scholarly journals The Importance of First Semester Seminars for At-Risk First-Year Students: Analysis of Student Skills and Time Spent on Class Preparation

2021 ◽  
Vol 11 (9) ◽  
pp. 510
Author(s):  
David E. Reed ◽  
Guinevere Z. Jones
Keyword(s):  
High School ◽  
At Risk ◽  
First Year ◽  
Social Changes ◽  
Student Survey ◽  
First Year Students ◽  
First Semester ◽  
High School To College ◽  
Transition From High School ◽  
The University

The high-school-to-college transition can be difficult as students are adapting to a multitude of academic and social changes simultaneously. The University of Wyoming has created a first-semester program targeted at development of student skills for at-risk students using paired first-year seminar classes. Using student survey data from both pre- and post-course series, students were asked how important they thought academic and non-academic skills were as well as how much preparation time they were spending outside of class. Results from this work show large changes in the importance of skills and time spent studying during the transition from high school to college. This highlights the need to focus specifically on teaching skills to help students through the transition and suggests that not all skills are equal and data shows that students take longer than one semester to match their expected and actual amounts of time they spend outside of class studying.

scholarly journals First Year at University: Perceptions and Experiences of Students

1987 ◽  
Vol 17 (1) ◽  
pp. 47-63
Author(s):  
Edward A. Holdaway ◽  
Karen R. Kelloway
Keyword(s):  
High School ◽  
First Year ◽  
Listening Skills ◽  
First Year Students ◽  
University Of Alberta ◽  
University Experiences ◽  
Transition From High School ◽  
Library Skills ◽  
University Experience ◽  
The University

This study was initiated by concerns in the literature over freshman students and by the need to know more about students' perceptions of their university experience. In 1984, all 937 first-year students in the Faculties of Arts, Business, Education, Engineering, and Science who had come directly to the University of Alberta from high school were asked about their university experiences and the transition from high school. Family members, the University's reputation, and the University's proximity exerted the greatest influence upon the decision to attend. Preparation for an interesting career, obtaining a well-paying job, and learning about topics of special interest were the most important goals associated with their programs. Students considered that they were best prepared in reading skills, listening skills, and taking notes, and least well prepared in budgeting time, library skills, and study skills. Most assessed that they were working considerably harder than at high school, and many said that high school had not adequately prepared them for university. The greatest need to adjust occurred in amount of work, stress, difficulty of work, and methods of instruction. Students varied considerably in the extent to which their expectations were met and the time taken to feel "at ease."

scholarly journals Features of Adaptation of Non-Resident Students to the University Learning Environment

2020 ◽  
pp. 53-58
Author(s):  
Olga Viktorovna Bodenova ◽  
Lyudmila Pavlovna Vlasova
Keyword(s):  
Well Being ◽  
First Year ◽  
Adaptation Period ◽  
Subjective Well Being ◽  
State University ◽  
Student Survey ◽  
First Year Students ◽  
Resident Students ◽  
New Type ◽  
The University

The article is devoted to the overview of one of the most current problems that arise in the process of supporting the adaptation of students. The paper reveals the content of the adaptation process, its content and procedural characteristics, describes the types and stages, and directions of diagnostics. The aim of the work is to identify the features of adaptation in first-year students, including the description of the specifics of difficulties of non-resident students’ adaption. The study was conducted at the Institute of Pedagogy and Psychology “Petrozavodsk State University” with first-year students studying in the fields of education 44.03.02 Psychological and pedagogical education, 44.03.01. Pedagogical education, 44.03.03 Special (defectologic) education. The following methods were used to test the hypothesis: «I am a student» survey, «Scale of subjective well-being» method, analysis of documents (medical records of students), quantitative and qualitative analysis. The results of the study. Analysis of the results of the study showed that non-resident students have both general and specific difficulties of adaptation due to the breakdown of previous family and friendships, lack of emotional support, difficult living conditions, a new neighborhood, a new type of settlement, etc. The obtained results are used for development and implementation of measures to support students during the adaptation period.

Geometry is more than proof

1981 ◽  
Vol 74 (1) ◽  
pp. 11-18 ◽  
Author(s):  
Alan Hoffer
Keyword(s):  
High School ◽  
First Year ◽  
First Year Students ◽  
The Subject ◽  
The University

Each year we ask many of our first-year students at the University of Oregon to list the mathematical subjects or topics that they liked best and topics they liked least in their precollege classes. Although several subjects were “favorites,” the subject that was almost universalJy disliked was geome- try in high school.

Motivational Priorities Analysis of Consumers

2015 ◽  
Vol 4 (3) ◽  
pp. 61-66
Author(s):  
Булгакова ◽  
V. Bulgakova
Keyword(s):  
Higher Education ◽  
High School ◽  
Academic Progress ◽  
First Year ◽  
First Year Students ◽  
Technological Institute ◽  
Profile Changes ◽  
Motivational Profile ◽  
The University ◽  
Graduating Students

The article discloses logic and accumulates key findings of the research of motivational priorities of first-year students of Biysk technological Institute (branch) and potential applicants (graduating students of high school of Biysk town). The research was conducted in the autumn 2014. This research shows how much seriously respondents take higher education and choice of the University and what an important thing of their future university is. Also the research let us determine if respondents’ motivational profile changes because of parametric characterization such as sex, academic progress, specialisation, etc, and if there are some differences in motives of getting higher education and choice of the university of potential and real applicants.

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 Determinants of Cumulative GPA of First Year Widyatama University Students

2018 ◽  
Vol 7 (4.34) ◽  
pp. 267
Author(s):  
Farida Nursjanti ◽  
Indra Taruna ◽  
Shinta .
Keyword(s):  
High School ◽  
Stepwise Multiple Regression ◽  
First Year ◽  
Exam Score ◽  
Prospective Students ◽  
First Year Students ◽  
Entrance Exam ◽  
Independent Variables ◽  
Students First ◽  
The University

As a private college-oriented quality, Widyatama University has some quality commitments including receiving potential prospective students and giving priority to customer satisfaction. However, the university only uses entrance exam score, does not use previous academic performance such as national exam score to select potential prospective students. The aims of this research were to examine and to evaluate the factors which affect students’ First Year Cumulative GPA (FYCGPA) in Widyatama University. This research also investigated the determinants of students’ FYCGPA by the factors to explain variances in FYCGPA. This research used gender, major in high school, national exam score and entrance exam score as independent variables. Stepwise multiple regression analysis was carried out in this study. The result indicated that gender, entrance exam score, and major in high school have significant effect to FYCGPA. The model used in this study showed that 24.6% of the variances in FYCGPA can be explained by gender, entrance exam score, and major in high school. This results show that Widyatama University should consider more factors in selecting potential prospective students and providing services to first year students.  

Loneliness and the Development of Social Relationships in Malaysian University Students

2012 ◽  
Vol 40 (2) ◽  
pp. 227-238 ◽  
Author(s):  
Intan H. M. Hashim ◽  
Siamak Khodarahimi
Keyword(s):  
Social Network ◽  
University Students ◽  
Social Relationships ◽  
First Year ◽  
First Year Students ◽  
First Semester ◽  
The Social ◽  
The University

In this study we investigated loneliness and how social relationships develop in university students. Participants were 67 first-year students beginning their first semester in a university in northern Malaysia. We collected information regarding respondents' background, their descriptions of the social network at the university, and their level of loneliness. The study was conducted in 2 parts over a 10-week period; at 4 weeks after their registration and then at 14 weeks after their registration. Findings suggest development of friendship was still in progress and loneliness had increased at Time 2.

scholarly journals First semester academic performance: The importance of early indicators of non-engagement

2018 ◽  
Vol 9 (4) ◽  
pp. 1-12 ◽  
Author(s):  
Jacques Van der Meer ◽  
Stephen Scott ◽  
Keryn Pratt
Keyword(s):  
Academic Performance ◽  
Student Success ◽  
Grade Point Average ◽  
First Year ◽  
First Year Students ◽  
Grade Point ◽  
Retention Strategy ◽  
First Semester ◽  
Efficiency And Effectiveness ◽  
The University

Success, progression and retention of students are goals of many university strategic directions and policies. For many decades it has been recognised that the greatest focus in any retention strategy should be on first-year students. University of Otago too has goals around student success. The Strategic Plan of the institution also identified that in the context of a fiscally constrained environment, all of our activities and processes need to be assessed for efficiency and effectiveness.  To this end, a pilot was undertaken in one area of the university to identify possible indicators of first-year students’ non-engagement in the first semester and their possible impact on the first semester academic performance. The findings suggest that there are indeed some indicators that predict Grade Point Average at the end of the first semester.

scholarly journals Mandating Obesity Testing Across the Curriculum: Lessons Learned

2011 ◽  
Vol 2 (1) ◽  
pp. 29-34
Author(s):  
James L. DeBoy ◽  
Sally B. Monsilovich
Keyword(s):  
At Risk ◽  
Body Mass ◽  
Lessons Learned ◽  
First Year ◽  
University Faculty ◽  
First Year Students ◽  
The Past ◽  
Placement Policy ◽  
The University ◽  
Radical Approach

In response to the obesity problem that has dramatically increased over the past 30 years, Lincoln University’s HPER faculty petitioned the University faculty to accept a somewhat radical approach: test all entering first year students using Body Mass Indices (BMI) data for placing students in a Fitness for Life class. This class would constitute the intervention for students with BMI scores of 30 or higher (obese rating). This paper describes the chronology of events that unfolded once the placement policy became known beyond the campus green. Arguments both for and against the controversial course are presented. While the placement policy has been modified, the aim of the intervention has not wavered: identify those students who are most at risk for hypokinetic disease and provide them with the appropriate resources to effectively address those amenable lifestyle factors that will rob them of quality and quantity of life. 

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