scholarly journals College 101: Strategies for First Year Success – A Program for High School Seniors

2007 ◽  
Vol 2 (1) ◽  
pp. 133-141
Author(s):  
Brian Raison
Keyword(s):  
High School ◽  
Decision Making ◽  
Time Management ◽  
High School Seniors ◽  
Dropout Rate ◽  
First Year ◽  
Negative Consequences ◽  
High School To College ◽  
Social Scene ◽  
Transition From High School

Making the transition from high school to college can be one of the biggest challenges in life. The first year dropout rate stands at 26% nationally. Adolescent decision-making literature suggests that youths can achieve greater success and reduce negative consequences during their first year of college if they 1) increase knowledge of new social scene and academic protocols, and 2) work through a conjectural decision-making process prior to actual encounters. This program presents key points high school seniors “must know” in advance of their arrival on campus. It is research-based with first-hand advice from real college students including on-the-street video interviews. Topics cover: Choosing Classes, Test Strategies, Social Scene Changes, Budgeting, Roommates, Safety, Talking with Professors, Time Management, and more. The program is designed for any student planning to attend any 2 or 4-year college. Youth professionals can teach this loosely-scripted 1 or 2-hour PowerPoint-based seminar “out of the box.” The $159 curriculum package is free to the first 250 responders.

Blind Students: Transition from High School to College

1978 ◽  
Vol 72 (3) ◽  
pp. 85-87
Author(s):  
Lynn H. Monahan ◽  
Norman S. Giddan ◽  
William C. Emener
Keyword(s):  
High School ◽  
High School Students ◽  
Dropout Rate ◽  
Peer Counseling ◽  
University Counseling Center ◽  
School Students ◽  
High School To College ◽  
Transition From High School ◽  
Mobility Training ◽  
College Work

An evaluation of selected visually impaired high school students, conducted by The Florida State University Counseling Center over a 10-year period, indicated that 75 percent had good potential for successful college work. A follow-up study of available students revealed that only 25 percent had been successful in completing their degrees, and that there was a 32-percent dropout rate. In an attempt to reduce the dropout rate, a “College Orientation Program for the Visually-Handicapped” was established to help students to make the difficult transition from high school to college. Peer counseling, integration into the sighted college community, and better mobility training are recommended, as well as suggestions for investigation of other variables involved in successful pursuit of college work.

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.

Great Expectations and the Ultimate Reality Check: Voices of Students During the Transition from High School to College

NASPA Journal ◽  
2007 ◽  
Vol 44 (1) ◽  
Author(s):  
Jennifer R. Keup
Keyword(s):  
High School ◽  
Empirical Support ◽  
Qualitative Inquiry ◽  
Individual Development ◽  
Future Research ◽  
First Year ◽  
Student Expectations ◽  
High School To College ◽  
Transition From High School ◽  
First Year Experiences

Although previous research provides empirical support for the “Freshman Myth,” qualitative inquiry is necessary to enhance our understanding of the content, complexities, and impact of students’ expectations about college. The current study analyzes in-depth interview data from nine students at three key time points in their transition from high school to college to provide new insights into the nature of students’ expectations about college, their subsequent first-year experiences, and how expectation fulfillment or disillusionment affects students’ adjustment to college. Findings revealed two new areas of student expectations about college: interpersonal relationships and personal development. Further, while their personal and interpersonal experiences in college resulted in some expectation disillusionment, most notably with respect to roommates, students generally felt well adjusted and that their first-year experiences lived up to their expectations. Specifically, their relationships with their families, exposure to new people and ideas, pursuit of personally and professionally relevant coursework, and progress toward their goals for individual development all met or exceeded their precollege expectations. The practical, methodological, and theoretical implications of these results are discussed, which help broaden our current understanding of student expectations about college, provide meaningful feedback to faculty and staff at the high school and college levels, and inform future research in this area.

The Mathematics Usage Test of The Act Assessment Program: An Overview of its Purpose, Content, and Use

1978 ◽  
Vol 71 (3) ◽  
pp. 182-191
Author(s):  
Richard L. Ferguson ◽  
Cynthia B. Schmeiser
Keyword(s):  
High School ◽  
Decision Making ◽  
High Schools ◽  
Postsecondary Education ◽  
Relevant Information ◽  
The Public ◽  
Assessment Program ◽  
High School To College ◽  
Transition From High School ◽  
Act Assessment

The assessment of students during the transition from high school to college serves to collect and disseminate relevant information essential for decision making by the concerned parties: students and their parents, high schools, colleges, and—to a certain extent—the public, which helps to finance postsecondary education.

scholarly journals Trait attributions and threat appraisals explain why an entity theory of personality predicts greater internalizing symptoms during adolescence

2021 ◽  
pp. 1-11
Author(s):  
Eunjin Seo ◽  
Hae Yeon Lee ◽  
Jeremy P. Jamieson ◽  
Harry Reis ◽  
Robert A. Josephs ◽  
...  
Keyword(s):  
High School ◽  
Internalizing Symptoms ◽  
Implicit Theories ◽  
Integrative Model ◽  
First Year ◽  
Negative Consequences ◽  
Entity Theory ◽  
Multiple Datasets ◽  
Threat Appraisals ◽  
Challenge And Threat

Abstract Adolescents who hold an entity theory of personality – the belief that people cannot change – are more likely to report internalizing symptoms during the socially stressful transition to high school. It has been puzzling, however, why a cognitive belief about the potential for change predicts symptoms of an affective disorder. The present research integrated three models – implicit theories, hopelessness theories of depression, and the biopsychosocial model of challenge and threat – to shed light on this issue. Study 1 replicated the link between an entity theory and internalizing symptoms by synthesizing multiple datasets (N = 6,910). Study 2 examined potential mechanisms underlying this link using 8-month longitudinal data and 10-day diary reports during the stressful first year of high school (N = 533, 3,199 daily reports). The results showed that an entity theory of personality predicted increases in internalizing symptoms through tendencies to make fixed trait causal attributions about the self and maladaptive (i.e., “threat”) stress appraisals. The findings support an integrative model whereby situation-general beliefs accumulate negative consequences for psychopathology via situation-specific attributions and appraisals.

scholarly journals Behavioral risks during the transition from high school to college.

2008 ◽  
Vol 44 (5) ◽  
pp. 1497-1504 ◽  
Author(s):  
Kim Fromme ◽  
William R. Corbin ◽  
Marc I. Kruse
Keyword(s):  
High School ◽  
High School To College ◽  
Transition From High School
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