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Готові списки джерел за темами / Black first-year University students

Добірка наукової літератури з теми "Black first-year University students"

Автор: Grafiati

Опубліковано: 15 вересня 2021

Оновлено: 12 лютого 2022

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Статті в журналах з теми "Black first-year University students":

1

Du Rand, Paula P., and Marlene J. Viljoen. "Developmental level of black first-year nursing students." Health SA Gesondheid 5, no. 2 (October 23, 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.

2

Pillay, A. L., S. D. Edwards, C. Sargent, and R. M. Dhlomo. "Anxiety among University Students in South Africa." Psychological Reports 88, no. 3_suppl (June 2001): 1182–86. http://dx.doi.org/10.2466/pr0.2001.88.3c.1182.

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3

Peltzer, Karl, and Johannes M. Thole. "Gambling Attitudes among Black South African University Students." Psychological Reports 86, no. 3 (June 2000): 957–62. http://dx.doi.org/10.2466/pr0.2000.86.3.957.

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Political change in South Africa since 1994 has led to a marked increase in opportunities to gamble. The purpose of the study was, therefore, to investigate attitudes towards gambling in African University students with the Gambling Attitude Scales by sex, course of study, and personality traits such as conservatism and risk-taking. The sample included 136 University of the North students, 80 first-year psychology and 56 second-year African law students. The students were 69 men and 65 women in the age range of 18 to 32 years ( M of 21.8 yr., SD = 3.9). Analysis showed that men held more positive attitudes than women did towards gambling. Positive attitudes toward gambling were related to individual differences in risk-taking, liberalism, and course of study.

4

Pillay, A. L., S. D. Edwards, S. Q. Gambu, and R. M. Dhlomo. "Depression among University Students in South Africa." Psychological Reports 91, no. 3 (December 2002): 725–28. http://dx.doi.org/10.2466/pr0.2002.91.3.725.

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Of 129 first-year students at an historically Black university students in psychology reported significantly less depression than nonpsychology students, and younger students reported significantly lower scores on depression than older students on the Beck Depression Inventory.

5

Nicholas, Lionel J., Colin Tredoux, and Priscilla Daniels. "AIDS Knowledge and Attitudes towards Homosexuals of Black First-Year University Students: 1990–1992." Psychological Reports 75, no. 2 (October 1994): 819–23. http://dx.doi.org/10.2466/pr0.1994.75.2.819.

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Using an anonymous structured questionnaire to obtain baseline data on knowledge and attitudes of first-year black university students about the Acquired Immunodeficiency Syndrome (AIDS) and their attitudes towards homosexuals during 1990, 1991, and 1992 ( ns = 1902, 2113, and 1558), the following information was obtained. Students' knowledge of AIDS was inadequate and misconceptions about AIDS transmission prevalent as were prejudiced and exclusionary beliefs about people with AIDS. Little difference was evident on any of the scales over the three-year period.

6

Harris, Twaina A. "Prescriptive vs. Developmental: Academic Advising at a Historically Black University in South Carolina." NACADA Journal 38, no. 1 (July 1, 2018): 36–46. http://dx.doi.org/10.12930/nacada-15-010.

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Many academic support programs promote the academic success of first-year students, and research has shown the importance of effective academic advising to first-year student retention. Among the numerous approaches to academic advising, the strategy used by advisors at historically Black colleges and universities (HBCUs) remains relatively unknown. This quantitative study is based on the most prevalent academic advising approach used at a HBCU in South Carolina. A well-documented survey was administered to 77 first-year students attending this institution to measure their experiences with prescriptive and developmental advising and their satisfaction with these advising approaches. The results showed that the most prevalent advising approach was developmental advising, and students were satisfied with aspects of both strategies.

7

Mwamwenda, Tuntufye S. "African University Students' Responses to Questions on Interracial Marriage." Psychological Reports 83, no. 2 (October 1998): 658. http://dx.doi.org/10.2466/pr0.1998.83.2.658.

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The purpose of this study was to explore the attitudes of African university students towards interracial marriage. On whether they would choose a black or white person for marriage and whether their parents would approve their marrying a white person, most respondents (first-year undergraduates, 76 women and 63 men) preferred marrying a black person and indicated their parents would oppose their marrying a white person. Such findings were no surprise given the cultural value attached to marriage as well as South African multiracial interrelations marked by differential treatment.

8

Peltzer, Karl. "HEALTH-PROMOTING LIFESTYLES AND PERSONALITY AMONG BLACK SOUTH AFRICAN STUDENTS." Social Behavior and Personality: an international journal 30, no. 4 (January 1, 2002): 417–22. http://dx.doi.org/10.2224/sbp.2002.30.4.417.

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The aim of this study was to investigate health-promoting lifestyles (HPLP) and personality in black South African students. The sample included 606 students: 236 Grade 12, secondary school and 370 first year social science university students in South Africa. Results indicate a reasonable percentage of health-promoting lifestyles with a mean of 2.72. Secondary school students reported more overall health-promoting lifestyles than did university students. Multiple stepwise regression identified the Lie scale, Neuroticism, and Psychoticism as independent predictors for the total HPLP; Extraversion, gender and group (=secondary or university students) were excluded.

9

Rodriguez, Judith C., Deborah Kaye, Norma Stice, Karen Reedy, Josephine Frazier, and Barbara Brice. "Intragroup Differences Between Black Native and Transfer Students at a Predominantly White University: Implications for Advising." NACADA Journal 15, no. 1 (March 1, 1995): 31–35. http://dx.doi.org/10.12930/0271-9517-15.1.31.

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This research project identified demographic, academic, and social differences between Black native (entering, first-year) and Black transfer students at a predominantly White, urban, public university. A questionnaire mailed to all Black students (N = 735) elicited 172 responses (23%). Most students from both groups felt that the university promoted a positive race attitude. They also expected their advisors to be accessible and to know academic programs and policies. The researchers found significant differences in age, marital status, and who had been most influential in a student's having remained in school. Native students used the Career Development Center and Minority Student Alliance at a greater rate, and a larger percentage of them participated in the African American Student Union, the Student Government Association, the International Student Organization, and sororities and fraternities.

10

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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Дисертації з теми "Black first-year University students":

1

Sennett, Justin. "A preliminary investigation into the adjustment to university of first-year students at the University of Cape Town, with particular emphasis on the relative adjustment of black students." Master's thesis, University of Cape Town, 2000. http://hdl.handle.net/11427/7863.

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Bibliography : leaves 66-72.
The change from school to university is a major life transition to which many students experience considerable difficulty in adjusting. This process of adjustment is multidimensional requiring that students develop effective strategies for adapting to a host of new demands (Baker & Siryk, 1989) including those found in the academic, social and emotional spheres of development. Yet, in addition to factors relating to individual developmental or background variables, the interactive effects of student demographics and institutional environment may also influence a student's ability to cope effectively with adjustment to university. This may be the case particularly for students of disadvantaged or minority backgrounds, of which, the literature suggests, black African students in South Africa are a likely instance.

2

Nicholas, Lionel John. "The development of a university-based sex counselling programme in the age of AIDS." University of the Western Cape, 1993. http://hdl.handle.net/11394/8447.

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Philosophiae Doctor - PhD
The sexual behaviours, attitudes, beliefs and communication of 1896 black first-year university students were examined by means of a structured questionnaire for their contribution to the development of a university-based sex counselling programme. The areas of sexuality investigated included intra-familial communication about contraception and sexuality, belief in sex myths, knowledge of and myths about AIDS and the manner of acquisition of sex knowledge. The results of this study are consistent in reflecting much greater deficits in the knowledge of respondents about sexuality than encountered in the literature. Statistically significant gender differences were found for intra-familial communication about contraception, prejudice towards AIDS victims, knowledge of the modes of HIV infection, prejudice towards homosexuals, belief in myths about sexuality, age at which sex information was acquired, the preferred source of information about sexuality, attitude towards pre-marital intercourse, experience of pre-marital intercourse, belief about the acceptability of abortion, experience of pre-marital intercourse and worry about masturbation. No gender differences were found for belief in myths about high-risk AIDS infection, exposure to sex information within educational institutions and approval of sex education. The statistically significant gender differences which were found for most of the questionnaire items reflect the different sexual socialization experiences of respondents. Male and female students may therefore require counselling interventions geared to their respective needs Concern about AIDS has become central to university student sexual behaviour as well as protection against rape and sexual harassment and male responsibility for contraception. All campus counsellors will eventually experience the impact of AIDS and other sexually·transmitted diseases in their sessions with clients. Sexual harassment, rape, contraceptive failure and abortion will also increasingly impact on counselling sessions and require the university-based counsellor's involvement in broader university-wide prevention programmes as well as group based interventions. The development of a university-based sex counselling programme requires comprehensive interventions ranging from individual counselling to human sexuality courses. An awareness of the high profile sexuality problems as perceived by students, is essential for the development of preventive programmes at the group and academic class level as well as at the level of inf luencing uni versi ty policy. Knowledge of the merits of different theoretical positions and interventions for particular sexual problems is crucial for counselling intervention or referral. A systemic model of intervention for sexuality problems is proposed. The task of university-based sex counselling programmes is made more onerous by the paucity and ineffectiveness of sex information students are exposed to, the lack of sex education in the schools and the inadequate quality and degree of intrafamilial communication about sexuality. A significant proportion of respondents engage in pre-marital sexual intercourse without the benefit of adequate sex knowledge. The results of this study emphasize the need for research on the sexuality of, black South Africans, the particular vulnerabilities of first-year university students to sexuality problems and the dire need for structured sex education programmes at school as well as university.

3

Watts-Martinez, Evanda Shentelle. "Students' self-determined motivation, emotional intelligence and academic persistence: An examination of second year students at a public and a private historically black university." W&M ScholarWorks, 2015. https://scholarworks.wm.edu/etd/1539618723.

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4

Niven, Penelope Mary. "Acquiring academic reading practices in History I : an ethnographic study of a group of foundation year students at Rhodes University." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1007860.

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This thesis reports on a critical, ethnographic investigation into the reading practices of a group of 14 foundation year students at Rhodes University in 2002. The university had identified all the student-participants as 'underprepared' for university learning: they were from poor, socio-economic backgrounds, used English as an additional language, and had been educated in township or rural schools. Using the Socio-cultural model of literacy (Heath, 1984; Gee, 1990 & Street, 1993), the study explores the culturally-shaped attitudes and assumptions about reading that the students brought with them into a tertiary learning context from their homes, communities and schools. It reports on their subsequent efforts to become academic readers in the disciplinary context of History. Framing Theory (Reid and MacLachlan, 1994) was employed to analyse the kinds of matches and mismatches that arose between the students' frames about the nature and purpose of reading, and those implicitly accepted as normative by teachers in the History department. It accounts for the students' difficulties in achieving epistemological access in terms of a conflict of frames: both the students and their teachers usually failed to recognise each others' constructions about the nature and purpose of 'reading for a degree'. The study'S critical purpose required that its potential for generating emancipatory consequences needed to be investigated. Thus the study reports on how both sets of participants began to reframe their understanding of academic reading, by describing the ways in which they reflected on the findings in the final stages of the research process.
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5

Vawda, Aamena. "The learning styles of first year university students." Thesis, Nelson Mandela Metropolitan University, 2005. http://hdl.handle.net/10948/358.

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There has been a shift in the South African education system from a purely grade-oriented system to that of a learner-centred outcome-based system of education which challenges higher educational institutions and their faculties to adjust their goals to this system. In South Africa there is evidence of poor academic performance at higher education institutions. Among other things, noncognitive factors may be important mediators of academic success. With the expansion of higher education and the increased emphasis on access, retention and life-long learning, it is a good reason to explore the nature of different learning styles (Healey & Jenkins, 2000). Learning styles and personality types has been identified as significant predictors of academic performance. The present study aimed to contribute to this body of research in general and to Kolb’s (1981) theory of experiential learning and his conceptualisation of learning styles in particular. The aims of the study were to explore and describe the learning styles of first year university students (Aim 1), to explore and describe the learning styles of first year university students per faculty (Aim 2), and to explore the relationship between learning styles and academic performance for students in the various faculties (Aim 3). The study used an explorative descriptive and correlational research method and was conducted within a quantitative framework. Participants were selected using a non-probability convenience sampling technique. The sample was comprised of 391 first year university students to whom Kolb’s Learning Style Indicator was administered as part of the Explore programme during orientation week. Descriptive statistics were used in order to explore and describe the learning style of the learners for the sample as a whole and per faculty. Data for the learning styles and academic performance categories were cross tabulated so as to comment on the relationship between learning styles and academic performance per faculty. Small cell sizes made it impossible to analyse the latter data statistically. Across the six faculties the Accommodator learning style was the most represented, followed by the Diverger learning style. No significant relationship was found between learning styles and academic performance. The implications of the findings for counselling and teaching students are highlighted and suggestions to expand the research through using larger samples are also made.

6

González, Lomeli Daniel, Figueiras Sandra Castañeda, and Noriega María de los Angeles Maytorena. "Learning styles and achievement in first-year university students." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/100927.

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A structural model of students' appraisals about their own learning strategies and the effects of these strategies on their school scores is presented. Self-reports of 229 new first-year-students of a public university were analized using a structural equations method. Participants responded to a learning-style questionnaire, and their final first semester course scores were also recorded. The measurement model confirmed the existence of acquisition, memory resources managing, and information processing strategies, very much alike those proposed by Castañeda (1995). Since the model explained only the 7% of the school achievement, the modeling of the dependent latent variable, conformed by a set of observed variables, is stressed and debated.
Se presenta un modelo estructural de las valoraciones de 229 estudiantes acerca de sus estrategias de aprendizaje y el efecto en sus calificaciones escolares. Se realizó un análisis de ecuaciones estructurales que utilizó las respuestas a un inventario de estilos de aprendizaje y las calificaciones escolares del primer semestre. El modelo confirmó la presencia de estrategias de adquisición, de administración de recursos de memoria y de procesamiento de información, similar a lo propuesto por Castañeda (1995). Dado que el modelo explicó sólo 7% del aprovechamiento escolar, se discute la necesidad de modelar la variable dependiente como una variable latente conformada por un conjunto de indicadores que den cuenta cabal del logro escolar

7

McCune, Velda. "The development of first-year university students' approaches to studying." Thesis, University of Edinburgh, 2001. http://hdl.handle.net/1842/23115.

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8

Essendrup, Eugene. "Patterns of risk-taking behaviour of first year university students." Thesis, University of Fort Hare, 2008. http://hdl.handle.net/10353/135.

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This study investigated risk-taking behaviours among 244 first year students (Male=52 and Female=192). The risk-taking behaviours of the students were grouped into Risky and Violent Behaviour, Tobacco Use, Alcohol and Drug Use, Risky Sexual Behaviour and Unhealthy Dietary Behaviour subscales. Statistically significant correlations were found among all the risk-taking behaviour subscales other than Unhealthy Dietary Behaviours, which did not correlate with the other risky behaviours. Statistical significant sex differences were found regarding risk-taking behaviour that implicated males as higher risk-takers than females.

9

Mance, Oyku. "The Factors Making First- Year University Students Vulnerable To Pathological Eating Attitudes." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607901/index.pdf.

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The purpose of the present study was to find out variables that make first year university students vulnerable to eating disorders. Pathological eating attitudes&rsquo
association with height and weight, family meal patterns, perceived social support, family values and socio-demographic variables were assessed. 299 first year university students from the Department of Basic English at Middle East Technical University participated in the study. Five assessment devices- Demographic data form, the Eating Attitude Test (EAT&ndash
40), Family Eating Attitude and Behavior Subscales, the Multidimensional Scale of Perceived Social Support, and the Traditional Family Values Questionnaire were administered. ANOVAs were conducted to assess differences on eating attitudes between participants in terms of gender, with whom they lived, perceived family type, socio economic status, body mass index and weight satisfaction. Stepwise multiple regressions were conducted to appraise to what extent perceived social support, family meal patterns, traditional family values and demographic variables predicted eating attitudes of first year students. The participants who perceived their family as traditional reported more pathological eating attitudes in dieting, preoccupation with food, social pressure on weight factor. Regression analyses for female participants revealed that dieting, parents occupation, body mass index (current / desired) perceived social support- family, relationships with family and kin, and perceived family income were associated with pathological eating attitudes. Regression analyses for males revealed that dieting, father occupation, desired body mass index and relationships with family and kin were associated with pathological eating attitudes. These findings were discussed with reference to relevant literature. Future research topics were suggested and therapeutic implications of the study were discussed.

10

Workman, Jamie L. "Undecided First Year College Students' Experiences with Academic Advising at Miami University." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1369836009.

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Книги з теми "Black first-year University students":

1

Andreatta, Britt. Navigating the research university: A guide for first-year students. 3rd ed. Boston, MA: Wadsworth/Cengage Learning, 2012.

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2

Andreatta, Britt. Navigating the research university: A guide for first-year students. 2nd ed. Boston, MA: Thomson Wadsworth, 2009.

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3

Andreatta, Britt. Navigating the research university: A guide for first-year students. [Southbank, Victoria], Australia: Thomson Wadsworth, 2006.

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4

Darroch, Gordon. Student withdrawals at York University: First and second year students, 1984-85. [North York, Ont.]: Institute for Social Research, 1989.

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5

Grayson, J. Paul. Who leaves science?: The first year experience at York University. [Toronto, Ont.]: Institute for Social Research, York University, 1994.

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6

Grayson, J. Paul. Improving first year science education in a commuter university. North York, Ont: Institute for Social Research, York University, 1993.

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7

See, Brenda Jean. Contraceptive risk-taking among first and second-year students at Laurentian University. Sudbury, Ont: Laurentian University, Department of Sociology and Anthropology, 1989.

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8

Hein, Barbara Pauline. Laurentian students' expectations and experiences in their first year of university study. Sudbury, Ont: Laurentian University, Department of Psychology., 1989.

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9

Grayson, J. Paul. Comparative first year experiences at York University: Science, arts, and Atkinson. [Toronto, Ont.]: Institute for Social Research, York University, 1994.

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10

Tuah, Mohd Ali Bin. Teaching speaking skills for the first year law students of International Islamic University. Salford: Univerity of Salford, 1988.

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Частини книг з теми "Black first-year University students":

1

Cooper, Naomi. "Introducing first year music students to the community choir experience." In Teaching and Evaluating Music Performance at University, 132–44. [1.] | New York : Routledge, 2020. | Series: ISME global perspectives: Routledge, 2020. http://dx.doi.org/10.4324/9780429328077-9.

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2

Dallas, Andrea, and Mary Hatakka. "A Positive Intervention: Personal Responsibility Among First-Year, L2 University Students." In Second Language Learning and Teaching, 115–31. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32954-3_7.

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3

Gallardo-Echenique, Eliana, Luis Marqués-Molías, Oscar Gomez-Cruz, and Byron Vaca-Barahona. "Communication Preferences of First-Year University Students from Mexico and Spain." In Communications in Computer and Information Science, 85–93. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-66919-5_9.

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4

Aristeidou, Maria. "First-Year University Students in Distance Learning: Motivations and Early Experiences." In Technology-Enhanced Learning for a Free, Safe, and Sustainable World, 110–21. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86436-1_9.

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5

Fox, Janna, John Haggerty, and Natasha Artemeva. "Mitigating Risk: The Impact of a Diagnostic Assessment Procedure on the First-Year Experience in Engineering." In Post-admission Language Assessment of University Students, 43–65. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39192-2_3.

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6

Campagni, R., D. Merlini, and M. C. Verri. "The Influence of First Year Behaviour in the Progressions of University Students." In Communications in Computer and Information Science, 343–62. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94640-5_17.

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7

Konnova, Larisa P., Alexander A. Rylov, and Irina K. Stepanyan. "Propaedeutics of Professional Digital Skills for First-Year Students at an Economic University." In Knowledge in the Information Society, 230–44. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65857-1_20.

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8

Shabana, Noha Omaya. "Topical Structure Analysis: Assessing First-Year Egyptian University Students’ Internal Coherence of Their EFL Writing." In Assessing EFL Writing in the 21st Century Arab World, 53–78. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64104-1_3.

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9

Lee, J., S. Parrott, W. Feigelman, R. Wu, and M. Forouzesh. "Frequency of tobacco and alcohol use among first-year university students in the United States, 1996." In Tobacco: The Growing Epidemic, 278. London: Springer London, 2000. http://dx.doi.org/10.1007/978-1-4471-0769-9_117.

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Rozhkova, Svetlana, Irina Ustinova, and Olga Yanuschik. "Poster: Project-Based Learning in the Mathematics Course for First Year Students at a Technical University." In Educating Engineers for Future Industrial Revolutions, 341–48. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68198-2_31.

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Тези доповідей конференцій з теми "Black first-year University students":

1

Lucey, Siobhán, Brendan McElroy, and Lauren McInally. "Teaching in the 21st century – Engaging students in active learning using student response systems." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.05.

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The prevalence of student response systems (hereafter SRS) in higher education has grown significantly in the last few years. Student classroom participation and student’s assessment of performance particularly in larger classes, has often been regarded as problematic in pedagogical research (Black and Wiliam, 1998; Fies and Marshall, 2006). Growth in technology, coupled with popularity of handheld devices has led to the development in SRS with the intention of increasing classroom participation and engaging students in the lecture setting (Denker, 2013). Studies identify benefits to students participating in the classroom using SRS including increased student involvement, attendance, learning and engagement (Heaslip et al., 2014; Van Daele et al., 2017). This research seeks to examine the effects of a SRS on student participation and engagement in large undergraduate economics modules at both an Irish and UK university during the academic year of 2018/19. We compare a control period (no SRS in place) with a trial period (SRS in place). The results show that the use of the SRS significantly increased student’s interaction with the lecturer and their ability to perform self-assessment in absolute terms and relative to their peers.

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Yilmaz, Emin, and Abhijit Nagchaudhuri. "Winning the ASEE 2006 Robotics Design Competition: Guiding Students to Success." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-42258.

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Robotics Model Design Competition sponsored by the Two Year College Division (TYCD) of American Society for Engineering Education (ASEE) provides an avenue for freshman and sophomore student teams in two year as well as four year colleges and universities to participate in a creative engineering design project. Historically Black Colleges and University - Undergraduate Program (HBCU-UP) at National Science Foundation (NSF) have provided support for development of ACTION (Advanced Curriculum and Technology-based Instructional Opportunities Network) at UMES. The ACTION program promotes inquiry based active learning and research projects among undergraduate STEM (Science, Technology, Engineering and Mathematics) majors. Engineering, Technology, and Mathematics students responded enthusiastically when the authors proposed the idea of participating in the (ASEE) 2006 Robotic Model Design Competition at one of the American Society for Mechanical Engineers (ASME) student section meetings at UMES in the fall of 2005. (The authors serve as the advisors for ASME student section chapter at UMES). The student leader of the section quickly put together a team of five freshman and sophomore engineering, engineering technology and mathematics students to develop a proposal to UMES ACTION program. The authors supported the proposal development efforts. The proposal got funded and provided the resources for project execution and travel. A team of eleven freshmen and sophomore students from Engineering, Engineering Technology and Mathematics departments of University of Maryland Eastern Shore (UMES) participated in the American Society for Engineering Education’s (ASEE) 2006 Robotics Model Design Competition project. The event was sponsored by the Two-year College Division (TYCD) of ASEE and was open to freshman and sophomore student teams from two year as well as four year colleges and universities. The competition required teams to design and build an autonomous robot capable of delivering ping pong balls to each of four corner pockets located on an 8ft×8ft plywood track in a sequence. Each team was evaluated on the basis of a written report, an oral presentation, and scores obtained from the best two runs out of four runs on the racing track. Sixteen student teams across the nation participated in the event. UMES entered two teams in the competition who called themselves “Hawks 1” and “Hawks 4”. The student team “Hawks 1” won the competition. Video clips of both design projects as they executed the specified task at the 2006 ASEE Robotics Model Design Competition can be viewed at: http://www.umes.edu/asme/robots.htm. This paper describes the design projects “Hawks 1” and “Hawks 4” and its relevance to ABET learning outcomes.

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King-Berry, Arlene, and Carolene Eslyn Charles. "FACULTY & STUDENT RETENTION: KEEPING OUR HBCU-UDC ALIVE DURING THE COVID-19 PANDEMIC." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end119.

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There is a national crisis around recruiting and retaining students from HBCUs. The Journal of Blacks in Higher Education surveyed 64 of 100 HBCUs and found that only five of the schools surveyed graduated more than 50 percent of their students. The statistics are startling because HBCUs, some of which date to Reconstruction in the South after the Civil War (widely accepted as the period from 1865 to 1877), ostensibly was designed to improve an underserved community. Despite the large number of freshmen admitted each year to Historically Black Colleges and Universities (HBCU), a low number graduate (Tinto, 1993). It is, therefore, imperative that HBCUs implement strategies most likely to increase retention and persistence rates. When it comes to taking a closer look at pedagogy and practice in teaching, the COVID-19 Pandemic has created innovative environments for faculty to assess the students. The new perspective has many faculties utilizing evidence-based practices regarding performance-based assessment and other innovative techniques to assess students learning. Online teaching & learning and online assessment are likely to occupy a higher percentage of the future curriculum, which can be seen as a positive development for online learning. A correlation assumed that university faculty satisfaction and fair promotion could have a positive effect on student retention and engagement with a comprehensive analysis of these studies. It is paramount to consider that not only was fundamental student engagement found of tremendous relevance, but the literature is evident that student engagement during the entire higher education experience also leads to higher student retention rates and increased institutional commitment (Burke, 2019). This paper defines retention and persistence at HBCUs and presents the results of a systematic literature review that (a) identifies the challenges that impact student retention and persistence at HBCUs during the COVID-19 Pandemic and (b) delineates research-based practices/strategies recommended to address the academic, socio-emotional, and financial and health/wellness challenges of students attending HBCUs.

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Buzzetto-More, Nicole, and Ojiabo Ukoha. "The Efficacy of a Web-Based Instruction and Remediation Program on Student Learning." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3319.

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Faculty today are challenged to meet the individualized learning needs of what is frequently a disparate student population while engaging in meaningful assessment of student learning outcomes. Learning styles and levels of preparation vary among students especially in the area of mathematics and the ability to diagnosis deficiencies and remedy needs can increase student success. Computerized homework and test management systems complete with interactive tutorials and targeted remediation exercises are being presented as a means of meeting the individual instructional needs of learners while assisting faculty through the automation of assessment. In particular, a number of studies have indicated positive student learning outcomes results when these programs are implemented into mathematics instruction (Butler & Zerr, 2005; Kennedy, Ellis, Ojen, & Benoit, 2007; Zerr, 2007). The University of Maryland Eastern Shore is a Historically Black University that primarily serves first generation, low income, and minority learners. Over the years, the number of students requiring remedial mathematics instruction has increased dramatically. In order to increase student learning outcomes success, as well as the persistence rates of students, an online homework and assessment system was implemented into all sections of remedial mathematics. Features of the system utilized include interactive tutorial exercises, an online tutoring center, an e-book, sample problems and answers, diagnostic analysis, targeted exercises, online assignments and quizzes, and an online grade book. This paper presents the findings of study that examined student satisfaction and perception of value with respect to the usage of this system as well as impact on student persistence and performance. The results of this study were mixed and marked by high levels of neutrality; however, the findings did indicate that most students felt that the system was easy to use, a valuable learning tool, successful at having helped them to learn course concepts, and an aide that helped them to perform better on their assignments. At the same time, most student responded that they were not satisfied the system. The analysis of the student performance data noted a significant decrease in student withdrawal rates and a marked increase in pass rates for the course under consideration.

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Rimkuvienė, Daiva. "ICT COMPETENCIES OF FIRST-YEAR UNIVERSITY STUDENTS." In International Conference on Education and New Developments 2020. inScience Press, 2020. http://dx.doi.org/10.36315/2020end102.

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Matchision, Lauren. "Sustaining Educational Equity: Architecture Development Programs as Transformative Models to Increase Inclusivity." In 2019 ACSA Fall Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.fall.19.13.

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The desire to increase inclusivity in the field of architecture is concurrent with a perceptible growing trend in the United States in which many institutions of higher education have begun to take a closer look at student enrollment in the realization that various degree programs, including architecture, have historically lacked representation from people of color. Emerging architecture pipeline programs are poised to erode the demographic status quo by creating opportuniti es to engage historically underrepresented students while they are still in high school. Many of the explicit and implicit competencies these programs impart are valuable additions toward increasing the likelihood of more underrepresented students successfully applying to study architecture at the university level. These programs are only a small part of a growing number of efforts intended to address long-standing inequiti es in architecture education. This paper aims to assess such programs in light of Sharon Sutton’s imperative to achieve and sustain educational equity set forth in her recent book, When Ivory Towers Were Black: A Story About Race in America’s Cities and Universities. This paper first briefly identifies numerous diversity, equity, and inclusion initiatives currently taking hold in the discipline and profession of architecture. Next, it carefully examines Sutton’s account of the Columbia University School of Architecture’s attempt to transform the demographic status quo. Lastly, it considers the lessons learned from the experiment and applies them to emerging pipeline programs, referred to here as Architecture Development Programs, ultimately seeking to explore successful methods to attract, educate, and support historically under represented young people in the classroom and the profession.

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D’Sena, Peter. "Decolonising the curriculum. Contemplating academic culture(s), practice and strategies for change." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.13.

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In 2015, students at the University of Cape Town called for the statue of Cecil Rhodes, the 19th century British coloniser, to be removed from their campus. Their clarion call, in this increasingly widespread #RhodesMustFall movement, was that for diversity, inclusion and social justice to become a lived reality in higher education (HE), the curriculum has to be ‘decolonised’. (Chantiluke, et al, 2018; Le Grange, 2016) This was to be done by challenging the longstanding, hegemonic Eurocentric production of knowledge and dominant values by accommodating alternative perspectives, epistemologies and content. Moreover, they also called for broader institutional changes: fees must fall, and the recruitment and retention of both students and staff should take better account of cultural diversity rather than working to socially reproduce ‘white privilege’ (Bhambra, et al, 2015) Concerns had long been voiced by both academics and students about curricula dominated by white, capitalist, heterosexual, western worldviews at the expense of the experiences and discourses of those not perceiving themselves as fitting into those mainstream categories (for an Afrocentric perspective, see inter alia, Asante, 1995; Hicks & Holden, 2007) The massification of HE across race and class lines in the past four decades has fuelled these debates; consequentially, the ‘fitness’ of curricula across disciplines are increasingly being questioned. Student representative bodies have also voiced the deeper concern that many pedagogic practices and assessment techniques in university systems serve to reproduce society’s broader inequalities. Certainly, in the UK, recent in-depth research has indicated that the outcomes of inequity are both multifaceted and tangible, with, for example, graduating students from Black, Asian and Minority Ethnic (BAME) backgrounds only receiving half as many ‘good’ (first class and upper second) degree classifications as their white counterparts (RHS, 2018). As a consequence of such findings and reports, the momentum for discussing the issues around diversifying and decolonising the university has gathered pace. Importantly, however, as the case and arguments have been expressed not only through peer reviewed articles and reports published by learned societies, but also in the popular press, the core issues have become more accessible than most academic debates and more readily discussed by both teachers and learners (Arday and Mirza, 2018; RHS, 2018). Hence, more recently, findings about the attainment/awarding gap have been taken seriously and given prominence by both Universities UK and the National Union of Students, though their shared conclusion is that radical (though yet to be determined) steps are needed if any movements or campaigns, such as #closingthegap are to find any success. (Universities UK, 2019; NUS, 2016; Shay, 2016)

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Sugano, Masashi, and Aya Akasaka. "Factors Related to Eating Habits of First-Year University Students." In 2013 IEEE International Conference on Healthcare Informatics (ICHI). IEEE, 2013. http://dx.doi.org/10.1109/ichi.2013.67.

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Alvarez-Huerta, Paula, Iñaki Larrea, Alexander Muela, and José Ramón Vitoria. "Self-efficacy in first-year university students: a descriptive study." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9226.

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The study and analysis of the self-efficacy beliefs of students has become an important line of educational research. The purpose of this study, conducted at the University of Mondragon (Spain), is to explore the different perceptions concerning the creative and entrepreneurial self-efficacy of students on their entrance to university. Results revealed clear patterns with regards to discipline and gender. Students commencing their degrees in social sciences show lower creative and entrepreneurial self-efficacy perceptions than their peers in other disciplines. Women show lower scores than men across different disciplines with the exception of women commencing engineering studies. Self-efficacy has been related to student motivation and learning and has been found influential in the choice of the professional career. The high significance of this construct in education makes the results of this study have clear implications for the development of learning environments that address the differences found between gender and disciplines. Directions for future research are also indicated.

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Butrime, Edita, and Vaiva Zuzeviciute. "FIRST-YEAR UNIVERSITY STUDENTS’ ATTITUDE ON COMMUNICATION IN UNIVERSITY’S INTRANET." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2404.

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Звіти організацій з теми "Black first-year University students":

1

Burri, Margaret, Joshua Everett, Heidi Herr, and Jessica Keyes. Library Impact Practice Brief: Freshman Fellows: Implementing and Assessing a First-Year Primary-Source Research Program. Association of Research Libraries, July 2021. http://dx.doi.org/10.29242/brief.jhu2021.

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This practice brief describes the assessment project undertaken by the Sheridan Libraries at Johns Hopkins University as part of the library’s participation in ARL’s Research Library Impact Framework initiative to address the question “(How) do the library’s special collections specifically support and promote teaching, learning, and research?” The research team investigated how the Freshman Fellows experience impacted the fellows’ studies and co-curricular activities at the university. Freshmen Fellows, established in 2016, is a signature opportunity to expose students to primary-source collections early in their college career by pairing four fellows with four curators on individual research projects. The program graduated its first cohort of fellows in spring 2020. The brief includes a semi-structured interview guide, program guidelines, and a primary research rubric.

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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.

3

Physical fitness of first-year students at the University of the Ural Federal District Authors:. Oksana N. Lovygina, Roman V. Sidorov, Igor M. Dobrynin, Tatyana A. Fassakhova, March 2021. http://dx.doi.org/10.14526/2070-4798-2021-16-1-80-85.

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