
Transition To College ◽  
First Year ◽  
First Year Students ◽  
And Robotics
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