scholarly journals Building a Community of Learners In and Outside the Classroom

2018 ◽  
Vol 8 (2) ◽  
pp. 1256-1263
Author(s):  
Erin Knoche Laverick
Keyword(s):  
College Students ◽  
International Students ◽  
Learning Communities ◽  
Support Systems ◽  
First Year ◽  
Community Of Learners ◽  
Campus Life ◽  
First Semester ◽  
Common Support ◽  
First Year Seminars

Learning Communities (LCs) and First-Year Seminars (FYS) are common support systems for college students. This article explores the use of such systems with undergraduate international students in their first semester of study as a means to help them better acclimate to campus life and rigorous classroom expectations.

scholarly journals The First Year Acculturation: A Longitudinal Study on Acculturative Stress and Adjustment among the First Year International College Students

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Katie Koo ◽  
Ian Baker ◽  
Jiyoon Yoon
Keyword(s):  
College Students ◽  
International Students ◽  
Acculturative Stress ◽  
Social Connectedness ◽  
English Proficiency ◽  
Economic Status ◽  
College Experiences ◽  
First Year ◽  
First Semester ◽  
International College

We analyzed 192 first year international college students in Mid-Atlantic region to examine change of international students’ acculturative stress, adjustment, and collegiate experiences during their first year in the U.S. higher education. We found that male students, students from low socio-economic status, and students majored in humanity showed higher rate of acculturative stress and lower rate of satisfaction with college experiences compared to their counterparts. International students reported decreased acculturative stress and homesick, and increased English proficiency, social connectedness, and satisfaction with college experiences during the last week of the first year compared to the first week of their first semester. Satisfaction with college experiences, English proficiency, social connectedness, and self-esteem were significant predictors of acculturative stress. Lastly, acculturative stress in the first week of the first year and satisfaction with college experience in the last week of the first year were on each other reciprocally over one year internal.

Tracing "Friendsickness" During the First Year of College Through Journal Writing: A Qualitative Study

NASPA Journal ◽  
2004 ◽  
Vol 41 (3) ◽  
Author(s):  
Jennifer L. Crissman Ishler
Keyword(s):  
College Students ◽  
Qualitative Study ◽  
Journal Writing ◽  
First Year ◽  
First Semester ◽  
First Year Of College ◽  
New Students ◽  
First Year Seminars ◽  
College Friendships ◽  
Journal Entries

The purpose of this qualitative study was to consider “friendsickness” as experienced by 96 entering college students. As defined here, friendsickness is a challenge new students experience when they leave their established network of friends and begin college. Journal entries written by new students in first-year seminars were examined and analyzed using a phenomenological framework. Results showed that many first-semester students enrolled in firstyear seminars delayed making new friends at college, whereas second semester students in first-year seminars embraced their new college friendships. The second finding was that journal writing appeared to help students explore and understand their issue of friendsickness.

First-Year College Students’ Time Use

2016 ◽  
Vol 28 (1) ◽  
pp. 5-27 ◽  
Author(s):  
Jordan Thibodeaux ◽  
Aaron Deutsch ◽  
Anastasia Kitsantas ◽  
Adam Winsler
Keyword(s):  
College Students ◽  
Time Use ◽  
Self Regulation ◽  
First Year ◽  
Grade Point ◽  
First Semester ◽  
First Year College ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
First Year College Students

How students manage their time is critical for academic performance and is an important component of self-regulated learning. The purpose of the present study was to examine relationships among first-year college students’ ( N = 589) time use, academic self-regulation, and target and actual grade point average (GPA) at three time points. Findings showed that students planned and spent less time on academics than socializing and work obligations in their first semester. Students generally planned to spend more time on academics in the second semester. Academic time use (planned and actual academic hours) related to higher self-regulated learning and target GPA in the first and second semester. Students who were farther away from their first-semester target lowered their second-semester target GPA instead of planning more time in academics. Students exceeding their target first-semester GPA planned to socialize more in the second semester. Orientation and transition programs that assist students may need to revisit time management and planning midway through the year to address potentially inadequate self-regulated learning in the first year of college.

Adaptive Behavior of College Students With Autism

2021 ◽  
pp. 108835762110562
Author(s):  
Kathleen D. Viezel ◽  
Benjamin Freer ◽  
Chelsea D. Morgan
Keyword(s):  
College Students ◽  
Academic Success ◽  
Adaptive Behavior ◽  
Autism Spectrum ◽  
First Year ◽  
Sat Scores ◽  
Grade Point ◽  
First Semester ◽  
College Ready ◽  
Living Skills

As an increasing number of individuals with autism spectrum disorder (ASD) matriculate on college campuses, all stakeholders should be prepared to meet their needs. Despite a body of literature describing adaptive behavior deficits of those with ASD, there is a paucity of research examining these skills among those who are college-ready. The present study investigated the adaptive behavior of a diverse group ( N = 27) of incoming college students with ASD and examined to what extent these skills could predict initial academic success. Despite average intelligence and good academic indicators, deficits in communication, socialization, and daily living skills were found. No models, even those which included intelligence quotient (IQ) and SAT scores, were predictive of first-semester or first-year grade point average (GPA). Importantly, freshman-to-sophomore retention appeared higher than the university average. Findings suggest that practitioners and families should consider adaptive behavior in addition to intellectual and academic capabilities when considering postsecondary opportunities and available supports.

The Impact of Curricular Interventions on Intended Second Year Re-Enrollment

2005 ◽  
Vol 7 (1) ◽  
pp. 61-89 ◽  
Author(s):  
Jennifer R. Keup
Keyword(s):  
Service Learning ◽  
Learning Communities ◽  
First Year Experience ◽  
First Year ◽  
Interactive Relationship ◽  
Second Year ◽  
First Year Seminars ◽  
Cooperative Institutional Research Program ◽  
The Impact ◽  
Curricular Interventions

Utilizing data from the national administration of a Cooperative Institutional Research Program (CIRP) baseline and follow-up survey of the first-year experience during the 2002–2003 academic year, this study explores the relationship between three curricular interventions—first-year seminars, service-learning, and learning communities—and the longitudinal process of first-to-second year retention. The findings from descriptive analyses showed that there are numerous positive relationships between these three interventions and integrative first-year experiences as defined by Tinto's (1987, 1993) longitudinal model of departure. Further, logistic regression suggests that service-learning courses have an indirect impact on the intent to re-enroll for a second year of college, while first-year seminars and learning communities may have an interactive relationship in their impact on the outcome measure.

scholarly journals A Comparison of Stress Perception in International and Local First Semester Medical Students Using Psychometric, Psychophysiological, and Humoral Methods

2018 ◽  
Vol 15 (12) ◽  
pp. 2820 ◽  
Author(s):  
Daniel Huhn ◽  
Carolin Schmid ◽  
Rebecca Erschens ◽  
Florian Junne ◽  
Anne Herrmann-Werner ◽  
...  
Keyword(s):  
International Students ◽  
Medical Students ◽  
First Year ◽  
Professional Efficacy ◽  
First Semester ◽  
Hair Samples ◽  
Stress Levels ◽  
Students First ◽  
Local Students ◽  
First Year Medical Students

(1) Medical doctors and medical students show increased psychological stress levels. International medical students seem to be particularly vulnerable. (2) We compared different methods of assessing stress levels in international and local first year medical students. First, study participants completed questionnaires related to stress, depression, empathy, and self-efficacy (MBI, PSQ, PHQ-9, JSPE-S, and GSE) at three separate points in time (T1 to T3). Second, their heart rate variabilities (HRVs) were recorded in an oral examination, a seminar, and in a relaxing situation. Third, hair samples were collected at the beginning and at the end of the semester to assess the cortisol concentration. (3) Included were 20 international and 20 local first semester medical students. At T1, we found considerable differences between international and local students in the JSPE-S; at T2 in the MBI factor “professional efficacy”, the PHQ-9, and in the JSPE-S; and at T3 in the MBI factors “cynicism” and “professional efficacy”, the PHQ-9, and in the JSPE-S. International and local students also differed concerning their HRVs during relaxation. Over the course of the semester, international students showed changes in the MBI factors “emotional exhaustion” and “professional efficacy”, the PHQ-9, and the GSE. Local students showed changes in the GSE. No effects were found for students’ hair cortisol concentrations. (4) All participants showed low levels of stress. However, while international students experienced their stress levels to decrease over the course of the semester, local students found their stress levels to increase.

scholarly journals Coming to College Hungry

2021 ◽  
Vol 1 (1) ◽  
pp. 106-135
Author(s):  
Daniel A Collier ◽  
Dan Fitzpatrick ◽  
Chelsea Brehm ◽  
Eric Archer
Keyword(s):  
College Students ◽  
Psychological Distress ◽  
Food Insecurity ◽  
Survey Data ◽  
First Generation ◽  
First Year ◽  
Limited Evidence ◽  
First Year Students ◽  
Underserved Students ◽  
First Semester

This exploratory descriptive, single-university study (N=700) joined institutional, external, and survey data to examine first-year students’ food insecurity links to non-cognitive attributes and first-semester performance and persistence. Regressions indicate LGBTQ, multi-racial, international, transfer, and first-generation students exhibit increased food insecurity. Food insecurity linked with psychological distress, financial stress, amotivation, and intent to engage with peers but not to faculty, staff, and academic engagement. Food insecurity is also associated with lower first-semester GPA and credits earned. Findings strengthen limited evidence that food insecurity links to college students’ experience, suggesting groups of already-underserved students may need immediate support to ease food insecurity.

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