scholarly journals Development, Implementation and Students’ Perceptions of the Effectiveness of an Interdisciplinary For-Credit Subject to Help Students Transition to University

2019 ◽  
Vol 11 (2) ◽  
pp. 1-13 ◽  
Author(s):  
Heike Schütze ◽  
Jenna Bartyn
Keyword(s):  
Student Retention ◽  
Qualitative Interviews ◽  
Retention Rates ◽  
First Year ◽  
Transition To University ◽  
First Year Students ◽  
University Experience ◽  
First Year University ◽  
Support Students ◽  
Academic Demands

The first year university experience is inherently linked to student retention and success. First year students are often unprepared for the academic requirements of university, which can result in stress, poor student outcomes and low student retention rates. Although there is considerable literature on the challenges students face when transitioning to university, there is limited research on successful interdisciplinary for-credit transition subjects that support students, particularly in Australia. An interdisciplinary for-credit transition subject for first year university students was designed, implemented and evaluated to determine students’ perceptions of its effectiveness in preparing them for the academic demands of university. Thematic analysis of 36 qualitative interviews with students was conducted. Students reported having gained knowledge and confidence in the essential academic skills required for university and therefore felt more prepared. Implementing similar subjects in other settings may provide a strategy to support students’ transition to university.

scholarly journals Exploring Social Integration of Sport Students during the Transition to University

2017 ◽  
Vol 5 (2) ◽  
Author(s):  
Rick Hayman ◽  
Linda Allin ◽  
Andrew Coyles
Keyword(s):  
Social Integration ◽  
Best Practice ◽  
Academic Staff ◽  
Qualitative Interviews ◽  
First Year ◽  
Policy And Practice ◽  
Transition To University ◽  
First Year Students ◽  
University Policy ◽  
The North

This paper outlines findings from a study exploring student experiences of their transition and social integration during the first semester of a sport programme at a post 1992 University in the North of England. The study was implemented due to an issue with retention across the sport degree programmes and the knowledge that whilst a student’s decision to withdraw from university is multifaceted, it is influenced by factors relating to a lack of social integration, including homesickness and difficulties in making new friends (Thomas, 2002). A failure or lack of opportunity to socially integrate can also negatively impact the opening months of a student’s university experience (Mackie, 1998; Wilcox, Winn, & Fyvie-Gauld, 2005). Students were engaged as partners and co-creators with academic staff throughout the study: second year peer mentors undertook qualitative interviews with first year students, which focused on the students’ experiences of the transition to university, the importance of social integration, including barriers and facilitators and the role sport may play towards this process. Nine first year students were interviewed. Findings and best practice which may assist academic and support staff in maximising the overall university student experience are presented. Implications to aid effective university policy and practice to improve student retention, attainment and progression are discussed as well as identifying how sport can play a role as both a facilitator and barrier to developing sense of identity and belonging.

scholarly journals Sharing learning outcomes in chemistry teaching at HE level: Beneficial or detrimental?

2011 ◽  
pp. 31-35
Author(s):  
David Read ◽  
Joanne Boniface ◽  
Andrea E Russell
Keyword(s):  
Learning Outcomes ◽  
Good Practice ◽  
Retention Rates ◽  
First Year ◽  
Chemistry Teaching ◽  
First Year Students ◽  
University Level ◽  
The University ◽  
Support Students ◽  
Academic Year

The sharing of explicit learning objectives and/or learning outcomes is considered to be good practice in schools, with OFSTED observation criteria indicating that this is a pre-requisite to a good or outstanding lesson1. Such practice does not appear to be widespread in chemistry teaching at HE level. Whilst a statement of aims/objectives/outcomes can normally be found in the documentation accompanying any given unit of teaching, these are typically in a less student-friendly format than those used in school, or are too vague to be useful. At the same time, many lecturers do communicate aims at the start of a lecture, but there may be scope for doing this in a more effective way. The extent to which students are exposed to „learning outcomes‟ varies greatly from institution to institution, discipline to discipline and from teacher to teacher, and as such it is difficult to discern the best approach.This article presents some background on developments at pre-university level that have influenced practice in this area, and outlines the findings of a research project carried out in the School of Chemistry at the University of Southampton. The project probed the views of staff and students regarding the usefulness of learning outcomes. Several different approaches to sharing learning outcomes with first year students were trialled and evaluated during the course of the 2010-11 academic year. This work is part of an on-going initiative which aims to identify effective methods to support students in becoming independent learners when making the transition to university, and to improve retention rates.

scholarly journals First University Experience and Student Retention Factors

1969 ◽  
Vol 38 (3) ◽  
pp. 77-96
Author(s):  
Paul J. J. Madgett ◽  
Charles H. Bélanger
Keyword(s):  
Postsecondary Education ◽  
Retention Rates ◽  
First Year ◽  
University Graduates ◽  
Ageing Population ◽  
Global Marketplace ◽  
First Year Students ◽  
Retention Factors ◽  
Skilled Personnel ◽  
University Experience

The global marketplace has heightened the need for highly skilled personnel worldwide, underscoring the fact that a postsecondary education has almost become a necessary link to innovation and competitiveness. Canada, along with other industrialized nations, has an ageing population and is being challenged to alleviate specialized skill imbalances and shortages. A combination of two methods is usually employed to provide a steady supply of university graduates: the first one is to increase accessibility, and the second is to reduce the attrition of first-year students. After examining the latter through a 24-variable binomial logistic regression model (N = 4229), we found that higher retention rates are definitely achievable in particular environments.  

scholarly journals The revised ‘Common Time’ program as a strategy for student engagement and retention at university

2017 ◽  
Vol 8 (1) ◽  
pp. 79-86
Author(s):  
Courtney Wright ◽  
Caroline Lenette ◽  
Stephen Lewis-Driver ◽  
Stephen Lamar
Keyword(s):  
Student Engagement ◽  
Undergraduate Students ◽  
Academic Learning ◽  
First Year ◽  
First Year Students ◽  
Common Time ◽  
Research Initiative ◽  
Evaluative Research ◽  
University Experience ◽  
First Year University

The School of Human Services and Social Work at Griffith University (Brisbane, Australia) developed the Common Time program in 2002 for its first year undergraduate students to increase student success in academic learning and to facilitate student engagement with staff and fellow students.  Common Time consists of a series of facilitated forums during the initial weeks of each semester, where the first year cohort meet  weekly to discuss general first year issues and receive information relevant to the first year university experience. As the program underwent changes in 2013, this paper discusses the findings of an evaluative research initiative. The results indicate that the revised 2013 Common Time program was, for the most part, effective in orientating and engaging these first year students during their transition into university study.  However, further revisions to the program are needed to improve students’ opportunities to build meaningful social networks in particular.

scholarly journals Application of Cannabis Use Intention Questionnaire (CUIQ) to First Year University Students

2021 ◽  
Vol 5 (1) ◽  
pp. 11
Author(s):  
Inês Teodoro ◽  
Hugo Torres ◽  
Nuno Venâncio ◽  
Guilhermina Moutinho ◽  
Maria Deolinda Auxtero
Keyword(s):  
Public Health Problem ◽  
Well Being ◽  
Cannabis Use ◽  
Self Control ◽  
First Year ◽  
Major Public Health Problem ◽  
First Year Students ◽  
Validated Questionnaire ◽  
Intent To Use ◽  
First Year University

Cannabis is the illegal drug most used worldwide. Its long-term use increases the risk of depression and schizophrenia, causing a major public health problem. A validated questionnaire was applied to first year students of Instituto Universitário Egas Moniz to assess their intention regarding cannabis use. They do not consider cannabis to be much associated with well-being, they slightly consider the opinion of relatives, and they show a low intent to use the drug, believing themselves to have strong self-control. Scores are above average for 18-y.o. Portuguese students, except for belief in self-control.

scholarly journals Building Connections in the First-year Undergraduate Experience

2013 ◽  
Vol 4 (2) ◽  
Author(s):  
June Countryman ◽  
Andrew Zinck
Keyword(s):  
First Year ◽  
First Year Students ◽  
The Past ◽  
Core Courses ◽  
Big Ideas ◽  
Undergraduate Experience ◽  
New Students ◽  
Research Findings ◽  
Transition From High School ◽  
Support Students

Concerned about the success rate of new students in our program we designed and implemented a compulsory set of experiences which aim to support students in their transition from high school to university by 1) developing their sense of belonging to a community of learners and by 2) articulating with them the interrelationships among their first year core courses. We initiated various strategies which we have refined in response to student feedback over the past three years. In this paper we describe the pedagogical moves that constitute our initiative and the lessons we learned. We explore essential academic and personal issues that first-year students in all programs face. We share our research findings and address the big ideas that could be applied to any discipline or multi-disciplinary program. Préoccupés par les taux de rétention des étudiants de première année, les auteurs ont conçu et mis en oeuvre un ensemble d’expériences obligatoires dont le but est d’aider les étudiants à effectuer la transition entre l’école secondaire et l’université. Ils ont établi deux objectifs : (a) développer chez les étudiants le sens d’appartenance à une communauté d’apprenants et (b) démontrer les corrélations qui existent entre les cours de base de première année que les étudiants suivent. Diverses stratégies ont été entreprises et plus tard améliorées, à partir des rétroactions fournies par les étudiants au cours de l’étude de deux ans. Cet article présente une explication des actions pédagogiques de cette initiative et explore les questions essentielles académiques et personnelles auxquelles sont confrontés les étudiants de première année dans tous les programmes. Les résultats de cette étude sont résumés et les idées générales qui peuvent s’appliquer à n’importe quelle discipline ou à des programmes multidisciplinaires sont présentées en détail.

scholarly journals A chronicle of just-in-time information: The secret to building first year university student wellbeing and resilience based on a three year initiative

2016 ◽  
Vol 8 (1) ◽  
Author(s):  
Donnalee Taylor
Keyword(s):  
Biomedical Science ◽  
Just In Time ◽  
First Year ◽  
First Year Students ◽  
James Cook ◽  
Body Of Knowledge ◽  
Student Resilience ◽  
First Year University ◽  
Time Information ◽  
Support Information

<p class="Body"><em>To date, little has been published on the provision of student-driven just-in-time information to support first year students. This chronicle of just-in-time curricular and extra-curricular student support information was designed early in 2014 and successfully disseminated to first year biomedical science students over three years at James Cook University, Townsville, Queensland, Australia. In 2016, the information was redeveloped to make the support information electronically available to a much broader student audience. This article provides a dissemination template of what just-in-time curricular and extra-curricular information is required by first year university students. In addition, it outlines how students’ need for this information was determined and how information was successfully created and disseminated over these three years to assist the students in their transition to and through university. The intention of this article is to contribute to the growing body of knowledge on student resilience and wellbeing and to provide a guide for anyone interested in supporting their students in a similar manner.</em></p>

scholarly journals Motor skills as a predictor of academic performance | La aptitud motriz como predictor del rendimiento académico

2021 ◽  
Vol 14 (28) ◽  
pp. 57-64
Author(s):  
José Eduardo Molina Arriola ◽  
Victor Osiris Rodriguez Cervantes ◽  
Julio Cesar Lozano Flores ◽  
Luis Quintana Rivera ◽  
José Moncada Jimenez ◽  
...  
Keyword(s):  
Academic Performance ◽  
Physical Education ◽  
University Students ◽  
Motor Skills ◽  
Weighted Average ◽  
First Year ◽  
Regression Analyses ◽  
First Year Students ◽  
First Year University ◽  
Estudiantes Universitarios

Este estudio tuvo como objetivo determinar la asociación entre la aptitud motriz de estudiantes universitarios de primer ingreso y su desempeño académico en los dos periodos lectivos de inicio de la carrera de Educación Física, Deporte y Recreación. Participaron 83 voluntarios (Hombres = 60, Mujeres = 23) de la Universidad Veracruzana, México. La aptitud motriz se evaluó con ocho pruebas y el rendimiento académico se midió con el promedio ponderado de dos periodos consecutivos. Los análisis de regresión múltiple mostraron que el salto sin carrera (modelo 1), y gimnasia y encestes de baloncesto (modelo 2) predicen el rendimiento académico. En conclusión, la aptitud motriz predice parcialmente el rendimiento académico en estudiantes de primer ingreso.AbstractThe purpose of this study was to determine the association between the motor skills of first-year university students and their academic performance in the two initial academic terms of the Physical Education, Sports and Recreation degree. Eighty-three volunteers participated (Men = 60, Women = 23) from the Universidad Veracruzana, Mexico. Motor skills were evaluated with eight tests and academic performance was measured with the weighted average of two consecutive terms. Multiple regression analyses showed that standing jumping (model 1), and gymnastics and effective basketball throws (model 2) predicted academic performance. In conclusion, motor skills partially predict academic performance in first-year students

scholarly journals Student Talent Enrichment Program

2021 ◽  
Vol 28 (1) ◽  
Author(s):  
Don Nix ◽  
Trevor Francis ◽  
Danielle Dunn ◽  
Brett Rankin
Keyword(s):  
Research University ◽  
Retention Rates ◽  
Control Group ◽  
First Year ◽  
Major Research ◽  
First Year Students ◽  
Term Retention ◽  
Grant Program ◽  
Enrichment Program ◽  
Financial Need

The Student Talent Enrichment Program was an experimental grant program conducted at a major research university to improve underfunded students’ retention outcomes. This program provided scholarships to 151 first-year students with $5,000 or more in unmet financial need. Participants received a one-time grant in the fall of 2017, with award amounts ranging from $2,500 to $10,000. Grant recipients' retention rates exceeded the control group by small margins. However, these grants failed to make a difference only among the few grantees already in academic jeopardy. For grant recipients who had early GPAs of at least 1.5 prior to receiving financial awards, term-to-term retention rates surpassed the control group by a substantial, expected, and statistically significant margin.

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