scholarly journals First-Generation Indonesian Undergraduates’ Persistence: A Phenomenological Study

2021 ◽  
Vol 56 (2) ◽  
pp. 303-311
Author(s):  
Taufik Mulyadin ◽  
Yayah Rahyasih
Keyword(s):  
Learning Community ◽  
Community Organizing ◽  
First Generation ◽  
Phenomenological Study ◽  
Academic Support ◽  
Bachelor's Degree ◽  
First Year ◽  
Lower Income ◽  
College Information ◽  
College Personnel

In 2013, the tuition reform was undertaken in Indonesian higher education and, in turn, has facilitated the growing enrollments of undergraduates from lower-income families. Most of them are the first in their families to go to college. The increasing presence of first-generation students at campus requires sufficient understanding and necessary support from college personnel to allow them to succeed in their degree pursuit. Hence, by using social capital as the framework, this study attempted to dismantle the experiences of persistence of first-generation Indonesian undergraduates. The participants of this study were Indonesians who have earned a bachelor’s degree within the last five years and had neither parent has attended college. This study employed a phenomenological method to obtain the substance of how first-generation undergraduates in Indonesia interpret, process, and experience their persistence in college. The data collection was undertaken by use of two methods: questionnaire and interview. For data analysis, the study performed a set of analysis steps consisting of epoche, phenomenological reduction, imaginative variation, and structural/textual descriptions synthesis. Based on the analyzed interviews, there were six themes identified regarding support sources of persistence of Indonesian undergraduates: a) family; b) faculty and staff; c) friends; d) pre-college information; e) self-motivation; and f) financial aid. From the findings of this study, to enhance Indonesian undergraduates’ success in remaining in and then graduating from college, institutions need to do as follows: building a learning community, organizing a first-year program, facilitating student-faculty relations, and offering essentially academic support.

A Clear Pathway

2017 ◽  
pp. 343-365 ◽  
Author(s):  
Donna M. Velliaris
Keyword(s):  
Learning Community ◽  
Teaching And Learning ◽  
Educational Institution ◽  
South Australia ◽  
Bachelor's Degree ◽  
First Year ◽  
Online Questionnaire ◽  
Policies And Procedures ◽  
New Students ◽  
The Difference

The educational institution participating in this research is a pre-university pathway college in South Australia. Specific to this study are the international students who enter this educational organization to undertake a Diploma in Business, Information Technology (IT) or Engineering, which constitutes the ‘first-year' of a Bachelor's degree at the partner university. In response to a mandatory online questionnaire, 106 responses were gathered from new students to the open-ended question—What is the difference between ‘group work' and ‘collusion'? Faculty are taking greater responsibility for elucidating the ‘line' between authorized and unauthorized collaboration. Deep(er) understanding of students' views/notions of these two concepts are indispensable if institutions with diverse student populations are to develop effective policies and procedures for increasing Academic Integrity (AI) among all members of the teaching and learning community.

scholarly journals Field Efficacy of Steinernema sp. (Rhabditida: Steinernematidae) on the Colorado Potato Beetle Overwintering Generation

Plants ◽  
2021 ◽  
Vol 10 (7) ◽  
pp. 1464
Author(s):  
Maja Čačija ◽  
Renata Bažok ◽  
Majda Kolenc ◽  
Tena Bujas ◽  
Zrinka Drmić ◽  
...  
Keyword(s):  
Colorado Potato Beetle ◽  
First Generation ◽  
Control Measures ◽  
Recommended Dose ◽  
Steinernema Feltiae ◽  
First Year ◽  
Potato Beetle ◽  
Field Efficacy ◽  
Second Year ◽  
Economic Pest

Colorado potato beetle (CPB) is an economic pest of potato that has developed resistance to all classes of chemical insecticides, thus requiring alternative control measures. As a potential solution, entomopathogenic nematodes (EPNs) have proven effective in suppressing this pest, but their efficacy against overwintering generations of CPB in Croatia has not been sufficiently researched. The aim of this two-year (2018–2019) field study was to determine the efficacy of Steinernema feltiae and Steinernema carpocapsae applied to overwintering CPB adults. EPNs were applied at three doses (7.5 mil./10 m2, 5.0 mil./10 m2 (the recommended dose) and 2.5 mil./10 m2) by watering the soil where the adults were overwintering. The first-year results were satisfactory for both EPNs: the efficacy of S. feltiae ranged from 79.03% to 100.00%, while the efficacy of S. carpocapsae ranged from 77.32% to 96.22%. In the second year, the highest efficacy (69.57%) was obtained using the recommended dose of S. feltiae. Although the results are not consistent across the two years of our study and suggest further research, they indicate that EPNs have great potential in controlling overwintering CPB generations to reduce first generation abundance and damage, and also to prevent the spread of new generations to surrounding potato growing areas.

A Longitudinal Investigation of First-Generation College Students’ Mentoring Relationships During Their Transition to Higher Education

2021 ◽  
pp. 152102512110227
Author(s):  
Matthew A. Hagler ◽  
Kirsten M. Christensen ◽  
Jean E. Rhodes
Keyword(s):  
College Students ◽  
Self Efficacy ◽  
Help Seeking ◽  
First Generation ◽  
First Generation College Students ◽  
Mentoring Relationships ◽  
First Year ◽  
School Membership ◽  
Longitudinal Investigation ◽  
First Generation College

Non-parent mentoring relationships are important protective factors for first-generation college students. Previous research has focused on singular mentoring relationships measured at one time point, failing to capture the breadth and dynamic nature of social networks. The current study is a longitudinal investigation of first-generation students’ mentoring networks during their transition to college at a four-year, predominantly minority-serving commuter university. At the beginning and end of their first year, students (N = 176) responded to online surveys on their mentoring relationship(s), attitudes toward help-seeking, and college experiences. Cumulative support from pre-college mentoring relationships retained across the first year was positively associated with self-efficacy. Support from newly acquired mentoring relationships was positively associated with psychological sense of school membership. Network orientation was positively associated with self-efficacy and sense of school membership. These findings highlight the importance of diverse mentoring networks and demonstrate the utility of collecting longitudinal data on multiple mentoring relationships.

An exploration of the factors that contribute to learning satisfaction of first-year anatomy and physiology students

2015 ◽  
Vol 39 (3) ◽  
pp. 158-166 ◽  
Author(s):  
Saramarie Eagleton
Keyword(s):  
Learning Community ◽  
Teaching And Learning ◽  
Community Support ◽  
First Year ◽  
Learning Effectiveness ◽  
Anatomy And Physiology ◽  
Learning Satisfaction ◽  
Use Of Technology ◽  
Teaching Anatomy ◽  
Physiology Students

Lecturers have reverted to using a “blended” approach when teaching anatomy and physiology. Student responses as to how this contributes to their learning satisfaction were investigated using a self-administered questionnaire. The questionnaire consisted of closed- and open-ended questions that were based on three determinants of learning satisfaction: perceived course learnability, learning community support, and perceived learning effectiveness. Regarding course learnability, students responded positively on questions regarding the relevance of the subject for their future careers. However, students identified a number of distractions that prevented them from paying full attention to their studies. As far as learning community support was concerned, respondents indicated that they were more comfortable asking a peer for support if they were unsure of concepts than approaching the lecturing staff. Most of the students study in their second language, and this was identified as a stumbling block for success. There was a difference in opinion among students regarding the use of technology for teaching and learning of anatomy and physiology. From students' perceptions regarding learning effectiveness, it became clear that students' expectations of anatomy and physiology were unrealistic; they did not expect the module to be so comprehensive. Many of the students were also “grade oriented” rather than “learning oriented” as they indicated that they were more concerned about results than “owning” the content of the module. Asking students to evaluate aspects of the teaching and learning process have provided valuable information to improve future offerings of anatomy and physiology.

Transitioning Out of Foster Care

2017 ◽  
Vol 51 (4) ◽  
pp. 529-547 ◽  
Author(s):  
Sunny Harris Rome ◽  
Miriam Raskin
Keyword(s):  
Foster Care ◽  
Lived Experience ◽  
Phenomenological Study ◽  
Mental Health Problems ◽  
Aging Out ◽  
First Year ◽  
Full Time ◽  
Employment Education ◽  
Qualitative Phenomenological ◽  
Qualitative Phenomenological Study

Youth aging out of foster care are at particular risk for negative outcomes including school dropout, homelessness, poverty, unemployment, substance abuse, health and mental health problems, and victimization. Yet we know little about how, when, and why these youth find themselves on a downward trajectory. This qualitative, phenomenological study—conducted in partnership with four public child welfare agencies—examined the lived experience of 19 youth during their first year after exiting foster care. The authors used monthly, contemporaneous interviews to explore domains including housing, employment, education, and relationships with trusted adults. Although outcomes in employment were poorest, participants’ experience in all domains was characterized by frequent changes and instability. Adverse events began immediately and many youth were unsure how to navigate the system to get help. Yet youth who were successful in one domain were more likely to be successful in others. Risk factors included having four or more foster care placements, being on probation, accumulating fines, and losing government assistance. Protective factors included living with an adult who shares the rent and maintains a positive, consistent presence; being a full-time student; receiving educational and housing subsidies; having reliable means of transportation and communication; and maintaining the same job throughout the transitional year. Despite facing significant obstacles, the youth demonstrated resilience and optimism as they contemplated their futures. Recommendations include providing specialized services that target youth as they exit the system, and emphasizing stability rather than self-sufficiency.

scholarly journals Supporting Chinese Undergraduate Students in Transition at U.S. Colleges and Universities

2017 ◽  
Vol 7 (4) ◽  
pp. 963-989
Author(s):  
Kerrie A. Montgomery
Keyword(s):  
United States ◽  
International Education ◽  
Undergraduate Students ◽  
Phenomenological Study ◽  
The United States ◽  
First Year ◽  
Orientation Programs ◽  
Residential Life ◽  
And Coping ◽  
Students In Transition

The Chinese undergraduate student population currently represents 12.8% of all international students enrolled in the United States (Institute for International Education, 2015a).  In an effort to understand the experiences of this population in their first year of college in the United States, a phenomenological study was conducted using a conceptual framework comprising Schlossberg’s Transition Model (Schlossberg, Waters, & Goodman, 1995) and the Culturally Engaging Campus Environments (CECE) Model (Museus, 2014). Three transition types were identified – academic, social/personal, and linguistic – and participants’ preparation, sources of institutional support, and coping strategies for moving through these transitions were examined. Recommendations for practice include: multi-faceted, mandatory orientation programs; ongoing workshops and resources beyond orientation; and improvements to housing and residential life opportunities and experiences.

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