scholarly journals A comparative study of home educated students and traditionally educated students after completion of a Midwestern university first-year experience program

2015 ◽  
Author(s):  
◽  
Jeremey David Wolfe
Keyword(s):  
Higher Education ◽  
Minority Groups ◽  
Practical Knowledge ◽  
Self Report ◽  
First Year Experience ◽  
First Year ◽  
Student Survey ◽  
Significant Difference ◽  
Midwestern University ◽  
The Impact

The purpose of this study was to assist educational leaders in developing policy to better understand the home educated students and aspects of their first-year experience. This was achieved using a quantitative approach to gather information from three different student population groups, traditionally educated students, home educated students, and privately educated students. This information was gathered from a Midwestern university using a self-report student survey after the students had completed a first-year experience program. This quantitative study had 251 respondents, primarily from one Midwestern university. The study utilized the Knowledge, Attitude and Behavior Items Survey. The survey contained 39 items separated into a demographic section and three subscales: (a) knowledge, (b) attitudes, and (c) behavior. The survey was adapted from The University Experience Battery Items (Schrader and Brown, 2008) by eliminating questions, focusing the language and adding a demographic section. This study has implications both theoretically and practically. For home educated students the study provides insight into how this specific population compares to other student groups. The data from this study shows home educated students self-reported the practical knowledge, attitudes, and behaviors for a successful transition into higher education. This may encourage home educated students to engage and enroll in first-year experience programs when entering higher education. This study suggests students finish these programs with those necessary qualities for student success. The primary recommendation for further study was there was not a significant difference in survey answers for the three student populations. Further examination should be performed on other students groups, pertaining to first-year experience programs. This research only separated the results by the model of education used before entering higher education. Additional investigation on the impact of first-year experience programs with minority groups, socio-economic status, gender, and other demographic categories would lead further development of these programs. Replication of this study to a broader range of universities and higher education institutions would allow for a more diverse population, allowing for improved generalizability.

scholarly journals First-Year Students and the Framework: Using Topic Modeling to Analyze Student Understanding of the Framework for Information Literacy for Higher Education

2019 ◽  
Vol 14 (2) ◽  
pp. 51-69
Author(s):  
Melissa Harden
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Topic Modeling ◽  
Topic Model ◽  
Student Understanding ◽  
First Year Experience ◽  
First Year ◽  
First Year Students ◽  
Assigned Reading ◽  
The Impact

Abstract Objective – The Framework for Information Literacy for Higher Education has generated a significant amount of discussion among academic librarians; however, few have discussed the potential impact on learning when students interact directly with the Framework itself. At the University of Notre Dame, over 1,900 first-year students completed an information literacy assignment in their required first-year experience course. Students read a condensed version of the Framework, then wrote a response discussing how a frame of their choosing was reflected in an assigned reading. The goal of this exploratory study was to determine if the students demonstrated an understanding of the themes and concepts in the Framework based on this assignment. Methods – Topic modeling, a method for discovering topics contained in a corpus of text, was used to explore the themes that emerged in the students’ responses to this assignment and assess the degree to which they connect to frames in the Framework. The model receives no information about the Framework prior to the analysis; it only uses the students’ words to form topics. Results – The responses formed several topics that are recognizable as related to the frames from the Framework, suggesting that students were able to engage effectively and meaningfully with the language of the Framework. Because the topic model does not know anything about the Framework, the fact that the responses formed topics that are recognizable as frames suggests that students internalized the concepts in the Framework well enough to express them in their own writing. Conclusion – This research provides insight regarding the impact that the Framework may have on student understanding of information literacy concepts.

scholarly journals Moving Beyond First Year: An Exploration of Staff and Student Experience

2021 ◽  
Vol 12 (1) ◽  
pp. 82-92
Author(s):  
David Birbeck ◽  
Lois McKellar ◽  
Kat Kenyon
Keyword(s):  
Higher Education ◽  
First Year Experience ◽  
First Year ◽  
Student Survey ◽  
Education Students ◽  
Study Staff ◽  
University Life ◽  
Second Year ◽  
The University ◽  
Support Students

Transition pedagogy has had a major impact on the first year experience for higher education students in Australia. Similarly, there has been a significant focus on transitioning students from their final year of study to employment. Considerably fewer studies have sought to understand the “middle child”; the years in between the first and final year of study. Staff at a metropolitan Australian university noticed an increase in students struggling with university life after the first year of their program, with students purposefully withdrawing from courses or their program entirely. This article reports on focus groups held with staff and feedback via a student survey. Findings suggest the challenges faced by students in second year are multi-faceted, and curriculum and delivery should be intentionally designed to support students through a series of transitions throughout the university journey.

scholarly journals First year student expectations: Results from a university-wide student survey

2009 ◽  
Vol 6 (1) ◽  
pp. 16-32 ◽  
Author(s):  
Geoffrey Crisp ◽  
◽  
Edward Palmer ◽  
Deborah Turnbull ◽  
Ted Nettelbeck ◽  
...  
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Higher Education Institutions ◽  
First Year Experience ◽  
First Year ◽  
Student Survey ◽  
Student Expectations ◽  
Constructive Dialogue ◽  
First Time ◽  
First Year Student

Although much has been written on the first-year experience of students at higher education institutions, less attention has been directed to the expectations of students when they enter an institution for the first time. This paper provides additional insights into the expectations of students at an Australian university and highlights areas in which students’ expectations may not necessarily align with the realities of common university practices. By providing opportunities for students to articulate their expectations, staff are able to use the responses for a constructive dialogue and work towards a more positive alignment between perceived expectations and levels of student satisfaction with their experience.

scholarly journals Psychoeducation as a strategy to improve family support perceived from patient with alcohol dependence and personality disorder

2012 ◽  
Vol 5 (1) ◽  
pp. 18-24
Author(s):  
José Miguel Martínez González ◽  
Natalia Albein Urios ◽  
Pilar Munera ◽  
Antonio Verdejo García
Keyword(s):  
Group Therapy ◽  
Alcohol Dependence ◽  
Personality Disorders ◽  
Relapse Prevention ◽  
Behavioral Therapy ◽  
Individual Therapy ◽  
Psychoeducational Intervention ◽  
Self Report ◽  
Significant Difference ◽  
The Impact

The aim of this study was to prospectively analyze the impact of psychoeducation with relatives of addicted patients with personality disorders. We measured the impact of the psychoeducational intervention using a self-report questionnaire designed to assess perceived familiar support. The sample was composed by 37 patients with alcohol dependence following outpatient treatment. They underwent a cognitive-behavioral therapy relapse prevention program especially tailored for addicted individuals with comorbid personality disorders. 56.8% of patients followed individual therapy, and 43.2% followed group therapy. The relatives of the subgroup patients following group therapy simultaneously received the psychoeducational intervention. The analyses of the familiar support questionnaire across treatment showed a significant difference between groups as a function of treatment modality. Patients whose relatives followed the psychoeducational intervention had greater perception of familiar support throughout the treatment process.

scholarly journals Efficacy of Video-Based Forearm Anatomy Model Instruction for a Virtual Education Environment

2022 ◽  
Vol 9 ◽  
pp. 238212052110632
Author(s):  
Miraal S. Dharamsi ◽  
D. Anthony Bastian ◽  
Heather A. Balsiger ◽  
Joel T. Cramer ◽  
Ricardo Belmares
Keyword(s):  
Student Perceptions ◽  
Online Teaching ◽  
Virtual Education ◽  
Muscle Model ◽  
Student Survey ◽  
Significant Difference ◽  
Wet Lab ◽  
Group 2 ◽  
The Impact ◽  
Group 1

INTRODUCTION As virtual education becomes more widespread, particularly considering the recent COVID-19 pandemic, studies that assess the impact of online teaching strategies are vital. Current anatomy curriculum at Paul L. Foster School of Medicine consists of self-taught PowerPoint material, clinical vignette-centered team-based learning (dry lab), and prosection-based instruction (wet lab). This study examined the impact of video-based muscle model (VBMM) instruction using a student-designed forearm muscle model on anatomy quiz scores and student perceptions of its effectiveness with regards to learning outcomes. METHODS Students divided into Group 1 (54 students) and Group 2 (53 students) were assessed prior to and following a 3.5-minute video on anterior forearm compartment musculature using the muscle model. Group 1 began by completing a pretest, then received VBMM instruction, and then completed a posttest prior to participating in the standard dry lab and 1 hour wet lab. Group 2 completed the wet lab, then received the pretest, VBMM instruction, and posttest prior to participating in the dry lab. Both groups took an identical five-question quiz covering locations and functions of various anterior forearm muscles each time. RESULTS Mean scores were higher than no formal intervention with exposure to VBMM instruction alone (0.73 points, P = .01), wet lab alone (0.88 points, P = .002), and wet lab plus VBMM instruction (1.35 points, P= <.001). No significant difference in scores was found between instruction with VBMM versus wet lab alone ( P = 1.00), or between either instruction method alone compared to a combination of the two methods ( P = .34, .09). Student survey opinions on the VBMM instruction method were positive. CONCLUSION VBMM instruction is comparable to prosection-based lab with regards to score outcomes and was well received by students as both an independent learning tool and as a supplement to cadaveric lab. When compared to either instruction method alone, the supplementation of VBMM with cadaveric prosection instruction was best. VBMM instruction may be valuable for institutions without access to cadaveric specimens, or those looking to supplement their current anatomy curriculum.

Impact of diabetes on caregiver stress in patients with Alzheimer's disease: data from the ICTUS study

2018 ◽  
Vol 30 (8) ◽  
pp. 1109-1117 ◽  
Author(s):  
Jun Li ◽  
Matteo Cesari ◽  
Natalia Del Campo ◽  
Sandrine Andrieu ◽  
Birong Dong ◽  
...  
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Self Report ◽  
Personal Life ◽  
Diabetic Patients ◽  
Psychological Burden ◽  
Factorial Model ◽  
The Social ◽  
Significant Difference ◽  
The Impact

ABSTRACTBackground:To estimate the impact of comorbid diabetes on caregiver stress in Alzheimer's disease (AD) patients from the Impact of Cholinergic Treatment Use (ICTUS) study.Methods:Using the Data from the ICTUS study, diabetes mellitus (DM) was recorded at baseline and caregiver burden was assessed twice per year using the Zarit Burden Interview (ZBI) scale. The three-factorial model of ZBI (the effect on the social and personal life of caregivers, the psychological burden and the feelings of guilt) was adopted. Linear mixed models were used to examine the relation between DM and the scores of ZBI.Results:The present analyses were conducted on 1,264 AD subjects. A total of 156 patients (12.3%) had DM with taking antidiabetic medication and/or self-report of a history. At baseline, the caregivers of patients with or without DM had similar ZBI global scores and similar scores of three different factors of ZBI. Unadjusted and adjusted models both indicated that ZBI global score increased over a 24-month follow-up without significant effect of DM. Similarly, unadjusted model showed that DM was not determining any significant difference in the score of any factor. However, adjusted model indicated that in diabetic patients, the scores of the social and personal life of caregivers and the psychological burden increased more slowly than those in non-diabetic patients (p = 0.04 and 0.01, respectively).Conclusions:DM may affect the caregivers’ daily social and personal life and psychological burden in AD patients. It is necessary for further research.

scholarly journals Impact of first-year seminar on student engagement, awareness, and general attitudes toward higher education

2018 ◽  
Vol 10 (1) ◽  
pp. 15-30 ◽  
Author(s):  
Bothaina A. Al-Sheeb ◽  
Mahmoud Samir Abdulwahed ◽  
Abdel Magid Hamouda
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Positive Impact ◽  
First Year ◽  
Content Type ◽  
College Of Law ◽  
First Year Seminars ◽  
Campus Resources ◽  
The Impact ◽  
First Year Seminar

Purpose This study intends to add to the existing body of literature on the impact of a newly implemented first year seminar in the College of Law and Business. The purpose of this paper is to evaluate the effects the course have on students in regard to three aspects: student awareness and utilization of resources, interaction patterns, as well as, general interests and attitudes toward higher education. Design/methodology/approach The methodology of the assessment included analysis of a survey that has been conducted by the end of Spring 2014 semester. A quasi-experimental design was implemented to measure the impact of the intervention on students’ awareness and utilization of resources, interactions, general interests, and attitudes toward higher education. Through the SPSS application, the Mann Whitney U Test, and χ2 tests were used to check for significant differences while comparing the means or frequencies for both groups. For the three questions, the authors have used the 90 percent confidence level and the standard significance level p-value of 0.05 or less for statistical analysis. Findings The results indicated that the course had a highly significant positive impact on student attitudes and awareness of campus resources but had less significant impact on student interactions and utilization of resources. The results in this study reveal a positive impact for the first-year seminar course on student satisfaction and attitudes toward higher education as well as their awareness of campus resources. However, in terms of the course impact on student interaction, results conveyed that students who have participated in the first-year seminar course show a slightly better interaction rate with instructors, academic advisors, and close friends than those in the control group. Research limitations/implications The main limitation of this study was that the sample was small. Nonetheless, it has provided valuable insights into the understanding of the social and academic impact of first-year seminars on student engagement; through the use of comparison groups, this study increased the validity of prior research. Practical implications The first-year seminar course evaluated in this study demonstrated the potential to support and enhance student social and academic engagement during the first year of college. Based on the results in this study, the study team recommended some revisions to the current first-year seminar model (UNIV P100 Skills for University Success). The team proposed three models for subsequent first-year seminars at this university. Originality/value This study adds to the existing literature by examining the impact of a newly implemented first-year seminar course at the College of Law and Business at this university on both academic and non-academic aspects from the students’ perspective. These aspects were selected as retention and GPA effects have been widely explored; therefore, the focus is on the less studied emotional and social factors associated with student success and retention. The results from this study can act as a guide for universities intending to introduce a first-year seminar course as it gives clear guidelines on design, content, and course implementation, which can be useful in enhancing general student motivation and attitudes toward academic study and higher education in general.

Are They Worth It?

2021 ◽  
pp. 140-161
Author(s):  
Jamie Els ◽  
Erica Jansen ◽  
Stacey L. Kikendall ◽  
Amber Dailey-Hebert
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Faculty Perceptions ◽  
Communication Process ◽  
First Year ◽  
Digital Badges ◽  
Midwestern University ◽  
Faculty Input ◽  
Development Center ◽  
Digital Badging

Since 2011, the trend of digital badging has continued to rise among various organizations, including higher education. After gathering faculty feedback, input, ideas, and perspectives on structure and implementation, the faculty development center at a Midwestern university launched a university-wide digital badging program. The intent was to incorporate faculty input into the design of digital badges to gain faculty engagement. After the first year of implementation, a survey of faculty perceptions on digital badging received unanticipated results. Emerging themes from this survey indicate that faculty are hesitant towards digital badging; however, participant responses also suggest that faculty uncertainty of the digital badging program is connected to the communication process. Recommendations are presented to support the needs of faculty perceptions of a digital badging program.

scholarly journals Regulation of cognition: Validation of a short scale for Portuguese first-year university students

2020 ◽  
Vol 36 (2) ◽  
pp. 313-319
Author(s):  
Rui Bártolo-Ribeiro ◽  
Francisco Peixoto ◽  
Joana Casanova ◽  
Leandro Almeida
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
University Students ◽  
Metacognitive Awareness ◽  
Self Report ◽  
Dimensional Structure ◽  
Short Version ◽  
First Year ◽  
Regulation Of Cognition ◽  
Metacognitive Awareness Inventory

La calidad del aprendizaje en la Educación Superior depende, especialmente, de las habilidades de los estudiantes para regular su cognición. Esta regulación requiere habilidades cognitivas y metacognitivas, así como dimensiones motivacionales. Dada su relevancia en el rendimiento académico y el desarrollo de habilidades para el aprendizaje a lo largo de la vida, es importante aumentar la investigación en el campo. Este estudio pretende adaptar y validar una versión abreviada da dimensión Regulación de la Cognición del Metacognitive Awareness Inventory para estudiantes universitarios portugueses de primer año. Se empleó una muestra de 360 estudiantes y se identificó una estructura tridimensional (Planificación, 4 ítems; Estrategias, 7 ítems; y Monitoreo y evaluación, 7 ítems) con un factor de segundo orden (Regulación de la cognición). Los valores de consistencia interna de la escala reducida son aceptables para una escala de autoinforme y las correlaciones con el logro académico al final del primer año de la universidad garantizan su validez predictiva. Esta versión abreviada para medir la regulación de la cognición puede usarse en investigación junto con otros instrumentos en estudios más amplios y puede funcionar como una herramienta de diagnóstico para ayudar a los estudiantes en los desafíos de aprendizaje de la enseñanza superior. The quality of learning in Higher Education is particularly dependent on students' skills in regulating their cognition. This regulation requires cognitive and metacognitive skills as well as motivational dimensions. Due to its relevance in explaining students' academic achievement and developing lifelong learning skills, it´s important to increase research in the area. This study aims to adapt and validate a short version of the Regulation of Cognition of Metacognitive Awareness Inventory to first-year Portuguese university students. A sample of 360 students was considered and was identified a three-dimensional structure (Planning, 4 items; Strategies, 7 items; and Monitoring and evaluation, 7 items) with a second-order factor (Regulation of Cognition). The internal consistency values of the reduced scale are within the acceptable parameters for a self-report scale and the correlations with academic achievement at the end of the first year of the university guarantee the predictive validity of the scale. This short version of regulation of cognition measure allows its use in research with other instruments in larger studies and can function as a diagnostic / screening tool to help students in higher education learning challenges.

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