Academic literature on the topic 'First-year university level'
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Journal articles on the topic "First-year university level"
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Du Rand, Paula P., and Marlene J. Viljoen. "Developmental level of black first-year nursing students." Health SA Gesondheid 5, no. 2 (2000): 11–17. http://dx.doi.org/10.4102/hsag.v5i2.27.
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Black first-year nursing students hailing from a historically disadvantaged education situation may experience various problems at the university. It is therefore important to support these students. If however, it should prove possible to determine the exact nature of the backlogs in their development, the lecturer would be able to offer meaningful support.
 
 *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.
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Shkutina, L., K. Polupan, and T. Smagulova. "Features of adaptation of first-year students to the conditions of study at the university." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (2020): 85–91. http://dx.doi.org/10.31489/2020ped4/85-91.
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The article is devoted to the problem of adaptation of first-year students to the conditions of development of educational programs at the University. The article deals with the problems of students' adaptation to higher education. It describes the difficulties that students have during their studies. The authors consider the im-portance of developing the level of adaptation from school, thereby preparing future students for the new sys-tem in advance. A research was conducted to determine the level of adaptation of students of the pedagogical faculty of the specialty «Preschool education and upbringing» E.A. Buketov of Karaganda University. The results of the study showed that the problem of adaptation of first-year students is one of the most im-portant problems and is still a traditional subject of discussion, and as such, adaptation is the foundation of training in junior courses. Students enter the student team, develop skills and abilities of rational organization of mental activity, realize the vocation to the chosen profession develops an optimal mode of work, also adapts to the teaching staff. Based on the results of the study, conclusions were drawn and recommendations were developed to speed up the process students’ adaptation to the system of education in higher education
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Hurst, Alastair, and Monique Monville-Burston. "The development of oral expression skills at first year university level." Volume 2 2 (January 1, 1985): 44–55. http://dx.doi.org/10.1075/aralss.2.03hur.
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Mazumder, Quamrul H., and Mary Jo Finney. "Fostering Passion Among First Year Engineering Students." American Journal of Engineering Education (AJEE) 1, no. 1 (2010): 21–34. http://dx.doi.org/10.19030/ajee.v1i1.789.
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Engineering is a complex field of study. Declining enrollment in engineering programs in the United States is of concern and understanding the various factors that contribute to this decline is in order. Fostering a higher level of student engagement with the content may foster passion towards engineering which could increase academic competency as well as sustained interest in remaining in the profession. This study examined the role of passion toward engineering content on students’ overall academic performance in an introductory course taught to university and high school students. A pre-test, post-test, weekly surveys and periodic classroom observation measured levels of passion in the student, classmates, and professor. Mid-semester feedback prompted the professor to adjust his teaching for the purpose of infusing greater student passion towards the content. Results suggest that student passion in both settings fluctuated widely from week to week perhaps due to variable interest in the specific topic. Overall, high school students’ level of passion remained more stable than that of university students and they performed better academically. Among university students, higher passion was not linked to higher academic performance. Professor’s passion was highly valued by students though it did not increase their own passion.
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Prudnikova, O. M. "Teaching Mathematics to First-year Foreign Students of Technical University." Higher Education in Russia 27, no. 7 (2018): 74–78. http://dx.doi.org/10.31992/0869-3617-2018-27-7-74-78.
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The article presents the results of a research aimed at the investigation of the causes of the extremely low academic performance of the first-year foreign students of the Ukhta State Technical University in the discipline “Mathematics”. This category of students has educational and cognitive difficulties, which are manifested in mastering special mathematical terminology and learning the proposed theoretical and practical teaching material. The author has identified the main problems faced by most of foreign students such as a bad knowledge of Russian language and a low level of basic school training. With the help of a diagnostic method for self-evaluation developed by Ch. D. Spielberger and adapted by Yu. L. Khanin, there was determined the level of reactive and personal anxiety of each of the foreign students of the supervised group on mathematics class and outside of it.
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Vagaeva, O. A. "Study of the level of education in first-year students of the university." Trends in the development of science and education 60, no. 3 (2020): 22–25. http://dx.doi.org/10.18411/lj-04-2020-43.
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Eckberg, Natalie, Aileen M. Pidgeon, and Heidi Magyar. "Examining the Psychosocial and Academic Factors Predicting Depression and Anxiety Symptomology Across First-Year and Later-Year University Students." European Scientific Journal, ESJ 13, no. 17 (2017): 1. http://dx.doi.org/10.19044/esj.2017.v13n17p1.
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University students across the world report higher levels of mental health problems compared to the general population. Past research has focused on investigating mental health problems among first-year university students. However, a paucity of existing research compares the prevalence of mental health problems in first-year university students to students in later year-levels. To address this gap, the current study compared the level of depression and anxiety symptomology experienced by university students (n = 198) from Australia and the United States, across first, second, third, and fourth-year levels. The results found no significant differences in the level of depression and anxiety symptomology between university students from these countries, and no significant differences in the level of depression symptoms across year-levels. However, university students in the secondyear level reported significantly higher levels of anxiety symptoms compared to first, third, and fourth-year levels. The current study assessed the role of stress appraisal, psychosocial, and coping factors as predictors of depression and anxiety symptoms across all year-levels of university students. Hierarchical multiple regressions indicated higher levels of perceived stress and lower levels of perceived social support from family significantly predicted higher levels of depression symptoms. Higher levels of perceived stress and academic avoidance coping, and lower levels of campus connectedness significantly predicted higher levels of anxiety symptoms. Limitations and implications for future research are discussed.
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Sikorska-Jaroszynska, Malgorzata H. J., Maria Mielnik-Blaszczak, Dorota Krawczyk, et al. "The Level of Dental Anxiety in Students of the First Year of Studies From Lublin Universities." Current Issues in Pharmacy and Medical Sciences 31, no. 2 (2018): 94–96. http://dx.doi.org/10.1515/cipms-2018-0018.
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Abstract Dental anxiety is a very important factor affecting the efficacy of prevention, diagnosis and treatment of dental diseases, both in patients in the developmental age and in young adults. Anxiety is considered an emotional state with negative connotations. The aim of the study was to determine the level of dental anxiety in first year university students, the intent being to help to develop an individual treatment plan in this group of patients. The study involved 280 students including 230 females and 50 males. Of these, 122 patients were from the Medical University of Lublin, 79 from University of Life Sciences and 79 from University of Maria Curie-Skłodowska. The mean age of the study subjects was 21 years and 8 months ± 3,9 months. No differences in the level of dental anxiety between women and men were observed. The highest level of dental anxiety was observed among students of University of Life Sciences, while the lowest level was observed among students of the Medical University
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Carter, Irene, Donald Leslie, Donald Leslie, Sarah Moore, and Sarah Moore. "24. Developing Effective Guidelines for Faculty Teaching First-Year University Students." Collected Essays on Learning and Teaching 3 (June 13, 2011): 146. http://dx.doi.org/10.22329/celt.v3i0.3254.
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First-year university students are a diverse group of individuals with various abilities and needs. Failure of the university and its teaching faculty to meet the needs of first-year students may result in abandonment of the pursuit of a degree. This project informs instructors about the practices that strengthen a learning-centred approach and maximize inclusion of first-year students. The principles and teaching methods of Universal Instructional Design are learner-centred and have shown to improve academic achievement and benefit the campus community. Thus, it is suggested that the principles of this method be applied uniformly across university-level instruction.
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Makarova, Daria. "Metacognitive regulation, basic psychological needs and subjective vitality of first year university students." Vestnik of Saint Petersburg University. Psychology 11, no. 1 (2021): 63–71. http://dx.doi.org/10.21638/spbu16.2021.104.
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Intellectual performance is influenced by many factors, besides intelligence and cognitive skills, including the type of motivation and metacognitive regulation. The authors of the arti- cle became interested in the question of whether there is a connection between productivity of metacognitive regulation and different types of motivation (extrinsic and intrinsic). Accord- ing to the self-determination theory (SDT), maintaining intrinsic (autonomous) motivation requires satisfying of one’s basic psychological needs. Also, SDT distinguishes the concepts of self-control and self-regulation (a particular case of which is metacognitive regulation) and postulates the existence of a connection between self-regulation and the level of subjective vitality. The aim of the study was to test the following hypothesis: the higher the level of satisfaction of three basic psychological needs and the level of subjective vitality, the higher the level of productivity of metacognitive regulation of intellectual performance. Participants (first-year university students, n = 116, 70 men) completed Russian versions of two questionnaires, created inside the SDT paradigm: “Basic Psychological Need Satisfaction and Frustration Scale” and “Subjective Vitality Scale”. To assess the productivity of metacognitive regulation of intellectual activity, a new modified version of the questionnaire “Features of intellectual activity” (D.N.Makarova, M.V.Osorina) was used. Multiple regression analysis was performed using SPSS to test the hypothesis. The final model, which explains 31.4 % of the variance of the dependent variable, shows that the higher the level of subjective vitality and the levels of satisfaction of need in autonomy and competence, the higher the level of productivity of metacognitive regulation of intellectual performance. The proposed hypothesis was partly refuted: no relationship was found between the level of satisfaction of the need in relatedness and the level of productivity of metacognitive regulation.
Dissertations / Theses on the topic "First-year university level"
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Kaiser, Linda L. "School-based induction programs compared to a school-university partnership induction program : differences from the new teacher perspective with implications for teacher retention at the elementary level /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164517.
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Jordaan, Jean J. de V. "Attitude to studies of first-year students in biological sciences at the commencement of university level tuition." Master's thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/22501.
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Bibliography: pages 285-292.<br>First year students commencing studies in the biological sciences at two universities in the Cape Province, South Africa the Universities of Cape Town and Stellenbosch were sampled by means of a questionnaire. This investigation sought to establish in what way attitudes, formed at school during studies in biology would, on transferring to a university learning environment, play a part in determining successful outcomes of study in biological sciences during the first year of study at a university.
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Matoti, S. N. "Assessing the level of preparedness, preferences, and fears of first-year science students at the Central University of Technology, Free State." Journal for New Generation Sciences, Vol 8, Issue 1: Central University of Technology, Free State, Bloemfontein, 2010. http://hdl.handle.net/11462/555.
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Published Article<br>This exploratory and descriptive study examines the perceptions of first-year science students regarding their preparedness for the programme, their preferences and their fears as they embark on university education for the first time. A questionnaire was used to collect data from all the first year students enrolled in the programme in 2008. Seventy students answered the questionnaire from a class of 78. Both quantitative and qualitative data analysis methods were used to analyse and present data in the study. The results showed that students differed in their preparedness for the programme, their preferences regarding teaching methodologies, learning methods, and classroom climates, and the kinds of fear or apprehension about the programme and university education. Some recommendations regarding the teaching and learning of science are made.
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Stewart, Michael John. "A study of first-year students within The Ohio State University and the factors influencing nonparticipation in band programs at the collegiate level." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1180417443.
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Alenezi, Saud. "The suitability of the EFL reading texts at the secondary and preparatory levels as a preparation for academic reading at first year university level in Saudi Arabia." Thesis, University of Essex, 2016. http://repository.essex.ac.uk/16514/.
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The study investigates the suitability of the English reading texts at lower education level(s) (secondary school, and preparatory level) in helping to prepare students to meet the reading demands placed on them at the next education level(s) (preparatory and first year university level) which may include more academic and specialised texts. The data of the study was gathered from three sources. First, we analysed the reading texts used at three different educational levels, namely, secondary (two textbook series), preparatory, and FYU level in three disciplines - English and Translation study, Medicine, and Engineering. Second, we obtained students’ perceptions at the three educational levels through questionnaires and semi-structured interviews about the suitability of the reading texts used at their level and/or the previous level in preparing them to deal with the reading texts encountered at the current and/or the subsequent educational level. Finally, we obtained teachers’ perspectives on text suitability at the three educational levels by using semi-structured interviews. The study adopted a mixed methods approach. The data was analysed quantitatively using SPSS, and qualitatively using thematic analysis. The findings revealed marked differences between the reading texts in the two secondary level English series. Furthermore, the reading texts offered at preparatory level were less demanding than the reading texts at the preceding level. In addition, the reading texts at the pre-university levels differ greatly from the reading that the students encounter at the FYU level, especially in medicine and engineering disciplines. Furthermore both secondary and preparatory level students and teachers believed that the reading texts currently offered at each level did not adequately prepare students for their reading at the next educational level. Finally, medicine and engineering students and their teachers at FYU level concurred that the reading texts at the preparatory level are not sufficient in preparing students to read specialist university textbooks. The English and translation students and their teachers however found the reading at preparatory level was useful preparation, due to their first year reading not being in fact of academic specialist subject textbooks. Important implications for stakeholders are discussed.
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Christiansen, Jon Fredric. "Parental education levels and their effect on first year retention and grade point ratio." Connect to this title online, 2007. http://etd.lib.clemson.edu/documents/1202499092/.
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Beukes, Johannes Andreas Gerhardus. "A study of the emotional intelligence levels of first year student teachers at the Central University of Technology, Free State." Thesis, Bloemfontein: Central University of Technology, Free State, 2014. http://hdl.handle.net/11462/676.
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Thesis (M. Ed. (Education)) - Central University of Technology, Free State, 2014<br>The goal of the education system is to increase cognitive capacity, competencies and skills such as acquiring new knowledge, recalling facts and figures and applying this information to reasoning, understanding and solving problems. To achieve all these competencies teachers and lecturers traditionally use Bloom’s Taxonomy of Learning Domains. The competencies and skills as described by Bloom are measured by standardised intelligence tests. Society takes it for granted that the higher a person’s IQ (Intelligence quotient), the better he/she will perform at school level.
But what happens after school? While cognitive intelligence may be able to predict quite accurately how one will perform at school, it predicts very little else in the way of social performance and interaction after school. As such, IQ is a rather weak predictor of performance in interpersonal relations, at work and in coping with a wide variety of challenges that surface in the course of one's life on a daily basis (Wagner, 1997). Some writers makes a strong case that people owe their success in their professional careers to much more than mere IQ. Wagner reviews data and offers convincing cases to show that an IQ above 110, fails as an accurate predictor of success in a career. In other words, you need to be smart enough to handle the cognitive complexity of the information you need for a given role or job, be it engineering, law, medicine, or business. But after reaching this threshold of “smart enough,” your intellect makes little difference. Wagner concludes that IQ alone predicts just 6 to 10 percent of career success. It has been argued for over a century, as early as Charles Darwin that something is missing from the human performance formula that is needed to explain why some people do very well in life while others do not, irrespective of how cognitively intelligent they may be. One of the first attempts by psychologists to identify additional predictors of performance in other aspects of life was made by Edward Thorndike (1920) when he described "social intelligence" as the ability to perceive one's own and others' internal states, motives and behaviours, and to act towards them appropriately on the basis of that information.
Mayer, Salovey and Caruso (2000:273) state that emotional intelligence includes “the ability to perceive, appraise and express emotion accurately and adaptively; the ability to understand emotion and emotional knowledge; the ability to access and generate feelings where they facilitate cognitive activities and adaptive action; and the ability to regulate emotions in oneself and others”. All of these skills are necessary for the teacher to function successfully in the classroom.
The question is: does the modern teacher have the necessary EI skills?
This dissertation explores and describes the level of Emotional Intelligence of the first year student teachers at the Central University of Technology, Free State. Seventy-nine (79) students were tested during 2012 and 2013 to establish whether they have the necessary levels of Emotional Intelligence to ensure that they will be able to become good classroom leaders upon entering the teacher’s profession. Traits of Emotional Intelligence were assessed by means of the Trait Emotional Intelligence Questionnaire (TEIQue).
The study investigates the Emotional Intelligence attributes and skills that a teacher will need to become a good classroom leader. The study examines the four main areas tested in the TEIQue, namely the well-being, the emotionality, the sociability and the self-control of the student teacher.
Findings suggest that the student teachers still need to develop their emotional intelligence as their results fall in the lower level of the acceptable range.
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Ma, Shuk Man. "Poems and stories of Macao : a book of readings for Form Six and first-year university levels of Macao English learners." Thesis, University of Macau, 2004. http://umaclib3.umac.mo/record=b1636195.
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Liu, Ping-yu. "Taiwanese first year university EFL learners' metacognitive awareness and use of reading strategies in learning to read : proficiency levels and text types." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/16150.
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Although studies on L2 learning strategies are a major strand of second language research, recent research has shifted its focus onto language learners’ metacognitive awareness and use of strategies. Previous studies shed important light on the amelioration in L2 educational practices, but research on learners’ metacognition in the reading process in EFL contexts remains insufficient, especially at the university level in terms of the emic view of the participants studied in Taiwan. Based on an interpretive stance, this exploratory case study aimed at probing 12 Taiwanese first year university EFL learners’ metacognitive awareness and use of reading strategies during their strategic reading process, and the relationship with proficiency levels and texts of both the narrative and the expository type. This study relies on the think aloud and immediately retrospective protocols of 6 high proficient and 6 low proficient readers as the principal sources of data. The think aloud protocols and the immediately retrospective interviews were transcribed and subjected to content analysis by means of coding them. Taiwanese first year university EFL readers’ metacognitive awareness and use of reading strategies were then analysed and interpreted from a broad metacognitive perspective within the information processing model in terms of strategy application for reading comprehension problem-solving. The findings revealed that the participants demonstrated an awareness and control of their cognitive activities while reading. The strategies they employed were grouped into the categories of supporting reading strategies (SRSs), cognitive reading strategies (CRSs), and metacognitive reading strategies (MRSs). The study found that these learners’ metacognitive awareness and use of reading strategies in learning to read were closely related to L2 proficiency. The low proficient readers’ unfamiliarity with L2 is a hindrance to their reading comprehension which, in turn, disabled them from using the strategies appropriately and effectively. Furthermore, the high proficient readers outperformed their low proficient counterparts in terms of both the quality and quantity of strategies used. Both groups did not use the same strategy types. The findings also revealed that certain types of reading strategy were used differently due to the texts of the narrative and the expository type across the different ability levels. The existing literature on metacognitive awareness and use of reading strategies in learning to read is discussed and pedagogical implications for teachers of L2 reading are offered. These implications include suggestions made for providing learners with explicit reading and strategy instruction and texts with different structure in relation to strategy use. Finally, the limitations of the current research study and recommendations for further research were stated.
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Kali, Horatius Dumisani. "First-year university biology students' difficulties with graphing skills." Thesis, 2006. http://hdl.handle.net/10539/1845.
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Student Number : 0110601M -
MSc research report -
Faculty of Science<br>Based on the perceived need for improved graphing skills of students at first-year university level, two
lecturers wanted to produce a web-based computer programme to improve first-year university biology
students’ ability to construct and interpret graphs. Prior to designing and developing the package,
however, it was important to establish whether there was a need for such a programme, and what might
need to be included. The investigation to establish this provided the research described in this research
report.
A situation analysis was conducted to establish the nature and extent of the problems of graphing skills
discussed anecdotally in the staff room of biology departments at a number of institutes. The ultimate
intention (beyond this study) was to determine whether the problems were extensive and serious enough
to warrant developing supplementary teaching materials to teach graphing skills. All lecturers (n = 5) and
teaching assistants (n = 4) involved in using or teaching graphing skills to first-year biology students
at one university were identified and interviewed. The purpose of the interviews was to establish the
problems they believed are exhibited by their first-year students (with reference to graphing skills), and
the nature and extent of current teaching of such skills in their first-year courses. In order to triangulate
the information on student’s problems an item analysis was conducted of all questions incorporating
graphs in two mid-year examination papers (n = 478 and n = 65), and students were observed during a
practical session (n = 43).
Results revealed that students experienced fewer problems with interpreting graphs than with graph
construction. Of the four categories of graph interpretation problems identified by the teaching staff, the
most popular category was students inability to describe quantitatively what the graph is showing (4
teaching staff). This was confirmed in the question paper analysis when 58% of the medics students
(n=478) were unable to answer correctly one question involving several interpretation skills. No specific
skills for graph interpretation were observed as being a problem in the College of Science question paper
(n=65). Observations showed interrelating graphs as the biggest problem (5 students out of 43). Five
categories for problems with graph construction were identified by the teaching staff. The most
commonly mentioned problem (4 teaching staff) was identifying or plotting variables, whereas class
observation revealed scaling axes as the most problematic skill shown by students (15 out of 43). In the
exams, 80% of the medics students could not correctly answer one question requiring multiple skills
including identifying variables, and 56% could not correctly answer another question that required skills
that also involved identifying variables. The College of Science question paper revealed that 85% of the
students could not supply the units of measurement for the y axis.
A needs analysis was conducted to establish how the lecturers thought graphing skills should be taught
and who should teach the skills. This information was needed to provide suggestions (from education
“experts”) about what could be included in the computer programme to be developed subsequent to the
research study, and how the teaching could best be done. Four members of the teaching staff said it was
important to give students a lot of exercises to practice the skills and five members of the teaching staff
said it was the responsibility of the university tutors or lab staff to teach graphing skills.
Books on the topic "First-year university level"
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Iwai, Tsuneko. Learning language in cooperatively structured groups in a first-year level university classroom: A case study of Japanese as a foreign language. 2004.
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Gurung, Regan A. R., and Georjeanna Wilson-Doenges. Engaging Students in Psychology. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780195378214.003.0006.
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This chapter presents an effective strategy to engage first-year students at the level of the class and the university. The strategy is designed to energize students with a passion for learning and to better connect them to the university, and engage students with the curriculum.
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Sawyer, Rita. An analysis of first-year accounting curriculum/methods at the high school, community college, and university levels in Oregon: Implications for teacher education. 1991.
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Sawyer, Rita. An analysis of first-year accounting curriculum/methods at the high school, community college, and university levels in Oregon: Implications for teacher education. 1991.
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Bokstein, Boris S., Mikhail I. Mendelev, and David J. Srolovitz. Thermodynamics and Kinetics in Materials Science. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780198528036.001.0001.
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This text presents a concise and thorough introduction to the main concepts and practical applications of thermodynamics and kinetics in materials science. It is designed with two types of uses in mind: firstly for one or two semester university course for mid- to - upper level undergraduate or first year graduate students in a materials-science-oriented discipline and secondly for individuals who want to study the materials on their own. The following major topics are discussed: basic laws of classical and irreversible thermodynamics, phase equilibria, theory of solutions, chemical reaction thermodynamics and kinetics, surface phenomena, stressed systems, diffusion and statistical thermodynamics. A large number of example problems with detailed solutions are included as well as accompanying computer-based self-tests, consisting of over 400 questions and 2000 answers with hints for students. Computer-based laboratories are provided, in which a laboratory problem is posed and the experiment described. The student can "perform" the experiments and change the laboratory conditions to obtain the data required for meeting the laboratory objective. Each "laboratory" is augmented with background material to aid analysis of the experimental results.
Book chapters on the topic "First-year university level"
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Pfeifer, Geoff, and Derren Rosbach. "The Great Problems Seminars: Connecting Students with External Stakeholders in Project-Based Approaches to Sustainable Development Education in the First Year." In Engaging Stakeholders in Education for Sustainable Development at University Level. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-26734-0_15.
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Breaden, Jeremy, and Roger Goodman. "A University Under Fire." In Family-Run Universities in Japan. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198863496.003.0004.
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This is the first of two ethnographic chapters describing the situation at a private university (referred to using the pseudonym ‘MGU’) in the early 2000s as it was about to hit the bottom of a rapid decline in the number of applications and students. This account draws on kinship studies, anthropological theory, and ethnographic methods. It sets out the background history of MGU and the way it had positioned itself in the private higher education sector. It outlines the key features of its academic faculty, support staff, and students. It shows how well MGU was doing at the height of the 18-year-old population in 1992 and how badly by the mid-2000s. In particular, the account highlights two features. The first is that MGU was part of a conglomeration of family-run institutions. The second is the general level of dissatisfaction among staff towards management as the institution faced an increasingly insecure future combined with an equal level of frustration of management towards staff who would not change their practices to confront the problems the institution faced. These two features were perceived to be linked. Staff claimed that they had no information about the real state of affairs in the institution and hence felt powerless to do anything to change it. Management claimed to feel—reflecting the priorities of the classic kinship system in Japan—that it was their personal responsibility to sort out the problems; they felt a sense of duty towards those who had set MGU up, those currently running it and its linked institutions, and those who would take over in the future.
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Divjak, B. "Implementation of Learning Outcomes in Mathematics for Non-Mathematics Major by Using E-Learning." In Teaching Mathematics Online. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-875-0.ch006.
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Learning outcomes are considered to be a key tool for student-centered teaching and learning. They can be successfully implemented in teaching and learning mathematics on higher educational level and together with appropriate level of technology enhanced learning can provide the framework for successful learning process even for students that have not been primarily interested in mathematics. The aim is to present the case study of implementation of learning outcomes and e-learning in several mathematical courses at the Faculty of Organization and Informatics of the University of Zagreb. First of all, there are examples of mathematical courses in the first year since the first study year is crucial for retaining students. Further, there are mathematical courses taught at higher years of undergraduate study and the first year of graduate study. Again, educational process is appropriately supported by ICT and executed through blended e-learning, as well as the use of social software.
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Suhonen, Jarkko, and Erkki Sutinen. "Learning Computer Science over the Web." In Cases on Global E-Learning Practices. IGI Global, 2007. http://dx.doi.org/10.4018/978-1-59904-340-1.ch014.
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Most of Finland’s landmass consists of vast, sparsely populated rural areas. Even though there are high school students in these areas who are interested in Computer Science (CS), and especially in programming, the educational institutions that they attend in these rural areas cannot offer them more advanced levels of CS studies. To meet this need, the Department of Computer Science of the University of Joensuu, Finland, has devised for such students an e-learning program called ViSCoS (Virtual Studies of Computer Science). This program enables ViSCoS students to study first-year university-level Computer Science courses through the medium of the Web. A total of 109 students completed the ViSCoS program between the years 2000-2005. The designers of the program concomitantly created a number of digital learning environments that supports ViSCoS learning and teaching activities. The FOrmative DEvelopment Method (FODEM), an action research-oriented design method used in the ViSCoS program, has enabled gradual development in the program.
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Velliaris, Donna M., and Janine M. Pierce. "Personal and Professional Perceptions." In Accelerated Opportunity Education Models and Practices. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0528-0.ch004.
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This chapter is focused on the Eynesbury Institute of Business and Technology's (EIBT) Diploma of Business pathway, as business-related programs are most common in the Australian pre-university Higher Education (HE) sector. EIBT's diplomas are deemed equivalent to the first-year of the corresponding Bachelor's degree at the partner university for ‘international' students who did not reach direct entry requirements due to their English language proficiency and/or previous academic results. While many sessional academic staff work cross-institutionally, there are few occasions for associating with fellow EIBT colleagues on a personal level and equally few to learn about the professional experiences that have contributed to their pathway teaching philosophy and/or pedagogical practice(s). The author-researchers decided to undertake a period of self-reflection and composed their own narratives to story the notable differences between teaching in a pathway school compared with mainstream university.
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Luis Fernández-GutiérrezdelÁlamo, Luis F. Mazadiego, David Bolonio, Fernando Barrio-Parra, and Miguel Izquierdo-Díaz. "Combining Adaptive and Cooperative Learning Strategies to Deal With Heterogeneity in Large Groups." In Innovative Trends in Flipped Teaching and Adaptive Learning. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8142-0.ch009.
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In undergraduate university degrees, students start their first year with a high level of heterogeneity in terms of acquired curricular competences. Therefore, the teaching given in these courses must face the challenge of turning this heterogeneity, in principle counterproductive, into an added value that helps students to face the subjects with expectations of success. Consequently, an innovative approach in the teaching of the first degree courses is needed, moving towards adaptive and personalized learning based on the use of new technologies, facilitating the overcoming of learned competences regardless of the starting level of the student. Other works focus on adaptive learning to achieve the homogeneity in groups of students before the beginning of the group lessons. Unlike this “classical” approach, this chapter is based on maintaining the heterogeneity of knowledge and using it as a driving force to learn through interactions among group members.
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Demirel, Elif Tokdemir, and Zeynep Baser. "Examination of Speaking Test Performance in Structured Group Tasks." In Design Solutions for Adaptive Hypermedia Listening Software. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7876-6.ch011.
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This chapter explores the use of structured group tasks in the testing of speaking skills in the context of a tertiary level first year speaking course. Participants included undergraduate university students from the department of English translation and interpreting at a state university located in Central Turkey. The structured task used in the study guided students into a group discussion during the speaking exam. The discussions in the exam sessions were video-recorded and transcribed. The transcriptions were analyzed from an interactional perspective. The students were also given an open-ended questionnaire to reveal their opinions about the ins and outs of the speaking test task tried out in the study. The questionnaire consisted of two parts. The first part required students to fill out their demographic information, and the second part inquired students' opinions about the group speaking task. The results of the analysis and questionnaire responses revealed additional opportunities provided by the use of structured tasks in speaking exams.
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McCarthy, Josh. "Online Networking." In Multiculturalism in Technology-Based Education. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2101-5.ch012.
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This chapter explores the use of Facebook in helping immerse international students into Australian university culture at a first year level by furthering the development of academic and social relationships between peers. The study was initiated in response to a national survey that found 65% of international students experience periods of loneliness and isolation when studying in Australia; moreover, one of the key triggers for this loneliness is an inability to develop academic relationships with peers, particularly local students, during the early stages of their university careers. 100 first year design students (including 23 international students) took part in the semester-long study, as part of the course “Imaging Our World” at the University of Adelaide. Every two weeks, students were required to submit images to an online gallery in Facebook and to provide critiques on peers’ submissions. The gallery topics were broad in nature, and open to the students’ own interpretations, allowing for a concurrently wide range of images in each. The galleries gave students the opportunity to connect with their peers in a virtual environment, and develop academic relationships freed from the constraints of the classroom and their own inhibitions. Discussions between students often evolved from formal, academic critiques to informal social interactions as embryonic online connections were formed. The study was considered to have been a success, due to Facebook’s engaging and interactive qualities, the students’ existing interest and experience with the software, and their eagerness to connect with their peers.
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Manuel Morales Rodríguez, Francisco. "Risk Suicide, Anxiety, and Coping Strategies." In Suicide [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.99618.
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In this paper, we sought to examine the levels of suicidal risk and anxiety, as well as the coping strategies used in a sample of 154 Spanish university students, most of them first-year students, during the situation of confinement and the pandemic. After approval by the Ethics Committee, instruments for the evaluation of these constructs were administered. An ex post facto design was used. A high level of suicide risk was not found in the sample. Statistically significant differences were found in the levels of suicidal risk and anxiety according to gender, with higher scores in both variables for women. Likewise, the coping strategies of self-criticism and social withdrawal show direct associations with the levels of suicidal risk. We conclude by pointing out the relevance of the data obtained for a more effective design of psychoeducational interventions to face these public health problems with the training of effective coping strategies.
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Peña, Samuel Olmos, Magally Martinez-Reyes, and Anabelem Soberanes-Martín. "Cybernetic Model by Blended Learning Using Technological Applications About Mathematics in Higher Education." In Emerging Techniques and Applications for Blended Learning in K-20 Classrooms. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0242-6.ch003.
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Traditional teaching has been changing with the development of information and communication technologies (ICTs). Blended learning is a new approach that enriches the education of students in order to improve their performance in their different subjects. Mathematics learning is a subject matter that is particularly difficult for students. The present chapter targets the application of a cybernetic model for blended learning in the teaching of mathematics, that is, the elements of communication and control are incorporated into this learning paradigm. It applies to first-year students of mathematics at the university level in the area of engineering. The results show an improvement in tests applied to students before and after the inclusion of activities with technological applications.
Conference papers on the topic "First-year university level"
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Thabane, Joel Lehlabe, and Solly Matshonisa Seeletse. "STUDENTS’ CHALLENGES REGARDING MATHEMATICAL CONCEPTS IN THE PROCESS OF INTEGRATION AT FIRST-YEAR UNIVERSITY LEVEL." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1933.
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Kiriakova, Elena, Irina Levina, Elena Ponomareva, and Svetlana Sanochkina. "DEVELOPMENT LEVEL DETERMINATION OF AXIOLOGICAL ATTITUDE TO EDUCATION OF FIRST AND SECOND YEAR STUDENTS AT SOUTH URAL STATE UNIVERSITY." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0963.
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Jermolajeva, Jelena, Svetlana Silchenkova, and Larissa Turusheva. "Peculiarities of the First Year University Students’ Motivation for Learning in Samples of Riga and Smolensk." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.009.
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The demand for tertiary education among young people is growing worldwide. However, in the first months of the studies, freshmen face increasing difficulties, which sometimes negatively affect their learning motivation. For the successful pedagogical process, teachers need to study the motivation of students of the first study year, monitor it and take into account its peculiarities while developing learning materials and choosing educational strategies. The article presents the results of an international study of freshmen’s motivation. The study aim to compare the motivation of the first-year students at the universities of Riga and Smolensk, to identify prevailing motives and to assess the impact of the psychological atmosphere in the student group on their motivation. In the survey carried out in December 2019, 129 students from two universities in Riga (Latvia) and Smolensk (Russia) participated. The tools for collecting information were the technique of diagnostics of learning motivation by 7 content scales and the technique of measuring the psychological climate in the collective by 10 bipolar scales. For data processing, descriptive statistics, analysis of statistical indicators, and Spearman correlation analysis were used. In both national samples, professional motives for learning prevail over other motives, while prestige motives and avoidance motives take the penultimate and last place relatively. The importance of other groups of learning motives is assessed somewhat differently. For the Smolensk sample of students it was found out that their motivation to learn depends on the psychological atmosphere in the group, especially on the overall atmosphere of success in the group. However a similar correlation has not been revealed in the survey of the Riga sample of students. The study shows that a few months after the start of studying, the first-year students’ overall motivation has not dropped below the critical level. However, for more successful training, it could and should be improved. Some ways to increase freshmen’s motivation for learning are proposed in the article.
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Khalaidzhi, Svitlana, Olena Kananykhina, Rodion Yahotin, and Tatyana Sergeeva. "Relevant Matters of Organising Physical Education for Students at The Initial Stage of University Studies." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-82.
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The problem of determining the physical fitness of 1st year students and identifying their risk of developing cardiovascular disease in the first stage of physical education before the students’ medical examination is considered. During the analysis of literature sources, test tasks were selected in order to investigate and assess the level of physical fitness of students according to the methodology proposed by the Jyvaskyla University (Finland) and the risk of cardiovascular disease according to A. Z. Zapesochny’s methodology. 670 first-year students participated in the study. The assignment to evaluate fitness levels consisted of recording the walking time at a maximal pace over a 2 km distance and determining the post-exercise heart rate. The evaluation of the results was performed against the fitness level index. When testing according to Zapesochny’s methodology, the following indicators characterising risk factors for cardiovascular disease were considered: body weight and length, gender, blood pressure, hereditary factors, bad habits and physical activity. All the results, which were evaluated in scores, were combined to calculate the cardiovascular disease development risk level. An analysis of the results showed that 32.24% of first year students had a high level of physical fitness and only 8.21% had a low level. In 48.07% of the tested persons, the risk of cardiovascular diseases was absent. The explicit and maximum risk observed in 2.98% of the tested persons. This data helped in the first stage of physical education to select an appropriate physical activity for the students without risk of harm to their health prior to undergoing medical check-up.
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Petanova, E. I. "Self-government of russian and chinese students, adapting to study at the university." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.218.224.
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This text presents the results of cross-cultural study of the structure and degree of self-government on the example of Russian and Chinese first — year students: 93 Russian students studying at St. Petersburg state University; 60 Russian first-year students of Peking University, and 127 Chinese students of the faculty of Economics of Peking state University. The General tendencies for all respondents in the content of the most expressed and less formed operations of self-government of respondents are revealed. It was found that only 5 % of all respondents have a high level of selfgovernment. The highest rates of students were found in the operation «forecasting», and the lowest were the indicators for the operation «selection of the criterion for assessing the quality.» Significant differences between the compared groups of first-year students were found by the operation «quality assessment criteria» in Russian students studying at St. Petersburg state University (at home) and abroad (at Peking University).
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Baranova, Sanita, and Dita Nimante. "Student Mentoring in the Master Programme “Pedagogy”: the case of University of Latvia." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9382.
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There is a developing interest in mentoring and tutoring in the higher education in Latvia. Mentoring is looked at as a retention strategy to support students to remain and continue studies and as a tool to prevent students’ drop out from the university. Since academic year 2016/2017 several programmes of tutoring and mentoring in basic studies (bachelor level studies)have been developed and financially supported at the University of Latvia, but so far mentoring has not been used for Master level students. The Master program “Pedagogy” includes a theoretical course “Methods of Mentoring at the Educational Institution”. Since academic year 2018/2019 new tasks were introduced for the second year Master students to become peer mentors for the first year students, thus, integrating their theoretical knowledge into the practice, making a closer connection to the 1st year students, by sharing their Master student experience. Data were collected (reflection, portfolios, focus group discussion) both from (14) the 1st year Master students and (14) 2nd year Master students at the end of the course and were analysed qualitatively to reveal the results of peer mentoring experience. The results suggest that both the mentors and the mentees benefited from their involvement in mentoring. The research presents some new benefits and challenges for the professional development of academic staff and student-centred learning in the Master level programme. Keywords: Peer mentoring, Student-centred learning, Reflection, Quality ensuring.
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Fouché, Lauren Senna, and Erika Müller. "Exploring Formative Assessment Possibilities: Building a 'Teamwork Discourse' with First-Year Engineering Students Online." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12927.
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Effective teamwork is one of the Engineering Council of South Africa’s (ECSA) exit-level outcomes. To achieve this outcome, one has to learn specific discourses and behaviours related to teamwork. Professional Orientation is a first-year engineering module offered in an extended engineering degree programme at a residential university in South Africa. This module assists students in developing a ‘teamwork discourse’, using engineering-based projects that follow the CDIO framework. In 2020, these projects transitioned fully to a virtual environment due to Covid-19 restrictions. The iPeer Learning Management System tool for peer- and self-assessment was used in this research to investigate whether first-year students were able to apply the teamwork discourses taught to them when completing the projects online. A quantitative analysis of the iPeer results reflected that while 54% of the students remained consistent in the two projects, 16% showed an improvement, and 30% showed a decrease. The reasons for these results could be varied. Thus, a qualitative analysis of the students’ comments for increased and decreased marks was also conducted to assess how the relevant teamwork discourses were applied and to what extent. These findings confirmed that teamwork discourses could effectively be applied by a smaller percentage of first-year students.
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López-Gutiérrez, Aurora, and Elvira Barrios. "English-Medium Instruction in the Education Faculty of Málaga University: Students’ profiles." In HEAd'16 - International Conference on Higher Education Advances. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2671.
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This paper seeks to attain a better knowledge of the students that have joined the first partially-taught-in-English degree course in one of the six groups of the Bachelor’s Degree in Primary Education in the University of Málaga. The aim is to comprehend their different profiles so that professors can cater for their needs. To achieve this objective, as part of an innovation project led by a multidisciplinary team, different questionnaires were designed, the first of them to get information about their personal data and English training. It was taken by first year students, for two consecutive years (2014, 2015). The results of this questionnaire revealed that, as no specific requirements were asked, and only English level indications were given, we have to work with an heterogeneous group of people, which results in a multi-level proficiency, very demanding group, to deal with. However, comparing the results from one year to the next, we noticed that there has been an improvement in almost every parameter we were interested in assessing, and the participants of the developing innovation project are committed to evaluate their needs and provide the necessary support that teachers and students deserve.
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Hunko, Wesley S., and Lewis N. Payton. "Implementing Computer Numerical Controls Affordably at a Four Year University." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-66152.
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Additive manufacturing, fundamentally, is computerized numerical controls using a specialized printer head as the “tool”. Any new curriculum implementing “additive manufacturing” stands upon the fundamental and advanced work done before in computer numerical controls. Although there certainly is a need for end user laboratories based upon purchased printers, the challenge in designing curriculums that support developing the next generation of additive manufacturing must also include computer numerical controls. The best designers must be able to picture the entire system when developing new systems. During the late twentieth and early twenty-first centuries, the “hands-on” engineering laboratories typical of the post-World War II engineering campus gave way to computerized laboratories and simulation. Traditional engineering assets (lathes, mills, drill presses, etc.) were retired as they aged without replacement in favor of computer laboratories full of PC’s and software. As the 20th century ended, there was a realization that computer simulation is no substitute for “cutting metal” or “making things”. Designers need to understand process in order to communicate with technologists from trade schools and industry. Even a simple engineering drawing can often simply not be created due to process limitations (e.g., a perfectly drawn internal 90-degree angle in a CAD drawing does not occur in nature OR a machine shop). As the four year universities shut down their hands on programs, the two year programs implemented complex computer numerical controls curriculums to train operators for industry. The incredibly expensive equipment needed to do this is funded by state governments trying to attract industry to the state. The four year universities, responsible for creating the next generation of manufacturing machines, do not have access to THIS generations machines. The National Science Foundation and state governments don’t see the need for upper level engineering students to have ready access to machines that cost up to a million dollars each. The universities fortunate to have CNC machines usually keep them locked away from the students for safety of the machines and the students. Technicians make things for the students on the limited number or machines available. There is no understanding of the machines and very little understanding of the processes the machines are doing. An earlier paper by the authors described a way to implement an affordable undergraduate “manual” innovation laboratory. This article describes an affordable way for upper level universities to implement an effective machine design atmosphere for subtractive and additive manufacturing. The students modify existing machines from that earlier laboratory into multi-axis CNC machines. Students have successfully built five axis mills, lathes with live tooling and now a unique metal printing machine. The goal is not to create operators, but to enable designers of the next generation of machines. At the very least, students are immediately useful as design engineers when hired by companies making the most advanced (and expensive) additive/subtractive machines. The emphasis is not on expensive super machines but on very capable simple machines as emphasized in the Toyota Production System. One specific, inexpensive example will be provided for other institutions to utilize. The result has been an affordable laboratory that supports undergraduate students, graduate research students, and the university as a whole while teaching the design and control of computer numerical machines.
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Wong, E. H., C. T. Lim, J. E. Field, et al. "Tackling the Drop Impact Reliability of Electronic Packaging." In ASME 2003 International Electronic Packaging Technical Conference and Exhibition. ASMEDC, 2003. http://dx.doi.org/10.1115/ipack2003-35101.
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A 3-year collaboration program between the Institute of Microelectronics, National University of Singapore, and the University of Cambridge has been established with the following two objectives: (i) to establish a mechanics and physics-of-failure based board-level test methodology; (ii) to establish design guidelines and, ultimately, failure criteria for board level interconnect during drop/impact test. The following accomplishments have been achieved in the first year of the program: (i) the mechanics and physics of failure in a typical board-level test have been established (ii) the drop impact characteristics of 6 commercial portable products have been comprehensively surveyed; (iii) a weakness has been identified in the drop impact strength of SnAgCu solder alloy (acknowledged as the leading Pb-free solder candidate).