They’re Here, Now How Do You Keep Them?

2011 ◽  
Vol 1 (2) ◽  
pp. 25-41 ◽  
Author(s):  
Ruth Gannon Cook
Keyword(s):  
Time Management ◽  
Student Attitudes ◽  
Good Time ◽  
First Year ◽  
First Year Students ◽  
First Semester ◽  
College Age ◽  
New Students ◽  
Students Attitudes ◽  
The University

This is a case study of a class of first year traditional college-age students enrolled in a class that assessed measures to orient new students and enlist them in becoming committed to completing their degrees. The motivation of the university that designed the course was two-fold: to help students develop good time management and study skills; and to nurture student loyalty to retain them through graduation at this university. The study followed a small class of 18-20 year old first year students through their first semester at a mid-sized western public university. The results of the study indicated that while many factors affect students’ attitudes and retention throughout their college years, simple measures of enlistment and peer-mentoring fared best to positively influence student attitudes and responses in the college-orientation class; and, peer involvement offered the most promise of future brand commitment to student retention at the university.

They’re Here, Now How Do You Keep Them?

2013 ◽  
pp. 84-102
Author(s):  
Ruth Gannon Cook
Keyword(s):  
Time Management ◽  
Student Attitudes ◽  
Good Time ◽  
First Year ◽  
First Year Students ◽  
First Semester ◽  
College Age ◽  
New Students ◽  
Students Attitudes ◽  
The University

This is a case study of a class of first year traditional college-age students enrolled in a class that assessed measures to orient new students and enlist them in becoming committed to completing their degrees. The motivation of the university that designed the course was two-fold: to help students develop good time management and study skills; and to nurture student loyalty to retain them through graduation at this university. The study followed a small class of 18-20 year old first year students through their first semester at a mid-sized western public university. The results of the study indicated that while many factors affect students’ attitudes and retention throughout their college years, simple measures of enlistment and peer-mentoring fared best to positively influence student attitudes and responses in the college-orientation class; and, peer involvement offered the most promise of future brand commitment to student retention at the university.

Forging Connections: An Investigation of New Students' Perspectives of Their Transition to the University

2009 ◽  
Vol 29 (1) ◽  
pp. 31-42 ◽  
Author(s):  
Adele Baruch-Runyon ◽  
Zark VanZandt ◽  
S. Auguste Elliott
Keyword(s):  
Minority Students ◽  
Practice Theory ◽  
First Year ◽  
Research Practice ◽  
First Year Students ◽  
Competing Demands ◽  
Transitional Experience ◽  
University Life ◽  
New Students ◽  
The University

We studied first-year students through an integrated group workshop and longitudinal interviews that focused on students' transitional experience at the university as well as the strategies they developed to adjust to university life. Four themes emerged: the challenges of forming connections to other students with similar interests during the first few weeks on campus, the need to balance competing demands, varied experiences of connection with faculty and staff, and the need for translation of university life for minority students. To address the issues and concerns that emerged from our findings, we offer a number of advisory recommendations and programmatic initiatives. Relative Emphasis: research, practice, theory

Influence of Training on First-Year Nursing Department Students’ Attitudes on Death and Caring for Dying Patients: A Single-Group Pretest–Posttest Experimental Study

2017 ◽  
Vol 78 (4) ◽  
pp. 335-347 ◽  
Author(s):  
Birgül Cerit
Keyword(s):  
Student Attitudes ◽  
First Year ◽  
First Year Students ◽  
Attitudes Toward Death ◽  
Dying Patients ◽  
Study Results ◽  
Collection Data ◽  
The Difference ◽  
Students Attitudes ◽  
Nursing Department

The study examined the influence of training on first-year nursing department students’ attitudes on death and caring for dying patients. Utilizing the experimental model, the study sample consisted of 81 first-year students attending the nursing department of a university. Death Attitude Profile-Revised and Frommelt Attitude toward Care of the Dying Scale were used for data collection. Data analysis included means, standard deviation, and t test for related samples. Student attitudes toward death were measured as 146.43 (16.741) and 152.75 (15.132) for pre- and posttraining, respectively. Student attitudes toward caring for dying patients were established to be 103.02 (7.655) during pretraining period and 111.02 (10.359) at posttraining period. The difference between pre- and posttests for mean attitudes toward death and caring for the dying patient was statistically significant. Study results determined that training was effective in forming positive student attitudes toward death and caring for dying patients.

scholarly journals A Comparison of the Effectiveness of Presentation Formats for Instruction: Teaching First-Year Students

2000 ◽  
Vol 61 (1) ◽  
pp. 65-72 ◽  
Author(s):  
Carol Anne Germain ◽  
Trudi E. Jacobson ◽  
Sue A. Kaczor
Keyword(s):  
First Year Experience ◽  
First Year ◽  
Education Programs ◽  
Class Session ◽  
First Year Students ◽  
Web Based ◽  
Significant Difference ◽  
New Students ◽  
Presentation Formats ◽  
The University

First-year experience (FYE) programs offer librarians opportunities to teach new students in a comprehensive fashion. However, large FYE programs can place demands on user education programs that are difficult to meet. Instruction librarians at the University at Albany sought to address this dilemma by developing a Web-based instructional module for one class session. The module was used by a segment of students in the Project Renaissance FYE program, whereas another segment received instruction by a librarian. The effectiveness of the two instructional methods was compared using pre- and post-tests, and was found to be equal. Analysis of the test scores also showed that instruction, regardless of format, makes a significant difference (p < .05) in the number of correct test answers.

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 Programa de orientación entre iguales en educación superior para la adquisición de competencias instrumentales

2021 ◽  
Vol 32 (1) ◽  
pp. 132
Author(s):  
Noemí Merayo Álvarez ◽  
Inés Ruiz-Requies ◽  
Nicole Ávalos Díaz
Keyword(s):  
Academic Failure ◽  
High Rate ◽  
First Year ◽  
First Year Students ◽  
Academic Difficulties ◽  
Four Dimensions ◽  
Lack Of Information ◽  
New Students ◽  
Mixed Approach ◽  
The University

RESUMENLas necesidades detectadas en los estudiantes de nuevo ingreso de las Escuelas Técnicas Superiores de Ingenieros de Telecomunicación han llevado a plantear iniciativas de mentoría formal en sus grados. Estas carencias están relacionadas con una escasa orientación previa a la Universidad, gran heterogeneidad del alumnado, alto índice de fracaso académico en el primer curso y falta de información acerca de la inserción laboral. Este artículo pretende dar a conocer el programa MENTUm cuya finalidad es que estudiantes de últimos cursos ofrezcan apoyo e incentiven el aprendizaje e integración de estudiantes de primero con el objetivo de detectar las dificultades personales y académicas que presentan y desarrollar competencias instrumentales. La metodología de investigación empleada consiste en un Estudio de Caso desde un enfoque mixto, empleando técnicas tanto cuantitativas como cualitativas con la finalidad de alcanzar la mayor comprensión del programa en una de sus cuatro dimensiones: dar respuesta a las necesidades del alumnado de nuevo ingreso. Para la recogida de información, se han empleado tres técnicas de recogida de datos: cuestionarios, observaciones y entrevistas. Los resultados muestran que las dificultades personales tienen que ver con la falta de concentración, planificación y organización del tiempo, mientras que las dificultades académicas tienen que ver más con la falta de conocimientos previos ante los contenidos de las asignaturas. Como conclusiones hemos constatado que los estudiantes son conscientes desde su ingreso a la Universidad de la importancia de desarrollar competencias instrumentales de aprendizaje autónomo y planificación a medida que transcurre el año académico.ABSTRACT The needs detected in the new students of the Higher Technical Schools of Telecommunication Engineers have led to propose initiatives of formal mentoring in their grades. These shortcomings are related to a poor orientation prior to the University, great heterogeneity of the students, high rate of academic failure in the first year and lack of information about the labor insertion. This article describes the MENTUm program, whose purpose is for senior students to support and encourage the learning and integration of first-year students with the aim of detecting the personal and academic difficulties they present and developing some instrumental skills. The research methodology used consists of a Case Study from a mixed approach, using both quantitative and qualitative techniques in order to achieve a greater understanding of the program in one of its four dimensions: respond to the needs of new students. For the collection of information, three data collection techniques have been used: questionnaires, observations and interviews. The results show that personal difficulties have to do with the lack of concentration, planning and organization of time, while academic difficulties have more to do with the lack of prior knowledge regarding the contents of the subjects. As conclusions, we have verified that the students are aware from their beginning at the University of the importance of developing instrumental skills of autonomous learning and planning as the academic year progresses.

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.

ANALISIS READINESS MAHASISWA BARU DALAM PEMBELAJARAN DARING DI UIN SUNAN KALIJAGA YOGYAKARTA

2021 ◽  
Vol 13 (2) ◽  
pp. 179-188
Author(s):  
Aulia Faqih Rifa'i ◽  
Sumarsono Sumarsono
Keyword(s):  
Educational Institution ◽  
First Year ◽  
Learning Method ◽  
Learning Methods ◽  
Learning Readiness ◽  
First Year Students ◽  
Online Lectures ◽  
E Learning ◽  
New Students ◽  
The University

As an impact of Covid-19, the learning methods is shifting from conventional into e-learning. Therefore, UIN Sunan Kalijaga Yogyakarta as an educational institution have to implement online lectures for all students. This event causes the first year students to not having the opportunity to understand how lectures work. On the other hand, lecturers and the university did not yet have a picture of the readiness of new students to study with e-learning method. For that case, the university needs to know if the students are ready to be doing e-learning lectures. This descriptive quantitive research uses a questionnaire and e-learning readiness factors by Chapnik [1] to see the readiness of new students. As a result, the score of new students e-learning readiness is 45.09. Thus, new students of UIN Sunan Kalijaga Yogyakarta are not ready enough for studying in e-learning methods. This research also provides suggestions about how e-learning methods should be done for the lecturers.

Effects of a Fall Reading Break on First Year Students' Course Performance in Programming

2018 ◽  
Author(s):  
Carol Hulls ◽  
Chris Rennick ◽  
Mary Robinson ◽  
Samar Mohamed
Keyword(s):  
Focus Groups ◽  
Regression Model ◽  
Student Perceptions ◽  
First Year ◽  
Health Issues ◽  
Course Performance ◽  
First Year Students ◽  
First Semester ◽  
The University ◽  
The Impact

This paper presents a mixed methods study into the effects of a fall break on course performance in a first semester programming course in Mechatronics Engineering at the University of Waterloo.In 2016, the University of Waterloo instituted a two-day fall break immediately following Thanksgiving Monday, on a three-year pilot. The stated rationale for this break was to address student wellness and mental health issues, especially as this pertains to students transitioning from high school and their “looming midterms”. As of October 2017, there are now 20 institutions in Ontario with a fall break of between one five days in length after the Thanksgiving holiday.A linear regression model was calculated to examine the impact of the fall break on students. This model predicts students who regretted how they spent the fall break will earn 6% less in their first programming course. A logistic regression model was calculated which predicted inexperienced, struggling students have the highest odds of regretting how they spent the break.Three focus groups were conducted with students who experienced the fall break in fall of 2016 or 2017. These focus groups examined student perceptions of the fall break, how they recalled using their time during the break, and their reflections on the br

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