Journal articles: 'First-year university student'

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Erickson, Sheri L., and Mary F. Stone. "First Year Experience Course: Insights From The First Two Years." American Journal of Business Education (AJBE) 5, no. 2 (February 9, 2012): 139–48. http://dx.doi.org/10.19030/ajbe.v5i2.6816.

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Retention rates of students in a business school Freshman Year Experience (FYE) course were compared to overall University retention rates for two successive years. Slightly higher retention was experienced by the business FYE students than for the University overall. Student responses to exit survey questions were compared to retention activity to assess any potential relationships. Contrary to existing theoretical models, no significant correlations existed between measures of academic skill building and retention, and between student connectedness and retention. Significant correlation did exist between student academic expectations and intention to return.

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Sin Soo, Hooi, and Yenwan Chong. "Evaluation of First-Year University Students’ Engagement to enhance Student Development." Asian Journal of University Education 17, no. 2 (June 6, 2021): 113. http://dx.doi.org/10.24191/ajue.v17i2.13388.

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Abstract: The COVID-19 crisis has dramatically impacted university education as well as created new challenges for tertiary learning institutions. The pandemic has exacerbated graduate unemployment and increased student dropout rates. In response to these unprecedented challenges, universities are formulating more student development initiatives to support new students to transition into university and produce holistic graduates with essential soft skills. Student engagement evaluation can help inform and enhance the implementation of student development programs. In this study, seven domains of first year university students’ engagement were evaluated namely Academic Engagement (AE), Beyond-class Engagement (BE), Intellectual Engagement (IE), Online Engagement (OE), Peer Engagement (PE), Student-staff Engagement (SE) and Transition Engagement (TE). This study found that university freshmen’s Online Engagement (OE) was the strongest while their Academic Engagement (AE) was the weakest. This study also discovered that first year university students’ engagement were weakest with regard to reading of textbooks before attending class, asking questions in class and borrowing books from the university library. Future student development programs targeted at first year university students could be enhanced by increasing the use of ICT in teaching and learning as well as increasing efforts in assisting new students to transition from school to university learning environments by inculcating good reading habits and encouraging active class participation. Keywords: Academic engagement, First year undergraduates, Student development, Student engagement, Transition to university

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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 (December 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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Ben-Avie, Michael, Marianne Kennedy, Christine Unson, Jinhong Li, Richard L. Riccardi, and Raymond Mugno. "First-Year Experience:." Journal of Assessment and Institutional Effectiveness 2, no. 2 (August 1, 2012): 143–70. http://dx.doi.org/10.5325/jasseinsteffe.2.2.143.

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Abstract In 2007 Southern Connecticut State University initiated a comprehensive First-Year Experience program to promote student engagement, improve academic competencies, and boost retention rates. The program included a revamped orientation, mandatory learning communities, increased academic support, and increased campus involvement. While all students participated in these components, only 50 percent of students were enrolled in a first-year seminar. Seminar participants demonstrated significantly higher rates of retention, higher GPAs, and more credits earned than nonseminar students. These effects were still evident after three years. This study identified a psychological-educational factor—future orientation—as an important factor for explaining the difference in outcomes.

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Crisp, Geoffrey, Edward Palmer, Deborah Turnbull, Ted Nettelbeck, Lynn Ward, Amanda LeCouteur, Aspa Sarris, Peter Strelan, and Luke Schneider. "First year student expectations: Results from a university-wide student survey." Journal of University Teaching and Learning Practice 6, no. 1 (January 1, 2009): 16–32. http://dx.doi.org/10.53761/1.6.1.3.

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Although much has been written on the first-year experience of students at higher education institutions, less attention has been directed to the expectations of students when they enter an institution for the first time. This paper provides additional insights into the expectations of students at an Australian university and highlights areas in which students’ expectations may not necessarily align with the realities of common university practices. By providing opportunities for students to articulate their expectations, staff are able to use the responses for a constructive dialogue and work towards a more positive alignment between perceived expectations and levels of student satisfaction with their experience.

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Thalluri, Jyothi, and Sharron King. "Understanding and Improving First-Year University Student Experiences." Journal of the World Universities Forum 2, no. 1 (2009): 67–86. http://dx.doi.org/10.18848/1835-2030/cgp/v02i01/56545.

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Saich, Ginny. "Explicit First Year Support Through University Student Mentoring." International Journal of Learning: Annual Review 15, no. 10 (2008): 1–10. http://dx.doi.org/10.18848/1447-9494/cgp/v15i10/45977.

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Grayson, J. Paul. "Place of Residence, Student Involvement, and First Year Marks." Canadian Journal of Higher Education 27, no. 1 (April 30, 1997): 1–23. http://dx.doi.org/10.47678/cjhe.v27i1.183293.

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Research conducted in the United States has shown that students living in residence have greater gains in areas such as intellectual development, and are more likely to stay in university and complete their degrees, than students who live off-campus. The enhanced student involvement of those in residence is often cited in explanation for positive outcomes such as these. While there are some dissenting voices, research has also demonstrated that place of residence has little, if any, impact on marks. In a study of York University, a large commuter university, it is shown that place of residence does affect student involvement and first year marks; however, after controlling for OAC marks and faculty of enrollment, the first year marks of students who live at home with parents are higher than those of students in residence. Part of the explanation for this phenomenon can be found in the fact that despite their place of residence off-campus and low involvement in some activities, students living with their parents have higher rates of classroom involvement than students living in residence. In essence, living off-campus with parents does not represent a disadvantage in terms of first year marks.

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Karpovich, I. A. "Teaching First-Year Students: Literature Review." Uchenye zapiski St. Petersburg University of Management Technologies and Economics, no. 3 (October 12, 2021): 5–10. http://dx.doi.org/10.35854/2541-8106-2021-3-5-10.

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The effectiveness of university academic process depends on how quickly and effectively a first-year student overcomes the challenges of the induction process. Creating conditions for the successful induction of students in the educational process is one of the priorities of higher education. This paper focuses on the literature review devoted to the main directions of current scientific research on the problem of adaptation of first-year students.

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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 (December 28, 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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Bharuthram, Sharita, and Mahmoud Patel. "Co-constructing a rubric checklist with first year university students." Apples - Journal of Applied Language Studies 11, no. 4 (December 26, 2017): 35–55. http://dx.doi.org/10.17011/apples/urn.201708073430.

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This paper reports on a study in which students co-constructed a rubric checklist with their lecturer and which they used to assess themselves. Data were collected by means of a student questionnaire, tutor feedback, as well as tutors’ and lecturers’ observations to ascertain students’ experiences and opinions of the design process and of using the tool to self-assess. The findings show that co-designing the rubric checklist with students increased their motivation and enhanced students’ confidence in completing the task. In addition, students gained enormous benefits from using the rubric checklist as a self-assessment tool. Reflecting critically on the feedback received from students and tutors the authors argue that for enhanced student engagement in the teaching and learning process they should be involved as active participants in the assessment processes. In addition, students need to learn to assess the quality of their own work early in their academic career with continuous guided practice throughout their studies with the intention of making the practice of self-assessment a norm rather than an exception, thereby creating independent reflective learners.

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Kuznetsov, Andrei Gennadevich, Sergei Vladimirovich Rusakov, and Svetlana Iurevna Zhdanova. "Features of work with students of first year." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2017): 99–110. http://dx.doi.org/10.51314/2073-2635-2017-1-99-110.

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The article deals with the problem of the first-year students' progress, the reasons for low achievement, the factors that determine the low student achievement. It is shown that low level of students' social and psychological adaptation is the reason for low student achievement. The experience of systematic, purposeful work on the prevention of low achievement and the formation of socio-psychological adaptation in first-year students to the new conditions of the educational environment at the Faculty of Mechanics and Mathematics of the Perm State National Research University is presented.

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Chumakov, V. I., E. V. Shishkina, and I. V. Chumakov. "Social and communicative adaptation of first-year students at a medical university." Cardiovascular Therapy and Prevention 21, no. 5S (December 14, 2022): 3497. http://dx.doi.org/10.15829/1728-8800-2022-3497.

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Aim. The article is devoted to the analysis of social and communicative of first-year students at a medical university. The aim was to generalize and systematize scientific views on adaptation of first-year students, highlight the criteria for student adaptation, substantiate the prospects for further research.Material and methods. The use of methods for studying scientific and methodological literature, evaluating information obtained during theoretical analysis, comparison, grouping of data, generalization, made it possible to form the original questionnaire "Assessment of socio-communicative adaptation of first-year students in a medical university." The study involved 338 first-year full-time and part-time students of the Volgograd State Medical University.Results. The theoretical analysis of literature made it possible to identify the features of the functioning of a first-year student at a medical university, to substantiate the social and communicative adaptation of the individual as a necessary condition for the formation of a future specialist.The role of mental health of an individual in the process of achieving the necessary level of adaptation in the conditions of the educational process of the medical university is indicated. We have explicated the external and internal criteria for the adaptation of a university student, on the basis of which a questionnaire was compiled. The survey of students, the interpretation of the data obtained indicates both positive results and the fact that many first-year students question their academic success at the beginning of their studies and note their insufficient home preparation, as well as lack of time for various extracurricular activities.Conclusion. Socio-cultural adaptation of a first-year student is a long multifactorial process of changing the nature of connections, the student’s attitude to the content and organization of the educational process in a medical university. On the other hand, modern professional standards require a high level of communicative competence formation from a specialist. The relationship between the academic performance of a student and the degree of adaptation in the specific conditions of the pedagogical process at a medical university is revealed. We consider the development of a student community model with the involvement of professional psychologists to organize psychosocial assistance to maladjusted students as a prospect for the study.

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Kahu, Ella, Karen Nelson, and Catherine Picton. "Student interest as a key driver of engagement for first year students." Student Success 8, no. 2 (July 23, 2017): 55–66. http://dx.doi.org/10.5204/ssj.v8i2.379.

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Much has been written about the challenges faced by first year students at university. This paper adds to that literature by exploring student interest, known to be associated with persistence and learning. Using data from a qualitative study following 19 students through their first year at a regional Australian university, the paper examines the antecedents and consequences of student interest. Findings show the students’ existing individual interests and goals interact with the teaching environment to trigger situational interest. Situational interest then enhances behavioural and cognitive engagement and leads to better learning and grades. Perceived relevance of the learning task is shown to be a particularly important determinant of student interest. Students’ emotions, self-efficacy, and their sense of belonging are also important factors in explaining the links between student interest, the teaching environment, and student engagement.

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Kahu, Ella R., and Catherine Picton. "The benefits of good tutor-student relationships in the first year." Student Success 10, no. 2 (August 9, 2019): 23–33. http://dx.doi.org/10.5204/ssj.v10i2.1293.

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Teacher-student relationships (TSR) are an important influence on the student experience at university. Existing research, predominantly with lecturers, highlights that these relationships have academic and affective dimensions. Studies demonstrate good TSR increase student motivation, engagement, and learning. The current study adds a student voice to this topic, focussing on their views of tutoring staff, who undertake much of the face-to-face teaching in universities. The qualitative study followed 19 students through their first year at an Australian university. The students identified four characteristics of a ‘good’ tutor: helpful, caring, likeable, and hands-on. Students talked about multiple benefits of having a good tutor including increased help-seeking, studying harder, more interest in class, and improved well-being and belonging. The importance of the tutor role is underestimated and institutions would do well to better support these valuable staff.

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Авдеева, А., Anna Avdeeva, Ю. Сафонова, and Yu Safonova. "Difficulties of Adaptation of the First-Year Students at Technical University." Management of the Personnel and Intellectual Resources in Russia 7, no. 4 (September 25, 2018): 33–36. http://dx.doi.org/10.12737/article_5b8d0f2de3cb07.73192178.

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The article presents the results of the study of an adaptation process of first-year students to the environment of the technical university. The actuality and novelty of this work are conditioned by current changes in the Russian system of higher professional education. The following problems of adaptation are pointed out as typical ones: lack of knowledge of the specifi cs of social interaction at the university in students; inadequate conceptualizations about organization of the educational process at the higher school; an external and mixed career motivation in the fi rst year’s students. A diversifi ed socio-cultural university environment is being described as a factor contributing to acceptance of the social role of «student» at the emotional level. At the same time, forming the cognitive components of the «student» role takes place not earlier than 5-6 weeks of the study at university. The results of this research have shown the necessity of including of adaptation training into the educational process for fi rst-year students.

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Ashwin, Paul, and Keith Trigwell. "Evoked prior experiences in first-year university student learning." Higher Education Research & Development 31, no. 4 (August 2012): 449–63. http://dx.doi.org/10.1080/07294360.2011.634384.

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Nyar, Annsilla. "The ‘Double Transition’ for First-Year Students: Understanding the Impact of Covid-19 on South Africa’s First-Year University Students." Journal for Students Affairs in Africa 9, no. 1 (May 31, 2021): 77–92. http://dx.doi.org/10.24085/jsaa.v9i1.1429.

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While all students are affected by the advent of the Covid‑19 pandemic, the first‑year student population remains a special category of vulnerability for higher education. This is on account of the way the Covid‑19 pandemic has disrupted their transition into university and complicated the nature of their entry into and through the formal academic cycle. This article uses the notion of a ‘double transition’ as a framework for positioning and locating the first‑year student transition within the context of the prevailing Covid‑19 pandemic. ‘Double transition’ refers to an additional transition coupled with that of the first‑year transition, with regard to the extraordinary situation of students navigating their entry into the unfamiliar terrain of academia while simultaneously navigating the Covid‑19 pandemic. The article provides a circumscribed summary of the effects of Covid‑19 on university students and looks to describe and explain the nature and shape of first‑year transitions in relation to the transition necessitated by the Covid‑19 pandemic. It concludes with four key strategies for supporting first‑year students as the pandemic continues.

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Wiggins, Harry, Ansie Harding, and Johann Engelbrecht. "Student enrichment in mathematics: a case study with first year university students." International Journal of Mathematical Education in Science and Technology 48, sup1 (October 26, 2017): S16—S29. http://dx.doi.org/10.1080/0020739x.2017.1352046.

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Terblanche, Hettie, Henry D. Mason, and Barend van Wyk. "Developing Mindsets: A Qualitative Study among First-Year South African University Students." Journal for Students Affairs in Africa 9, no. 2 (December 28, 2021): 199–216. http://dx.doi.org/10.24085/jsaa.v9i2.2206.

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This article reports on a qualitative study that evaluated first-year students’ lived experiences of attending a 12-week student support programme focused on fostering mindsets. Participants included 545 first year Engineering students enrolled for academic studies at a South African university. All participants completed qualitative narrative sketches depicting their experiences. A random sample of 300 students’ narrative sketches was included as data in the qualitative study. The data were analysed using thematic analysis, and Dweck’s theory on mindsets served as the theoretical lens through which the data were interpreted. The results indicate that the majority of students experienced significant personal growth from attending the student support programme. Additionally, the findings point to the relevance and importance of offering student support programmes focused on exploring mindsets to first-year students. The results of this exploratory study suggest that mindset theory should be considered as an essential component when advising first-year South African Engineering students. Furthermore, we make a case for the relevance of positive psychology-based development programmes for first-year students.

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Birbeck, David, Lois McKellar, and Kat Kenyon. "Moving Beyond First Year: An Exploration of Staff and Student Experience." Student Success 12, no. 1 (March 15, 2021): 82–92. http://dx.doi.org/10.5204/ssj.1802.

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Transition pedagogy has had a major impact on the first year experience for higher education students in Australia. Similarly, there has been a significant focus on transitioning students from their final year of study to employment. Considerably fewer studies have sought to understand the “middle child”; the years in between the first and final year of study. Staff at a metropolitan Australian university noticed an increase in students struggling with university life after the first year of their program, with students purposefully withdrawing from courses or their program entirely. This article reports on focus groups held with staff and feedback via a student survey. Findings suggest the challenges faced by students in second year are multi-faceted, and curriculum and delivery should be intentionally designed to support students through a series of transitions throughout the university journey.

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Avdeeva, A., and Yu Safonova. "SELF-IMAGE OF THE FIRST-YEAR STUDENTS OF TECHNICAL UNIVERSITY." Vestnik Universiteta, no. 1 (March 15, 2019): 184–88. http://dx.doi.org/10.26425/1816-4277-2019-1-184-188.

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This article describes the current issues of studying self-image of students of elite technical university. The first-year students have been involved in the study. The cognitive and emotional components of self-image were selected as the subject of the study. Diagnostic research complex included interview methods, questioning, observation, analysis of documents and the author’s projective drawing technique «I am a student». According to the results of the empirical research, 1) such five types of images, as elitism, cognition, integration, difficulties, forcedness have been highlighted; 2) the interpretation of self-image of first-year students by the type of drawing has been carried out.

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Linden, Kelly, Sarah Teakel, and Neil Van der Ploeg. "Improving Student Success with Online Embedded Tutor Support in First-Year Subjects." Student Success 13, no. 2 (July 6, 2022): 42–50. http://dx.doi.org/10.5204/ssj.2338.

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Institutional commitment to the student experience in the early stages of university has the greatest potential to exceed student expectations. The cross-institutional Embedded Tutors Program provides undergraduate students with access to subject content experts from 12 first-year subjects across a regional university. Tutors provide one-on-one draft assessment feedback in subjects with a large written assessment task. A total of 428 students attended 615 tutor sessions held online via Zoom. Students who met with a tutor had higher average assessment marks and cumulative subject marks than those students who did not attend a session. Feedback from students was positive, with 78% of students rating the tutor session “extremely helpful.” This study provides evidence of the value of subject-specific draft assessment feedback for students in first-year subjects.

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Starosta, Volodymyr, and Olena Popadich. "Some aids in adaptation of first-year students at the classical university." Ukrainian Journal of Educational Studies and Information Technology 6, no. 2 (June 30, 2018): 16–26. http://dx.doi.org/10.32919/uesit.2018.02.02.

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The paper deals with peculiarities of adaptation features to the educational process of first-year students and the some factors (aids) which help them overcome emerging difficulties. Among the main tasks at this stage are the development of a questionnaire and conducting an electronic questionnaire among first-year students, identifying the main difficulties and analyzing positive and negative factors of student adaptation in the higher institutions. Some mains aids have been found to help first-year students overcome emerging difficulties. They are electronic resources in libraries, living conditions in the dormitories, relationships in student groups, receiving help from parents, relatives, fellow students, senior students, etc. Using electronic questionnaires, the diagnostics of adaptation of students to the educational process in conditions of the classical university has been conducted among 200 students in 2016 and 750 students in 2018. Most students have established relationships in their student group and think that the atmosphere in their group is favorable. Students get help from parents, relatives, fellow students, senior students and teachers, and students themselves help others as well. There should be more involvement of curators and teachers in adaptation of first-year students. It has been established that the renewed social environment, new living conditions are sufficiently favorable for the successful adaptation of students to the educational process in higher education. Some difficulties in the process of adaptation of first-year students to the university have both objective nature (unfamiliar lifestyle, new learning process, new forms and methods of studies, the need to study more by themselves, etc.), as well as subjective nature (poor school preparation, stress, fatigue caused by lectures, students’ own lack of organizational skills, and laziness, poor study skills, inability to prioritize, etc.). The empirical study proves that in the university conditions there are various factors during the adaptation of first-year students.

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Taylor, Donnalee. "A chronicle of just-in-time information: The secret to building first year university student wellbeing and resilience based on a three year initiative." Student Success 8, no. 1 (March 26, 2017): 35–47. http://dx.doi.org/10.5204/ssj.v8i1.373.

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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.

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Alder, Emily. "Becoming a student of English: Students’ experiences of transition into the first year." Arts and Humanities in Higher Education 17, no. 2 (January 29, 2016): 185–203. http://dx.doi.org/10.1177/1474022216628303.

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This study explored the transition to university as experienced by first-year students of English studies. The first year has been identified by existing research as a critical time for new students in terms of their persistence and success on their degree programme. However, there is a need for further research in the current UK higher education climate, especially within subject disciplines. Attempts to account for successful transition have investigated students’ social integration, the institutional environment, and theories of approaches to learning. In particular, the study drew on research into academic socialisation and academic literacies to examine students’ accounts of joining first year and their development of student identities. While describing anxieties and concerns about adjusting to the new practices and discourses of English literature at university level, students’ identification with their chosen subject appeared closely implicated in their engagement with university study and their academic identity formation. The study adopted a phenomenographic methodology suited to suggesting interpretative narratives of the experiences of small groups of participants.

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Perander, Katarina, Monica Londen, Gunilla Holm, and Susanne Tiihonen. "Becoming a university student: An emotional rollercoaster." Högre utbildning 10, no. 1 (2020): 1. http://dx.doi.org/10.23865/hu.v10.1462.

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Students’ experiences during their first year of higher education affect study pace, retention and graduation. The aim of this study was to examine how students describe and perceive their studying and academic emotions during the first semester of higher education in order to analyse the interplay of different factors affecting student learning. The students participated in a compulsory study skills course, and wrote about their study experiences in reflective journals (N = 190) that were analysed qualitatively. Reflective journals have been rarely used in previous research on first year studies. The journals allow students to write about their experiences as a whole, and provide a broad and in-depth picture of students’ perceptions of their study habits and learning in higher education. Our results revealed that students’ academic emotions were profoundly affected by their self-regulated learning skills. Moreover, the study showed how self-regulated learning and academic emotions were tightly intertwined. In order to enhance student learning both self-regulated learning and academic emotions need to be considered in university teaching, and when universities plan the first year for new students.

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Lummis, Geoffrey, Graeme Lock, Clare Freeman, and Catherine Anne Ferguson. "Transformational Learning in First-Year Australian Preservice Primary Teacher." Journal of Transformative Education 17, no. 4 (May 28, 2019): 299–317. http://dx.doi.org/10.1177/1541344619849043.

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The early experience of commencing university students is an important precursor for retention and student success and involves a transformation in learning. This article reports the experiences of commencing students in an Australian Education (Primary) degree. Data were collected using a mixed methods approach, consisting of an online survey, and semistructured interviews. The data revealed that respondents experienced some phases of Mezirow’s transformational learning theory. Interviewees were enthusiastic about their future career with high scores in the online instrument for academic orientation and student identity, which indicated that they were experiencing the building of confidence and competence in new roles (Phase 7) and provisionally trying out new roles (Phase 8). Nevertheless, all respondents indicated being overwhelmed by the unexpectedly high academic study load, indicating a disorientating dilemma (Phase 1). These results are placed in the context of student retention and degree completion.

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Gray, Marion, Susan Gordon, Maureen O’Neill, and Wendy M. Pearce. "First year allied health student transition to a regional university." Australian Journal of Rural Health 27, no. 6 (December 2019): 497–504. http://dx.doi.org/10.1111/ajr.12581.

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Copeland, Kelly J., and Chantal Levesque-Bristol. "The Retention Dilemma: Effectively Reaching the First-Year University Student." Journal of College Student Retention: Research, Theory & Practice 12, no. 4 (February 2011): 485–515. http://dx.doi.org/10.2190/cs.12.4.f.

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Rivera Munoz, Claudia A., Chi Baik, and Jason M. Lodge. "Teacher and student interactions in the first year of university." Journal of Further and Higher Education 44, no. 8 (September 25, 2019): 1130–42. http://dx.doi.org/10.1080/0309877x.2019.1664731.

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Kearney, Sean. "Transforming the first-year experience through self and peer assessment." Journal of University Teaching and Learning Practice 16, no. 5 (December 1, 2019): 20–35. http://dx.doi.org/10.53761/1.16.5.3.

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The transition into higher education from secondary school is a challenging change for many students. This transition and the problems students face as a result, can affect their ability to succeed. Universities recognise the transition to university as a significant feature of student engagement and learning. The current article explores an already established assessment model as a tool to help acculturate first-year students to tertiary assessment practices. The author has moulded a model of self and peer assessment that has been utilised at all levels of schooling, as a specific means to help students engage, not only with content, but also with the administrative processes of assessment. Over the course of a number of weeks, undergraduate education students, in their first semester of university study, were subjected to Authentic Self and Peer Assessment for Learning (ASPAL) model, which sought to illustrate study skills, encourage collaboration, promote autonomy and illustrate to students how assessment can drive learning. The current article presents a case for the use of the ASPAL model of assessment as a transition pedagogy that can help students better understand assessment at the tertiary level and enhance student success.

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Naylor, Ryan. "First year student conceptions of success: What really matters?" Student Success 8, no. 2 (July 22, 2017): 9–19. http://dx.doi.org/10.5204/ssj.v8i2.377.

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Success at university is a complex idea, with evidence that what “counts” as success is conceived differently by students and academics. This study contrasts two methodologies (“Likert-type” ordered response and quadratic voting, which does not appear to have been applied to education research previously) to identify which factors are important in university success to first year health science students. Completion (passing subjects and obtaining qualifications) and achievement (getting good grades) were the most important factors in both methodologies, but important differences were found between the two in the relative importance of four factors, particularly in the importance of a sense of belonging and personalisation of study options. Contrasting data from the two methods potentially separates factors students think are vital from those that are important but not essential—a distinction which is concealed using Likert-type instruments alone.

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Raven, Meg. "Bridging the Gap: Understanding the Differing Research Expectations of First-Year Students and Professor." Evidence Based Library and Information Practice 7, no. 3 (September 13, 2012): 4. http://dx.doi.org/10.18438/b8wg79.

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Objective: This study sought to better understand the research expectations of first-year students upon beginning university study, and how these expectations differed from those of their professors. Most academic librarians observe that the research expectations of these two groups differ considerably and being able to articulate where these differences are greatest may help us provided more focused instruction, and allow us to work more effectively with professors and student support services. Methods: 317 first-year undergraduate students and 75 professors at Mount Saint Vincent University in Halifax, NS were surveyed to determine what they each expected of first-year student research. Students were surveyed on the first day of term so as to best understand their research expectations as they transitioned from high school to university. Results: The gulf between student and professor research expectations was found to be considerable, especially in areas such as time required for reading and research, and the resources necessary to do research. While students rated their preparedness for university as high, they also had high expectations related to their ability to use non-academic sources. Not unexpectedly, the majority of professors believed that students are not prepared to do university-level research, they do not take enough responsibility for their own learning, they should use more academic research sources, and read twice as much as students believe they should. Conclusions: By better understanding differing research expectations, students can be guided very early in their studies about appropriate academic research practices, and librarians and professors can provide students with improved research instruction. Strategies for working with students, professors and the university community are discussed.

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Schütze, Heike, and Jenna Bartyn. "Development, Implementation and Students’ Perceptions of the Effectiveness of an Interdisciplinary For-Credit Subject to Help Students Transition to University." Student Success 11, no. 2 (September 30, 2019): 1–13. http://dx.doi.org/10.5204/ssj.v11i3.1163.

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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.

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Cortes, Venus M., Lourdes Elaine Perez, Joanna Ophel D. McCarthy, BM Jade R. Rumol, and Febe Kaye L. Tulod. "The Coping Mechanisms of First-Year Students in the Online Classes." Journal of Humanities and Education Development 4, no. 3 (2022): 116–25. http://dx.doi.org/10.22161/jhed.4.3.14.

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The study aimed to determine the coping mechanisms of first-year college students taking Bachelor of Special Needs Education in a state university in the online class setting. It utilized Colaizzi’s (1978) descriptive phenomenological method which followed his seven-step method. Three emergent themes were revealed (1) coping mechanisms, (2) adjustment of 1st-year students to online classes, (3) perception of the effects of coping mechanisms. Most participants applied three coping mechanisms, and these were (1) meditation and (2) spirituality which are considered adaptive coping mechanisms, and (3) late-night internet usage, a maladaptive coping mechanism. The participants expressed their vulnerability as a 1st-year student in terms of unfamiliarity due to the absence of face-to-face interaction, being unaccustomed to the new college environment, pressure due to unfamiliar teacher-student dynamic, and pressure in studying at a state university.

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Norvilitis, Jill M., Howard M. Reid, and Karen O'Quin. "Amotivation: A Key Predictor of College GPA, College Match, and First-Year Retention." International Journal of Educational Psychology 11, no. 3 (October 24, 2022): 314–38. http://dx.doi.org/10.17583/ijep.7309.

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Two studies examined the relationships between motivational orientation, college student success, and first-year retention. In Study 1, 523 college students completed measures of motivational orientation and student success. Results indicated that intrinsic and extrinsic motivation were positively related to college GPA, student-university match and adjustment to college. In contrast, amotivation was negatively related to these dependent variables. Study 2 examined a mediational model in which motivational orientation, most consistently amotivation, predicted lower college student GPA and poorer college match. These, in turn predicted a decrease in first-to-second-year retention among 385 first-year college students. These results suggest that colleges may wish to address amotivation among students as a way to enhance student success and retention.

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Emmanuel, Elizabeth, Marilyn Chaseling, and Lewes Peddell. "A first-year, first-semester observership placement to increase nursing students’ satisfaction." Journal of Nursing Education and Practice 11, no. 11 (July 20, 2021): 64. http://dx.doi.org/10.5430/jnep.v11n11p64.

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This paper reports on a two-day nursing observership in the first semester of an undergraduate baccalaureate-nursing program in an Australian university. Of the 392 novice student nurses who completed the observership, 340 provided a written reflection on their experience. The qualitative data were analysed using constant comparative analysis from which four themes were identified. Student nurses reported that the observership provided them with an insight into the nursing world (66.4%), was a revelation (46.4%), met their expectations (16.4%), and was transformative (7.3%). These themes indicated that an observership at the start of a nursing student’s study can provide a professional socialisation experience, link new knowledge to practice, and ease that transition into nursing study. The implication for practice for nurse educators is to consider innovative approaches such as an observership to overcome challenges that first-year nursing students reportedly experience.

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Browning, Catherine, and Suzanne Le-May Sheffield. "4. Practice Makes Perfect? University Students’ Response to a First-Year Transition Course." Collected Essays on Learning and Teaching 1 (July 1, 2011): 22. http://dx.doi.org/10.22329/celt.v1i0.3173.

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This paper shares new insights on the first-year university student transition experience. Our research focuses on students’ practice of academic skills developed in a ‘Foundations for Learning’ course, from their own perspective, after they completed the course. Once they had an opportunity to practice what they learned in subsequent courses we investigated how such practice impacts students’ attitudes toward learning and their university experience.

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Lukeman, Howard. "First Year Student Essays in Humanities and Social Sciences." Australian and International Journal of Rural Education 2, no. 2 (July 1, 1992): 37–40. http://dx.doi.org/10.47381/aijre.v2i2.367.

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This article suggests that a major factor in students' struggle with style and structure in essays in Humanities and Social Science subjects is their misunderstanding of the central assumptions and conventions held by their lecturers about essay writing. It illustrates some of the central issues lying behind this misunderstanding by analysing work done in the Learning Skills Centre at Charles Sturt University (Riverina).

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McCluskey, Trish, John Weldon, and Andrew Smallridge. "Re-building the first year experience, one block at a time." Student Success 10, no. 1 (March 7, 2019): 1–15. http://dx.doi.org/10.5204/ssj.v10i1.1148.

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For many years, universities around the world have been developing and enhancing the First Year Experience (FYE), with a view to improving retention, performance and student satisfaction. This feature practice report outlines a strategic initiative, launched in 2018 at Victoria University in Melbourne, Australia that aims to transform the experience of Victoria University’s first-year students on an unprecedented scale. This unique model reconceptualises the design, structure and delivery of first year units of study in order to deliver a program that deliberately focuses on students’ pedagogical, transition and work/life balance needs. This initiative required the disruption and redevelopment of all university systems to ensure students experience a supportive and seamless transition into, and journey through, their first year of study at university.

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Wood, Denise, Gillian Gray-Ganter, and Robyn Bailey. "Pre-commencement interviews to support transition and retention of first year undergraduate students." Student Success 7, no. 2 (July 24, 2016): 21–31. http://dx.doi.org/10.5204/ssj.v7i2.338.

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This paper reports the findings of a pilot study conducted at a regional university in Australia involving a pre-commencement interview strategy that aimed to better support first-year students transitioning into an undergraduate nursing program. The aim of the study was to determine the efficacy of the approach and inform the development of more effective transition and retention strategies (STARS) at the institutional level. The study was informed by Kalsbeek’s (2013) ‘4 Ps’ framework for student retention, which identifies student profile, progress through their studies, university processes and alignment between a university’s promises and the student experience of its delivery on those promises as critical components of an all-of-institution approach to improving student retention and success. An additional ‘P’, preparedness, was identified as another important dimension, recognising that student preparedness for study is a vital component of an effective transition and retention strategy. The findings viewed through the lens of the expanded ‘5Ps’ framework highlight the potential of the approach as an institutional strategy for improving student transition, retention and success.

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Kahu, Ella R., Nicole Ashley, and Catherine Picton. "Exploring the Complexity of First-Year Student Belonging in Higher Education: Familiarity, Interpersonal, and Academic Belonging." Student Success 13, no. 2 (July 6, 2022): 10–20. http://dx.doi.org/10.5204/ssj.2264.

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Belonging is critical to first-year student success and persistence in higher education. However, differing definitions make it challenging to fully understand why belonging is significant. Foregrounding student voice, this research explored how first-year Australian university students talked about their belonging. Using Kahu and Nelson’s (2018) framework of student engagement as a lens, 18 students were interviewed weekly throughout the year. Students talked about belonging in three distinct but interrelated ways: familiarity, interpersonal belonging, and academic belonging. While all were important for student wellbeing and engagement, academic belonging, students’ sense that university, their discipline, and courses were “right” for them, was critical for perseverance. Unlike interpersonal belonging which tended to build through the year, academic belonging fluctuated for many students. The findings suggest framing belonging merely as about relationships limits understanding of this important construct. Contributing to scholarship by bringing a refreshed perspective to the nuances and complexity of belonging, the research suggests higher education providers need to monitor and foster academic belonging in first-year students.

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Leary, Miriam, Alexander Tylka, Victoria Corsi, and Randy Bryner. "The Effect of First-Year Seminar Classroom Design on Social Integration and Retention of STEM First-Time, Full-Time College Freshmen." Education Research International 2021 (July 26, 2021): 1–9. http://dx.doi.org/10.1155/2021/4262905.

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Classroom design is related to student satisfaction and learning, but its effect on student retention is unknown. This exploratory study compared the impact of classroom design on social integration and retention among STEM first-time, full-time college freshmen in a first-year seminar course by comparing classroom sizes (large (LL) vs. small (SL) lecture), classroom formats (lecture (SL) vs. flipped classroom (FC)), and classroom student composition of students at risk of attrition based on low math placement scores (combined low math (CLM) vs. separated low math (SLM)). To capture social integration of freshman after their first semester, students completed a survey for course credit. Retention rates of freshman returning to the university for their second year were included. Almost all students in all classrooms had made friends in college; most had made friends with peers in the course and were spending time with them outside of class. Compared with LL students, SL reported lower satisfaction with their overall social life. More FC students were satisfied with their social life, and fewer found making friends to be harder than expected. These findings showed even greater disparities between groups for at-risk students. SLM students exhibited lower social integration than CLM students. The CLM flipped classroom retained the highest percentage of students at the university into the second year. Findings from the present study suggest that integrating at-risk students into a first-year seminar flipped classroom that matches student composition of the major benefits social integration and retention into the second year, for all students as well as those with low math scores.

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Carroll, Tom, Deirdre Casey, Julie Crowley, Kieran Mulchrone, and Áine Ní Shé. "Numbas as an engagement tool for first-year Business Studies students." MSOR Connections 15, no. 2 (January 26, 2017): 42. http://dx.doi.org/10.21100/msor.v15i2.410.

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In this paper we report on the implementation of e-assessment in mathematics with a large cohort of Business Studies students in their first year at Cork Institute of Technology, Ireland. The assessment tool used was Numbas, a freely available e-assessment tool for mathematics developed at Newcastle University. The main motivation in introducing Numbas for this course was to increase attendance and engagement at tutorials but also to make regular assessments with feedback a practical possibility for large groups. In this paper we discuss the effect the introduction of Numbas had on student engagement, in particular on student participation, attendance, and on the student experience.

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Larkin, Kevin, Leonie Rowan, Barbara Garrick, and Catherine Beavis. "Student Perspectives on First Year Experience Initiatives Designed for Pre-service Teacher in their First Weeks of University Study." Journal of University Teaching and Learning Practice 13, no. 1 (January 1, 2016): 103–17. http://dx.doi.org/10.53761/1.13.1.7.

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Universities throughout Australia are increasingly investing significant amounts of time and money in efforts to improve the quality of first year students’ experiences and, by extension, increase retention, performance and student satisfaction. This paper reports upon a pilot research project conducted at a Queensland university that investigates student understandings of, and reactions to, a range of initiatives put in place to enhance their “first year experience”. The research showed that students had mixed reactions to the initiatives put in place to support them and that staff played a vital role in terms of how students responded to various forms of institutional support. In analysing the results the paper demonstrates the need for ongoing research into how a diverse cohort of students make sense of the first year experience they are offered.

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Abdul-Fattah, Mostafa, Rita Hafizi, Hiba Abdul-Fattah, Sonia Gulati, and Raywat Deonandan. "Health Sciences (HSS) Buddy Program: Evaluation of its First Year." Revue interdisciplinaire des sciences de la santé - Interdisciplinary Journal of Health Sciences 4, no. 1 (August 17, 2014): 52. http://dx.doi.org/10.18192/riss-ijhs.v4i1.1222.

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<p>In the 2011-2012 academic year, the HSS Buddy Program pilot project was implemented in the Interdisciplinary School of Health Sciences at the University of Ottawa. Intended to address rising student anxiety levels, the program teamed freshmen (first year) students with groups of older students to promote more instances of casual social interaction. Participants’ perceptions of the program were universally positive in terms of how enjoyable it was, its usefulness, and its relevance to student needs. Suggested improvements include recruiting of more male participants, liaising with school administrators to help avoid scheduling conflicts, starting the program earlier in the academic year, and forming social groups with fewer students. Overall, the approach undertaken by the Buddy Program was seen to be a valuable one worthy of continuation and growth.</p>

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Malau-Aduli, Bunmi S., Mary D. Adu, Faith Alele, Karina Jones, Aaron Drovandi, Martina Mylrea, Kornelija Sfera, Simone Ross, and Ernest Jennings. "Adjusting to university: Perceptions of first-year health professions students." PLOS ONE 16, no. 5 (May 25, 2021): e0251634. http://dx.doi.org/10.1371/journal.pone.0251634.

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Background The transition experience into university can be challenging for health profession students as they are required to rapidly learn diverse and adaptable problem solving skills and advanced reflective thinking processes which are necessary to address complex patient-care problems, particularly in the face of uncertainty within a dynamic and rapidly evolving learning environment. Methods A mixed-methods study was conducted to identify factors influencing this transition for first-year medical, dental, and pharmacy students at a regional Australian university. The Student Adaption to College Questionnaire (SACQ) examined participants’ levels of adjustment to university, while Schlossberg’s 4 S transition model was utilised in a framework analysis of the focus group and interview responses. Results Complete survey responses were obtained from 198 students, 17 of whom also participated in focus group discussions or interviews. Mean adjustment ratings obtained from the SACQ responses were academic (6.09 ± 1.3) personal-emotional (5.53 ± 1.55), social (6.30 ± 1.38), and institutional attachment (6.96 ± 1.6). These results indicate that the personal and emotional aspects of this transition were more challenging for the students. Analysis of the qualitative data revealed that generally, for these highly motivated health-professions students, dropping out of university was not an option and this had a positive influence on their ability to adjust to their new learning environment. Nonetheless, the transition involved role change; school-leavers were excited about their newly found independence, while for mature-aged students, returning to university allowed them to pursue their lifelong dreams. Adjustment was more challenging for international, mature-aged and female students, with personal and social factors influencing the transition for each of these demographic groups. Conclusions To facilitate smooth transition into university, tertiary education institutions must consider tailored on-going support strategies that promote social interaction among students with varied backgrounds and personal characteristics.

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Mhlanga, Samantha, and Oncemore Mbeve. "Tutor-student relationship and its role in promoting first-year students adaptation to university." International Journal of Higher Education and Sustainability 4, no. 2 (2022): 1. http://dx.doi.org/10.1504/ijhes.2022.10052943.

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Glukhenkaya, Nina. "Psycho-pedagogical portrait first-year student of the Ural Federal University." Czech Journal of Social Sciences, Business and Economics 3, no. 2 (June 30, 2014): 15–19. http://dx.doi.org/10.24984/cjssbe.2014.3.2.2.

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Journal articles on the topic 'First-year university student'

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