Wright, S. C. D.; Maree, J. E.
Improving throughput in the B. Tech. Nursing Sciences programme is a complex issue as not only the theoretical but also the practical component and undefined inner strengths of the student influence success. The purpose of this article is to report factors in the prospective students' social background, their perceptions of nursing and nurses and…
Grealish, Laurie; Ranse, Kristen
This study explored how first year undergraduate nursing students learn in clinical placements as part of a program informed by Wenger's (1998) social theory of learning. Forty-nine written student narrative accounts of a learning experience were analysed and three triggers for learning were identified. The first trigger is that participation (or observation) of a task or procedure leads students into a complex, dramatic reading of nursing work. The second is that when students are personally (emotionally) confronted by the work, it presents a high challenge situation, recognized by students as a significant learning opportunity. The third trigger is encounters with different nurses assist students to construct an image of what they want to be as a nurse. These three triggers appear to align with Wenger's Communities of Practice constructs for identity, engagement, imagination, and alignment, and provides preliminary evidence supportive of the social theory of learning for nursing students on clinical placement.
Ajuwon, Grace Ada
Background The internet is an important source of up-to-date medical information. Although several studies in different countries have explored the extent to which health science students use the computer and the internet, few researches are available on this subject in Nigeria. The aim of this study was to assess the uptake of computer and internet by health science students studying in the country. Methods One hundred and eighty three first year medical and nursing students of the University College Hospital, Ibadan, Nigeria, completed a-25 item questionnaire during routine Library Orientation Program in the medical library. The EPI-Info software was used for data analysis. Results The mean ages for medical students and the student nurses were 22 and 24.6 years respectively. Overall, 42.6% of the entire sample could use the computer, 57.4% could not. While more than half (58%) of the medical students are computer literate, majority (75.9%) of the student nurses are not. Slightly more than two thirds (60.7%) of the entire students had ever used the internet, 33. 9% had not. E-mail was the most popular of internet services used by the students (76.4%) and the cyber café was the common place where students had accessed these services. The students' mean scores on a 15-point perceived self-efficacy scale for internet-related tasks was 3.8 for medical and 0.7 for nursing students (p = 0.00). Students who are computer literate had superior mean scores (4.8) than those without (0.6) (p = 0.000). Conclusion First year clinical and nursing students in Ibadan Nigeria have not fully utilised the opportunity that the use of computer and internet offer for medical education. Improved efforts such as inclusion of computer education in medical and nursing curricular and establishment of computer laboratories are required to increase the student's access to computers and internet. PMID:14498997
Shudifat, Ra'ed M; Al-Husban, Raya Yousef
The aim of the current study was to determine the most prevalent sources of stress among first-year nursing students at a military college in Jordan. A descriptive cross-sectional study was performed using a convenience sample of 138 students (females between ages 18 and 22). The Student Stress Survey was used to identify stressors and assess their relative importance. The instrument consists of 40 items divided into four categories of potential sources of stress: (a) intrapersonal, (b) interpersonal, (c) academic, and (d) environmental. Data were analyzed using descriptive statistics. The top five sources of stress reported were: increased class workload (89%), change in living environment (83%), change in social activities (78%), change in eating habits (77.5 %), and change in sleeping habits (76%), with academic sources of stress being the most frequently reported. The results provide valuable information for educators and administrators in nursing colleges to identify types of stress among first-year nursing students and establish strategies to reduce stress among such students, particularly from academic and environmental sources.
James, Santhamma; D'Amore, Angelo; Thomas, Theda
The diversity of first year students is increasing with new schemes promoting access to higher education courses. It is important to assess the learning styles of students in order to cater for their differing learning needs. The aim of this study was to profile first year nursing/midwifery students at two campuses of Australian Catholic University, to investigate their learning preferences and the effect demographic background has on these preferences. We designed a survey to collect demographic data and incorporated the VARK (visual, aural, read-write and kinaesthetic) questionnaire to investigate the students' preferred learning modes. The kinaesthetic score of our students was the highest (7.34 ± 2.67), significantly differing from the other three modes (p<0.001). Demographic factors such as gender and age group did not influence mean scores of each sensory modality. The predominant preference was quadmodal utilising all four learning styles. The distribution of students preferring to learn by unimodal, bimodal, trimodal and quadmodal styles varied between demographic groupings. The rural students had significantly higher visual and kinaesthetic scores compared to their metropolitan counterparts. Students attending the rural campus had higher visual and read-write scores. Visual and aural scores were significantly lower for students from non-English speaking backgrounds. These findings have significant teaching and research implications.
Whyte, Douglas G; Madigan, Veronica; Drinkwater, Eric J
The expanding scope of practice of paramedics and nurses demands they possess a sophisticated knowledge of bioscience to enable them to think critically and make rational clinical decisions. It is well documented that nursing students struggle with bioscience but there are no studies examining the performance of paramedic students in this crucial subject. In this study, we compared the academic performance of first year nursing, paramedic and nursing/paramedic double degree students in a bioscience subject. Regression analyses were used to identify predictors of academic success. Data revealed a low success rate in bioscience for all three degree programs (63.2, 58.8, and 67.6% respectively) and a strong correlation between academic success in bioscience and non-bioscience subjects (r(2)=0.49). The best predictors of overall academic success were the University Admission Index score and mature entry into the course. Previous study of biology was associated with an increased bioscience and overall GPA but not with non-bioscience grades. Discriminant analysis was used to develop a model that could predict overall academic success with an accuracy of 78.5%. These criteria may be useful during the admission process and for the early identification of students at risk of failure.
McEwan, Lynn; Goldenberg, Dolly
A study of 41 graduate nursing students found they had high achievement motivation and academic ability. Trait anxiety was the only valid predictor of academic success. Academic ability and inherent anxiety had greater potential for predicting students who would succeed. (Author/SK)
Wunder, Linda L
Simulation-based education provides a safe place for student registered nurse anesthetists to practice non-technical skills before entering the clinical arena. An anesthetist's lack of nontechnical skills contributes to adverse patient outcomes. The purpose of this study was to determine whether an educational intervention on nontechnical skills could improve the performance of nontechnical skills during anesthesia crisis simulation with a group of first-year student registered nurse anesthetists. Thirty-two first-year students volunteered for this quasi-experimental study. Each subject was videotaped and rated as he or she performed 6 simulated crisis scenarios: 3 scenarios before the intervention and 3 after the intervention. Findings revealed that the nontechnical skills mean posttest score was greater than pretest scores: t (df = 31) = 1.99, P = .028. The mean gain in scores for standardized nontechnical skills were significantly greater than those for standardized technical skills: t (df = 30) = 1.81, P = .04. In conclusion, a 3-hour educational intervention on nontechnical skills resulted in significant improvement. Nontechnical skills therefore are not acquired through experience, but rather through instruction. An educational intervention using the Anaesthetists' Non-Technical Skills system is a valuable tool in the measurement of nontechnical skills assessment of first-year student registered nurse anesthetists.
Lea, Emma; Marlow, Annette; Bramble, Marguerite; Andrews, Sharon; Crisp, Elaine; Eccleston, Claire; Mason, Ron; Robinson, Andrew
The residential aged care sector is reportedly a less attractive career choice for nursing students than other sectors. Research shows that students are often fearful of working with residents with dementia when they are inadequately supported on clinical placements by aged care staff. Thirty first-year nursing students attended a 2-week placement in one of two Tasmanian aged care facilities as part of the Wicking Dementia Research and Education Centre Teaching Aged Care Facilities Program, which aims to provide students with a quality aged care placement focusing on dementia palliation. Placement experience and dementia knowledge were evaluated through preplacement and postplacement questionnaires and weekly feedback meetings with mentors and students. Students had more positive attitudes related to aged care and higher dementia knowledge at the end of placement. Students described their interactions with residents with dementia and thought that the placement had increased their capacity to provide quality care to these residents. The findings indicate that residential aged care placements can be productive learning environments for novice nursing students.
Kolb, Stephan; Vasilakis, Thomas; Stein, Barbara; Stadelmann, Jessica; Münzinger, Angelika; Fley, Gabriele; Hach, Isabel; Jassmann, Marco; Härlein, Jürgen
In order to enhance patient outcome and patient safety in healthcare, interprofessional education (IPE) has over the years become a specific area of interest focusing on teaching concepts, research methods, and implementation strategies. To achieve commitment and positive attitudes as part of the institutional readiness towards IPE, the adoption of change management aspects can support its early implementation. This short report presents results of a baseline survey on attitudes and preferences for IPE among first-year students in medicine and nursing, as well as among chief physicians, nurse directors, and administrative directors at the associated university hospital. For the survey, the UWE-IP (University of the West of England Interprofessional Questionnaire) was used along with ten customised questions. Overall, a high degree of approval for IPE was observed in all participants. Furthermore, participants showed positive attitudes in three of the four UWE-IP subscales. However, neutral to negative attitudes were documented in subscale interprofessional interaction.
Salamonson, Yenna; Ramjan, Lucie M; van den Nieuwenhuizen, Simon; Metcalfe, Lauren; Chang, Sungwon; Everett, Bronwyn
This paper examines the relationship between nursing students' sense of coherence, self-regulated learning and academic performance in bioscience. While there is increasing recognition of a need to foster students' self-regulated learning, little is known about the relationship of psychological strengths, particularly sense of coherence and academic performance. Using a prospective, correlational design, 563 first year nursing students completed the three dimensions of sense of coherence scale - comprehensibility, manageability and meaningfulness, and five components of self-regulated learning strategy - elaboration, organisation, rehearsal, self-efficacy and task value. Cluster analysis was used to group respondents into three clusters, based on their sense of coherence subscale scores. Although there were no sociodemographic differences in sense of coherence subscale scores, those with higher sense of coherence were more likely to adopt self-regulated learning strategies. Furthermore, academic grades collected at the end of semester revealed that higher sense of coherence was consistently related to achieving higher academic grades across all four units of study. Students with higher sense of coherence were more self-regulated in their learning approach. More importantly, the study suggests that sense of coherence may be an explanatory factor for students' successful adaptation and transition in higher education, as indicated by the positive relationship of sense of coherence to academic performance.
Watts, Wilda Ellen; Rush, Kathy; Wright, Marjorie
Developing confidence in self-assessment is an important skill in becoming a self-regulated learner. This article describes the process undertaken by a group of educators of incorporating self-assessment in combination with psychomotor skill development with freshman students. Students were videotaped performing a wound-dressing change; the videotaping was immediately followed by a self-assessment of their performance using a faculty-generated checklist. Comparison of faculty and student ratings revealed the tendency for students to overrate their performance and identified discordance between students and faculty on several steps of the procedure. These evaluation findings are discussed and future directions explored.
D'Amore, Angelo; James, Santhamma; Mitchell, Eleanor K L
It is important that educators understand their students' learning styles. In this study we investigate the learning styles of first-year undergraduate nursing and midwifery university students and whether these learning styles are influenced by student demographic characteristics. A cross-sectional survey including demographic questions and the Kolb Learning Style Inventory was utilised. There was a 78% response rate (n=345). The majority of first-year students investigated in this study were divergers (29.5%), followed by assimilators (28.8%), accommodators (23.9%) and convergers (17.9%). Female students had a higher reflective observation (RO) score than male students (p=0.0078). Those with English as first language showed a higher active experimentation score (p=0.0543) and a lower concrete experience (CE) score (p=0.0038). Australian citizens and permanent residents had a higher RO score (p=0.0560) and a lower CE score (p=0.0100) than migrants and international students. Nursing/arts students had a higher abstract conceptualisation (AC) score than nursing students (p=0.0013). Students enrolled in 4-5 subject units had a higher AC score than those enrolled in 1-2 units (p=0.0244). Nursing and midwifery students are mainly of the diverger and assimilating learning styles. Some student demographic characteristics show a significant influence on learning styles. This study has teaching and research implications.
Geng, Gretchen; Midford, Richard
This paper investigated the stress levels of first-year education students who undertake teaching practicum and theory units during their first year of teacher education program. First, 139 first-year and 143 other years' education students completed the PSS-10 scale, which measures perceived level of stress. Then, 147 first-year education…
principles and practices of anesthesia have been taught using seminars and lectures to supplement clinical training. There is no substitute for case-based...traditional lecture method of teaching anesthesia pharmacology to nurse anesthesia students. 15. SUBJECT TERMS Human patient simulator; adult ...taught using seminars and lectures to supplement clinical training. There is no substitute for case-based experience; however, recent innovations
Green, Sue M; Voegeli, David; Harrison, Maureen; Phillips, Jackie; Knowles, Jess; Weaver, Mike; Shephard, Kerry
Streaming video was used to support the learning of first year student nurses on a Life Sciences module, as one of many innovations designed to increase the range of resources and support available to students. This paper describes the background to this innovation, the procedures adopted and the results of extensive evaluation. The use of streaming video was evaluated in three applications in the module. A total of 656 students used online directed-learning sessions that incorporated streamed video. Just over half of these students actually viewed the video streams. Their feedback showed that 32% found access easy, 59% enjoyed using the resources, and 25% were very confident that they learned from them. Different types of video were used, and embedded in diverse ways, but the results were consistent across the three applications. They suggest that streamed video can contribute to useful resources to support learning by student nurses but, for a variety of reasons, it may not appeal or be adequately accessible to all students at present.
Bittman, Barry B; Snyder, Cherie; Bruhn, Karl T; Liebfreid, Fran; Stevens, Christine K; Westengard, James; Umbach, Paul O
The challenges of providing exemplary undergraduate nursing education cannot be underestimated in an era when burnout and negative mood states predictably lead to alarming rates of academic as well as career attrition. While the multi-dimensional nature of this complex issue has been extensively elucidated, few rational strategies exist to reverse a disheartening trend recognizable early in the educational process that subsequently threatens to undermine the future viability of quality healthcare. This controlled prospective crossover study examined the impact of a 6-session Recreational Music-making (RMM) protocol on burnout and mood dimensions as well as Total Mood Disturbance (TMD) in first year associate level nursing students. A total of 75 first year associate degree nursing students from Allegany College of Maryland (ACM) participated in a 6-session RMM protocol focusing on group support and stress reduction utilizing a specific group drumming protocol. Burnout and mood dimensions were assessed with the Maslach Burnout Inventory and the Profile of Mood States respectively. Statistically significant reductions of multiple burnout and mood dimensions as well as TMD scores were noted. Potential annual cost savings for the typical associate degree nursing program (16,800 dollars) and acute care hospital (322,000 dollars) were projected by an independent economic analysis firm. A cost-effective 6-session RMM protocol reduces burnout and mood dimensions as well as TMD in associate degree nursing students.
Reports on a study done at Aberdeen University (England) which assessed the learning styles of first-year medical students. Results indicated that these students scored higher than other students in achievement (including study methods and competitiveness) and prediction for success. Includes the instrument used. (TW)
Feltham, Mark; Krahn, Mary Anne
In this essay, we tell the story of how a team of English and nursing professors came together to develop curriculum for a mandatory first-semester writing course in the collaborative Bachelor of Science, Nursing (BScN) at Fanshawe College and Western University, both in London, Ontario. The discussion focuses on the implementation of the course…
Wunder, Linda L; Glymph, Derrick C; Newman, Johanna; Gonzalez, Vicente; Gonzalez, Juan E; Groom, Jeffrey A
The use of simulation to imitate real-life scenarios reaches back many centuries. In the last decade, the use of simulation in healthcare has gained acceptance as a valuable tool for teaching and learning technical and nontechnical skills in healthcare. The use of simulation technology has moved medical education from the standard of pen and paper examinations to the assessment of clinical competency before caring for patients. The old thinking of "see one, do one, teach one" is behind us as healthcare works to create a culture of safety that holds healthcare personnel accountable. A current use of testing clinical competence is the use of Objective Structured Clinical Examination (OSCE) by physician training programs. As a testing tool, the OSCE has great potential to assess the clinical competence of students before they enter the clinical setting. The nurse anesthesia program at the authors' university has moved toward creating a formal assessment to ensure clinical competence of their student registered nurse anesthetists. In this article, we describe the development and implementation of an OSCE to ensure clinical competence of first-year student registered nurse anesthetists before they begin their clinical training.
McCallum, Jacqueline; Lamont, David; Kerr, Emma-Louise
Specialist environments have traditionally not been considered as practice learning environments for year one nursing students. Through implementation of the hub and spoke model of practice learning this was implemented across one health board and Higher Education Institution in Scotland. Sixty nine students from specialist and 147 from general areas out of a total population of 467 students (46.2%) and thirteen mentors from specialist and 26 from general areas out of a total 577 mentors (6.7%) completed a questionnaire. The findings support this initiative and suggest in some cases student experiences are more positive in specialist environments.
Koch, Jane; Salamonson, Yenna; Rolley, John X; Davidson, Patricia M
The growth of accelerated graduate entry nursing programs has challenged traditional approaches to teaching and learning. To date, limited research has been undertaken in the role of learning preferences, language proficiency and academic performance in accelerated programs. Sixty-two first year accelerated graduate entry nursing students, in a single cohort at a university in the western region of Sydney, Australia, were surveyed to assess their learning preference using the Visual, Aural, Read/write and Kinaesthetic (VARK) learning preference questionnaire, together with sociodemographic data, English language acculturation and perceived academic control. Six months following course commencement, the participant's grade point average (GPA) was studied as a measurement of academic performance. A 93% response rate was achieved. The majority of students (62%) reported preference for multiple approaches to learning with the kinaesthetic sensory mode a significant (p=0.009) predictor of academic performance. Students who spoke only English at home had higher mean scores across two of the four categories of VARK sensory modalities, visual and kinaesthetic compared to those who spoke non-English. Further research is warranted to investigate the reasons why the kinaesthetic sensory mode is a predictor of academic performance and to what extent the VARK mean scores of the four learning preference(s) change with improved English language proficiency.
Green, Sue M.; Voegeli, David; Harrison, Maureen; Phillips, Jackie; Knowles, Jess; Weaver, Mike; Shepard, Kerry
Nursing students (n=656) used streaming videos on immune, endocrine, and neurological systems using Blackboard software. Of students who viewed all three, 32% found access easy, 59% enjoyed them, and 25% felt very confident in their learning. Results were consistent across three different types and embedding methods. Technical and access problems…
Yan, Zi; Sendall, Patricia
While many American colleges and universities are providing a First Year Experience (FYE) course or program for their first year students, those programs are not often customized to take into account international students' (IS) unique challenges. Using quantitative and qualitative methods, this study evaluated a FYE course that was customized for…
This article explores motivational changes of first-year students enrolled on German degree courses at two major UK universities. It reports on the qualitative data obtained by a longitudinal mixed-methods study, and focuses on the interplay between students' motivation and the higher education learning environment. In particular, the article aims…
Huerta, Juan Carlos; Bray, Jennifer J.
Do learning communities with pedagogies of active learning, collaborative learning, and integration of course material affect the learning, achievement, and persistence of first-year Latino university students? The data for this project was obtained from a survey of 1,330 first-year students in the First-Year Learning Community Program at Texas…
Grandy, Thomas G. And Others
A study to document the stress (anxiety and depression) levels of students at a small midwestern dental school is described. The points of greatest distress during the first academic year were also investigated. (MLW)
Powers, Donald E.
A brief survey was conducted of nearly 900 first-year students in 14 U.S. veterinary medical schools in order to gather impressions of the first year of veterinary medical education. Although some students reported that conditions were stressful, the majority did not feel that they were inordinately so. Overall, most students were quite positive…
Goodfellow, Marianne; Wade, Barbara
Current cross-campus computing initiatives demand both access and skill in employing technology as a tool for academic success. Consequently, lack of computer skills can affect first-year students' potential for success because many courses assume students are computer literate. In this study, 888 first-year students completed a…
Chandler, Genevieve Elizabeth
The transition from student to nurse has been described as traumatic, confusing, and shocking. The difficulties encountered by the graduates have led to the premature termination of their first position, and sometimes they leave nursing altogether. To coach new nurses in preparation for their first year of practice using an appreciative inquiry framework, this study focused on the new graduates' perspective of the processes that enabled them to successfully integrate into their new role. From the analysis of 36 interviews, three themes were identified: "They were there for me," "There are no stupid questions," and "Nurturing the seeds." New nurses know what works for them; educators need to heed their wisdom.
Peña, Rodrigo H.; Maxwell, Gerri M.
This study explores classroom placement for first year English Language Learner (ELL) students from the perspective of a dual language director and two bilingual education strategists. The study strives to interrogate classroom placement for first year ELL students whose language proficiency level is at beginning level. Through a process of coding…
Hillock, Poh Wah; Jennings, Michael; Roberts, Anthony; Scharaschkin, Victor
This article describes a mathematics support programme at the University of Queensland, targeted at first-year engineering students identified as having a high risk of failing a first-year mathematics course in calculus and linear algebra. It describes how students were identified for the programme and the main features of the programme. The…
Shanley, Mary Kay; Johnston, Julia
There is this little secret college-bound and first-year college students outwardly deny: They are scared sick about going off to college. In the authors' interviews with 175 college students throughout the United States for "Survival Secrets of College Students" (Barron's, 2007) students talked--sometimes painfully--about what they wished they…
Lee, Amy; Williams, Rhiannon D.; Shaw, Marta A.; Jie, Yiyun
Faculty can play a critical role in supporting students' intercultural development, but studies indicate that instructors report a lack of formal understanding about how to maximize this opportunity. Through the investigation of 115 first-year students' written reflections, this study provides faculty with students' perspectives on intercultural…
Kaufman, Roni; Segal-Engelchin, Dorit; Huss, Efrat
This study investigates the impact of the first-year program on the initial practice orientations of 2 distinct, equal-sized clusters of entering BSW students: micro-oriented and macro-oriented students. Results indicate that the proportion of students reporting a micro-practice orientation increased from 53.2% to 62.4% between the beginning and…
Explores first-year students' understanding of fundamental calculus concepts using written tests and interviews. Analysis of the written and verbal responses to the test items revealed significant misconceptions on which students' mathematical activities were based. Describes some of those misconceptions and errors relating to students'…
Koch, Franziska D.; Dirsch-Weigand, Andrea; Awolin, Malte; Pinkelman, Rebecca J.; Hampe, Manfred J.
In order to increase student commitment from the beginning of students' university careers, the Technische Universität Darmstadt has introduced interdisciplinary study projects involving first-year students from the engineering, natural, social and history, economics and/or human sciences departments. The didactic concept includes sophisticated…
Birks, Melanie; Chapman, Ysanne; Ralph, Nicholas; McPherson, Carol; Eliot, Matt; Coyle, Meaghan
The transfer of nursing education into the tertiary section in Australia aimed to address a number of issues for nursing, the most significant of which was to enhance the status of the profession. A side effect of the establishment of university-based nursing programs is the increased flexibility that makes studies in nursing an option for…
Andrew, Sharon; Salamonson, Yenna; Weaver, Roslyn; Smith, Ana; O'Reilly, Rebecca; Taylor, Christine
Most of the attrition from nursing courses occurs in the first year of study. Devising university strategies to reduce attrition requires an understanding of why students leave. The aim of this study was to explore whether students who leave a nursing course in the first semester leave for the same or different reasons than students who leave in the second semester of study. Seventeen students who had left the course were interviewed by telephone: seven in the first semester and ten in the second. In the first semester, students who leave consider themselves unprepared for university, have competing roles outside university and develop a strong dislike of the nursing course. They decide quickly that the course is unsuitable and leave. Those who leave in second semester would prefer to stay but events in their life create a crisis where they can no longer cope with university studies. These students hope to return to nursing whereas students who leave in the first semester are unlikely to consider returning. Attempts to retain students in the first semester may be futile as these students may be unsuited or uncommitted whereas there is greater scope to retain those who leave in the second semester.
Brandy, Julie M; Penckofer, Sue; Solari-Twadell, Phyllis A; Velsor-Friedrich, Barbara
Starting college is a challenging time for first-year students and is often accompanied by emotions such as depression, which can negatively affect academic performance and quality of life. This descriptive correlational study examined stress, coping, depressive symptomology, spirituality, and social support in a convenience sample of first-year students (N = 188) from two private colleges. Results indicated that 45% of students demonstrated greater than average levels of stress and 48% reported clinically significant depressive symptomology. Significant relationships existed between depressive symptoms and stress (p < 0.01) and depressive symptoms and social support (p < 0.01). Less social support was associated with more stress (p < 0.01). The results suggested that interventions targeting stress reduction in first-year students should be considered for decreasing depressive symptoms to enhance their college experience. \\
Nilssen, Vivi Lisbeth
This article focuses on a cooperating teacher in Norway and her approach to mentoring first-year student teachers in their process of planning the mathematics teaching of third-graders. The purpose of the text is to show how the cooperating teacher's mentoring assists the student teachers' performance in a teaching form that is acknowledged as…
Costu, Bayram; Ayas, Alipasa; Niaz, Mansoor
We constructed the PDEODE (Predict-Discuss-Explain-Observe-Discuss-Explain) teaching strategy, a variant of the classical POE (Predict-Observe-Explain) activity, to promote conceptual change, and investigated its effectiveness on student understanding of the evaporation concept. The sample consisted of 52 first year students in a primary science…
Krumrei-Mancuso, Elizabeth J.; Newton, Fred B.; Kim, Eunhee; Wilcox, Dan
This study made use of a model of college success that involves students achieving academic goals and life satisfaction. Hierarchical regressions examined the role of six psychosocial factors for college success among 579 first-year college students. Academic self-efficacy and organization and attention to study were predictive of first semester…
Wawrzynski, Matthew R.; Beverly, Andrew M.
This study investigated student-learning outcomes of college peer educators whose primary responsibility or interest was to address health and safety topics on campus, such as alcohol and illicit drug use, tobacco issues, sexual health and safety issues, nutrition, and violence prevention. Participants included 69 first-year college students who…
This article explores the aspirations of first-year university students in a particular socio-geographic context, by juxtaposing this context with those of Western universities in the 1970s. The rhizomatic analysis enables student voices and personal narratives to complement, extend and undercut the words of published researchers and of the…
Reporting a case study of two high-achieving Chinese students studying at a university in Hong Kong, this paper presents evidence that poses an anti-thesis to the stereotypes of first year university students as holding naïve beliefs about learning and of "Chinese learners" as lacking in critical thinking. Many studies have examined…
Upcraft, M. Lee, Ed.; Gardner, John N., Ed.; Barefoot, Betsy O., Ed.
An authoritative, comprehensive guide to the first year of college, this book includes the most current information about the policies, strategies, programs, and services designed to help first-year students make a successful transition to college and fulfill their educational and personal goals. Following the introduction, "The First Year of…
Tokuno, Kenneth A. Ed.
On many campuses, graduate students are a prized resource, supporting faculty research and the undergraduate instructional mission. Yet, attrition rates among master's and doctoral students are often alarmingly high. The 50th installment of The First-Year Experience Monograph Series describes the challenges associated with entry into graduate…
Mitchell, Phillipa; Forer, Pip
Focusing on "Digital Worlds", a first-year geography blended learning course at the University of Auckland, this paper gives voice to the students, examining how they perceived e-learning versus traditional learning mechanisms; how e-learning mechanisms have affected their learning behaviour; and why certain e-learning mechanisms offered…
This guide is intended to help teachers give preparatory instruction in the development of basic manipulative skills, safety practices, technical knowledge, and related industrial information in order to prepare students for useful employment in the field of electronics. This first-year guide contains 6 units organized in 21 lesson plans. Each…
Abdella, Beth R. J.; Walczak, Mary M.; Kandl, Kim A.; Schwinefus, Jeffrey J.
A three-course sequence for first-year students that integrates beginning concepts in biology and chemistry has been designed. The first two courses that emphasize chemistry and its capacity to inform biological applications are described here. The content of the first course moves from small to large particles with an emphasis on membrane…
Cortés-Pascual, P. A.; Cano-Escoriaza, J.; Orejudo, S.
This study analyzes the work values of 2,951 first-year university students in Spain enrolled in degree programs within the five major areas of university studies. For our research, participants were asked to respond to a Scale of Work Values in which intrinsic, social, and pragmatic extrinsic values as well as extrinsic values related to…
Elliot, Norbert; Deess, Perry; Rudniy, Alex; Joshi, Kamal
The purpose of the present study is to examine concurrent and predictive evidence used in the validation of ACCUPLACER, a purchased test used to place first-year students into writing courses at an urban, public research university devoted to science and technology education. Concurrent evidence was determined by correlations between ACCUPLACER…
Tukibayeva, Malika; Gonyea, Robert M.
High-impact practices, programs, and activities where students commit considerable time and effort in different settings can help to define the first-year college experience and are likely to increase success in areas like persistence, deep learning, and self-reported gains.
Cohen, R.; Coburn, D.
Reasons for choosing dentistry as a profession were analyzed among first-year dental students at the University of Toronto. An extrinsic motivation, financial reward, was found to be the most widespread, but other widely-chosen motivations were intrinsic, including working with people, stimulating work, and being autonomous. (LBH)
Lawrence, Jill; Loch, Birgit; Galligan, Linda
This paper documents the relationships between pedagogy and e-assessment in two nursing courses offered at the University of Southern Queensland, Australia. The courses are designed to build the academic, numeracy and technological attributes student nurses need if they are to succeed at the university and in the nursing profession. The paper…
O'Brien-Moran, Michael; Soiferman, L. Karen
This study involved a one-time survey of first-year undergraduate students at a Canadian University to determine their expectations when beginning a writing intensive course (i.e., the so-called "W" course, which is required of all first-year undergraduates at the University of Manitoba.) In this study, we focused on the University's…
Canterbury, R J; Gressard, C F; Vieweg, W V; Grossman, S J; Westerman, P S; McKelway, R B
We surveyed 1528 first-year students at the University of Virginia, 1 month after their arrival on campus, who had used alcohol at some time in their lives. Our survey was designed to identify alcohol and cocaine use, and related psychosocial patterns. Men drank more and more often than women. Our data suggest that body weight should be considered in defining those who drink heavily and often. We define 'frequent heavy drinking' as five or more drinks in a row each week for men and three to four drinks or more in a row each week for women. Frequent heavy drinkers, cocaine users, and students with psychosocial problems appeared disproportionately among students planning to join fraternities and sororities. Although first-year students used cocaine infrequently, its users followed the patterns of frequent heavy drinkers. We believe efforts to correct alcohol and cocaine misuse by college students should be directed, in part, at social organizations such as Greek-letter societies. Also, we must attend to psychosocial features that predispose to alcohol and cocaine misuse.
Rendon, Laura I., Ed.; Garcia, Mildred, Ed.; Person, Dawn, Ed.
"Transforming the First Year of College for Students of Color" addresses some of the unique challenges and transition issues for African-American, Latino/a, Asian-Pacific American, American Indian/Alaska Native, and multiracial college students. Chapters address specific strategies for working with these student populations to ensure their success…
Turrisi, Rob; Ray, Anne E.
Research indicates that for many students excessive drinking in college is a continuation of high school drinking tendencies. However, there have been limited theory-driven, systematic interventions targeting students so as to prevent alcohol misuse in their transition to college. Almost all current prevention approaches tend to be focused on younger populations and college-drinking interventions are typically delivered to students when they are already on campus. These analyses draw from a novel program of research involving parents of college freshmen based on the work of Turrisi et al. and focuses on examining: (1) the relationship between parenting and student drinking tendencies during the transitional period between high school and college and into the first year of college, and (2) the mediation process by which sustained parenting throughout the first year is related to college-drinking outcomes and consequences so as to inform future intervention efforts. The empirical evidence from this study suggests that sustained parental efforts have a beneficial effect on reducing high-risk drinking and preventing harm even at this late stage of late adolescent/early adult development. PMID:20213752
Martin-Hansen, Lisa Michelle
This study took place during a First Year Seminar course where 20 incoming college freshmen studied the central topic of the nature of science within the context of biological evolution. The instructor researched students’ understandings in the nature of science as they progressed through the course by examining a variety of qualitative and quantitative data including class writings, pre- and post-test selected items from the VOSTS (Views on Science-Technology-Society), and interviews. The intended outcomes of the course were to reduce the number of student misconceptions in the nature of science and to ease student apprehension when learning about evolution. Data were analyzed to determine whether students were moving toward a more generally accepted idea of the nature of science or toward another type of misconception.
Mulvey, Patrick J.; Langer, Casey
This report describes the population of newly enrolled graduate students in physics and astronomy who were at their current institutions for a year or less in fall 1997. The report contains information on student characteristics and explores the decision making process and critical transition points for entering graduate students. The report also…
McGrady, Angele; Brennan, Julie; Lynch, Denis; Whearty, Kary
Entering medical students experience distress symptoms due to the demands of the intensive curriculum, adjustment to new environments and increased responsibilities. The purpose of this controlled, randomized study was to determine the effects of a structured wellness program on measures of anxiety, depression and frequency of acute illness in 449 first year medical students. The effects of eight sessions of stress management were compared to a wait list control group. High risk students were identified based on scores on psychological inventories and number of recent life events (WLE). Results showed that depression, anxiety scores and frequency of acute illness were higher in women than in men, and were higher in students with multiple life events. Significant decreases were observed in depression in the intervention group students when WLE was the covariate (p = .045). Further, the high risk group showed consistently lower depression scores after the intervention compared to high risk wait list controls (p = .003), and these changes were maintained at the end of school year. There were no significant changes in anxiety or frequency of acute illness. Wellness programs can be implemented in medical school and may be particularly useful for entering students with elevated psychological distress.
Skipper, Tracy L., Ed.; Argo, Roxanne, Ed.
The chapters of this monograph offer insights into educationally purposeful out-of-class activities and the impact they have on the student experience. It also provides future directions for the campus activities field and identifies ways to improve the educational experience of first-year students to enhance their scholarly experience and to…
Spangler, John; Song, Eunyoung; Pockey, Jessica; Sutfin, Erin L; Reboussin, Beth A; Wagoner, Kimberly; Wolfson, Mark
Objective Smokeless tobacco (SLT) use is associated with specific adverse health effects. Knowledge of student tobacco use, including SLT, may guide inquiry into other risky health behaviors, and provide opportunities for health education of students. Design An incentivized email invitation to complete a web-based survey was sent to students at 11 colleges and universities in North Carolina and Virginia. Methods In autumn 2010, emails were sent to all first-year students (n=29,536) at 11 colleges and universities in North Carolina and Virginia, inviting them to participate in a brief web-based survey to be used to establish a cohort for the parent study evaluating tobacco use over 4 years. Survey items elicited demographic characteristics, tobacco use and other health behaviors. Results A total of 10,520 (36%) students responded. Past 30 day smoking and SLT use were 12% and 3%, respectively. Logistic regression analysis revealed that male gender (Adjusted Odds Ratio [AOR] = 11.6, 95% Confidence Interval [CI] = 8.16–16.59); current smoking (AOR = 5.5, 95% CI = 4.21–7.10), ever use of alcoholic energy drinks (AOR = 4.8, 95% CI = 3.63–6.43), and ≥ 5 days vs. < 3 days of physical activity a week (AOR = 1.5, 95% CI = 1.07–2.01) predicted risk of past 30 day SLT use. Conclusion While SLT use is relatively uncommon, knowledge of significant correlations between student tobacco use, including SLT and other risky health behaviors, might guide clinicians' inquiry and provide opportunities for health education of students. PMID:25484378
Schlinsog, Jimmie A.
This study explored the relationship between engagement in educationally purposeful activities during the first year of college and academic achievement, persistence, and graduation. The study focused on the impacts of engagement on student outcomes related to academic achievement, persistence, and graduation at a comprehensive university located…
Antonacci, Nathan; Rogers, Michael; Pfaff, Thomas
This three-year study focused on first-year Calculus I students and their abilities to incorporate figures into technical reports. Students were handed guidelines as part of their Multidisciplinary Sustainability Education Module meant to aid them in crafting effective figures. Figure-specific questionnaires were added in the class to gain insight into the quantitative literacy skills students possessed both before starting their course and after its completion. Reviews of the figures in 78 technical reports written by 106 students showed repeated failure to refer to figures in discussion sections and use them in evidence-based arguments. Analysis of quantitative literacy skills revealed that the students could both read and interpret figures, suggesting that issues with literacy were not the main contributor to the sub-par graphs.
Gardner, Andy Franklin
A first-year experience is a collaborative effort of many initiatives, with varying names that have the greatest impact on student success during the first year of college. A first-year experience course, a feature of the first-year experience, is an intervention program designed to increase student academic performance and integration (Braxton…
Background In the United Kingdom (UK) in September 2008, school nurses began delivering the HPV immunisation programme for girls aged 12 and 13 years old. This study offers insights from school nurses' perspectives and experiences of delivering this new vaccination programme. Methods Thirty in-depth telephone interviews were conducted with school nurses working across the UK between September 2008 and May 2009. This time period covers the first year of the HPV vaccination programme in schools. School nurses were recruited via GP practices, the internet and posters targeted at school nurse practitioners. Results All the school nurses spoke of readying themselves for a deluge of phone calls from concerned parents, but found that in fact few parents telephoned to ask for more information or express their concerns about the HPV vaccine. Several school nurses mentioned a lack of planning by policy makers and stated that at its introduction they felt ill prepared. The impact on school nurses' workload was spoken about at length by all the school nurses. They believed that the programme had vastly increased their workload leading them to cut back on their core activities and the time they could dedicate to offering support to vulnerable pupils. Conclusion Overall the first year of the implementation of the HPV vaccination programme in the UK has exceeded school nurses' expectations and some of its success may be attributed to the school nurses' commitment to the programme. It is also the case that other factors, including positive newsprint media reporting that accompanied the introduction of the HPV vaccination programme may have played a role. Nevertheless, school nurses also believed that the programme had vastly increased their workload leading them to cut back on their core activities and as such they could no longer dedicate time to offer support to vulnerable pupils. This unintentional aspect of the programme may be worthy of further exploration. PMID:21864404
Das, Bhibha M.; Evans, Ellen M.
Objective: To examine weight management barriers, using the Health Belief Model, in first-year college students. Participants: First-year college students (n = 45), with data collected in April, May, and November 2013. Methods: Nominal group technique sessions (n = 8) were conducted. Results: First-year students recognize benefits to weight…
Crance Gutmann, Gina-Lyn
Research on first-year students' expectations about college has explored areas of academic and social expectations, but not first-year college students' expectations about judicial conduct and consequence. The purpose of this study was to empirically explore two questions: what are first year students' expectations about campus conduct and…
The Role Biomedical Science Laboratories Can Play In Improving Science Knowledge and Promoting First-Year Nursing Academic Success The need for additional nursing and health care professionals is expected to increase dramatically over the next 20 years. With this in mind, students must have strong biomedical science knowledge to be competent in their field. Some studies have shown that participation in bioscience laboratories can enhance science knowledge. If this is true, an analysis of the role bioscience labs have in first-year nursing academic success is apposite. In response, this study sought to determine whether concurrent enrollment in anatomy and microbiology lecture and lab courses improved final lecture course grades. The investigation was expanded to include a comparison of first-year nursing GPA and prerequisite bioscience concurrent lecture/lab enrollment. Additionally, research has indicated that learning is affected by student perception of the course, instructor, content, and environment. To gain an insight regarding students' perspectives of laboratory courses, almost 100 students completed a 20-statement perception survey to understand how lab participation affects learning. Data analyses involved comparing anatomy and microbiology final lecture course grades between students who concurrently enrolled in the lecture and lab courses and students who completed the lecture course alone. Independent t test analyses revealed that there was no significant difference between the groups for anatomy, t(285) = .11, p = .912, but for microbiology, the lab course provided a significant educational benefit, t(256) = 4.47, p = .000. However, when concurrent prerequisite bioscience lecture/lab enrollment was compared to non-concurrent enrollment for first-year nursing GPA using independent t test analyses, no significant difference was found for South Dakota State University, t(37) = -1.57, p = .125, or for the University of South Dakota, t(38) = -0.46, p
Windham, Melissa H.; Rehfuss, Mark C.; Williams, Cyrus R.; Pugh, Jason V.; Tincher-Ladner, Lynn
Close to half of all community college students leave before obtaining their stated goals. In order to determine what student characteristics increase community college student retention, with a heightened interest on the predictive nature of taking a student success course, a post-facto quasi-experimental study was conducted to determine whether…
Kirkup, L.; Johnson, S.; Hazel, E.; Cheary, R. W.; Green, D. C.; Swift, P.; Holliday, W.
Explores the issue of physics laboratory work for engineering students and discusses the design, implementation, and evaluation of a laboratory program developed for first year engineering students. (DDR)
Squire, Dian; Norris, Lauren
This paper describes the creation of a comprehensive First-Year Experience program for lesbian, gay, bisexual, transgender, queer, and ally (LGBTQA) students. Background information on First-Year Experience programs, LGBTQA populations, and the benefits of providing this program are described. The authors discuss how to plan and implement this…
Spangler, John; Song, Eunyoung; Pockey, Jessica; Sutfin, Erin L.; Reboussin, Beth A.; Wagoner, Kimberly; Wolfson, Mark
Objective: Smokeless tobacco (SLT) use is associated with specific adverse health effects. Knowledge of student tobacco use, including SLT, may guide inquiry into other risky health behaviors, and provide opportunities for health education of students. Design: An incentivized email invitation to complete a web-based survey was sent to students at…
Taylor, P. J.; And Others
A method of instruction in gynecology is described that encouraged the formulation of early diagnostic hypotheses, an important part of clinical problem-solving. Students were given a set of clinical clues to help them make broad diagnostic hypotheses. Student ability, results, and student perceptions of the course are provided. (Author/LBH)
Perez, Alice L.; Lamoureux, G.
Sudoku puzzle was designed to teach about amino acids and functional groups to the students of undergraduate organic chemistry students. The puzzles focus on helping the student learn the name, 3-letter code and 1-letter code of common amino acids and functional groups.
Bovill, Catherine; Bulley, Cathy J.; Morss, Kate
There is an increasing value being placed on engaging and empowering first-year students and first-year curriculum design is a key driver and opportunity to ensure early enculturation into successful learning at university. This paper summarises the literature on first-year curriculum design linked to student engagement and empowerment. We present…
Padgett, Ryan D.; Keup, Jennifer R.; Pascarella, Ernest T.
Using longitudinal data from the Wabash National Study of Liberal Arts Education, this study measured the impact of first-year seminars on college students' life-long learning orientations. The findings suggest that first-year seminars enhance students' life-long learning orientations and that the effect of first-year seminars is mediated through…
Jaworski, Barbara; Matthews, Janette
Engineering Students Understanding Mathematics (ESUM) is a developmental research project at a UK university. The motivating aim is that engineering students should develop a more conceptual understanding of mathematics through their participation in an innovation in teaching. A small research team has both studied and contributed to innovation,…
Spandorfer, John; Puklus, Tanya; Rose, Victoria; Vahedi, Mithaq; Collins, Lauren; Giordano, Carolyn; Schmidt, Richard; Braster, Chris
Peer assessment has been shown to be an effective tool to promote professionalism in medical students. Peer assessment may be particularly useful in anatomy dissection laboratory as the required close collaboration and long hours of anatomy laboratory provide students insights into their peers' work habits and interpersonal skills. The…
Hendrickson, Jo M.; Therrien, William J.; Weeden, Dustin D.; Pascarella, Ernest; Hosp, John L.
A phenomenon is spreading across institutions of higher education (IHEs)--the participation of students with intellectual disabilities (ID) in inclusive postsecondary education programs. Data on two cohorts of first-year students with ID indicate that these students are experiencing college life, as measured by the National Survey of Student…
Scott, Jon; Green, Paul; Cashmore, Annette
The first year experiences of students are viewed as important in contributing to retention, overall academic success and student satisfaction. As such there is an increased focus on students' experiences of their first weeks at university. In this paper we describe some findings from a video-diary project through which bioscience students…
Friedman, Daniel B.
"The First-Year Seminar: Designing, Implementing, and Assessing Courses to Support Student Learning and Success," a five-volume series, is designed to assist educators who are interested in launching a first-year seminar or revamping an existing program. Each volume examines a different aspect of first-year seminar design or…
Atuahene, Francis; Russell, Tammy A.
The majority of high school students, particularly underrepresented minorities (URMs) from low socioeconomic backgrounds are graduating from high school less prepared academically for advanced-level college mathematics. Using 2009 and 2010 course enrollment data, several statistical analyses (multiple linear regression, Cochran Mantel Haenszel…
Several Excel applications are presented which are part of the syllabus in the first semester of engineering studies at Haugesund College. The aim of the applications is for the students to acquire both computing skills and mathematical understanding at the same time. The applications cover numerical solution of equations, differentiation,…
In the last 25 years, A-level Mathematics syllabi have changed very considerably, introducing a broader range of application areas but reducing the previous emphasis on classical mechanics. This article describes a baseline survey undertaken to establish in detail the entry levels in mechanics for the cohort of students entering Engineering…
Wenk, Laura; Tronsky, Loel
Primary research articles discuss aspects of scientific inquiry that are important in understanding the nature of science. Yet, most introductory science courses use textbooks that ignore the scientific process; opportunities for explicit discussion of the nature of science are lost. In Hampshire College's science program, students read current…
Gawalt, Ellen S.; Adams, Barbara
The ability to navigate and understand the chemical literature is integral to the scientific research process. Learning these skills is therefore an important, though often overwhelming, part of an undergraduate chemical education. We describe an inquiry-based program designed to help chemistry students begin to learn to search and read the…
Jansen, Ellen; Andre, Stefanie; Suhre, Cor
The readiness and expectations questionnaire (REQ) assesses first-year students' expectations and preparedness for their first year in university. This measurement instrument is useful for educational policy and curriculum development; it can also be used to predict the outcomes of the first year of college. This instrument was initially developed…
Holbrook, Catherine B.
The first year of college is critically important to student success, often shaping the amount and nature of growth and learning over the entire collegiate career in complex and profound ways. For this reason, higher education experts have called for colleges and universities to establish integrated, intentional programs for new students with…
Alkhateeb, Haitham M
This study assessed reliability and validity of the Approaches to earning Mathematics Questionnaire, for 218 university students. The study also identified the relationship between subscales. Internal consistency as Cronbach alpha was .77 for the Surface Approach to Learning scale and .88 for the Deep Approach to Learning scale. Principal components analysis yielded a two-factor solution accounting for only 34.6% of variance. The factors were interpreted as Surface Approach and Deep Approach to learning mathematics, as in Australia. The former subscale scores were negatively correlated -.2 with the latter subscale scores.
Cooke, Richard; Bewick, Bridgette M.; Barkham, Michael; Bradley, Margaret; Audin, Kerry
This paper profiles the psychological well-being of students in their initial year of university. There were three aims: to measure the impact of arrival at university on the psychological well-being of first year students, to monitor (i.e. profile) the shape of psychological well-being across the first year, and to investigate how students manage…
Andrade, Maureen S.
Higher education institutions in the United States commonly offer first-year seminars to assist students with their transition to college. Seminars are one of several types of first-year interventions based on findings from persistence research identifying variables affecting student success. Diverse student populations such as international…
Gasser, Courtney E.
This study examined the career, social, and academic self-appraisals and educational aspirations of first-year college students of diverse racial/ethnic backgrounds. Participants included 72 first-year students of Black, Asian, and White ethnicities. Career self-appraisals were significantly different for Black and Asian students when compared to…
Burton, Lorelle J.; Chester, Andrea; Xenos, Sophie; Elgar, Karen
First- and final-year undergraduate students have unique transition issues. To support both the transition of first-year students into the program, and the transition of third-year students out of the program and into the workforce or further study, a face-to-face peer mentoring program was embedded into the first-year psychology curricula at RMIT…
Ealy, Julie B.
Evaluates first-year college students' perceptions of molecular modeling. Examines the effectiveness, integration with course content, interests, benefits, advantages, and disadvantages of molecular modeling. (Author/CCM)
Purdie, John R., II; Rosser, Vicki J.
Institutional data were used to examine the grades and retention of first-year students in 2 types of living learning communities--Academic Theme Floors (ATFs) and Freshman Interest Groups (FIGs)--and a First-Year Experience (FYE) course. Multiple regression revealed students in FIGs earned nominally higher GPAs (standardized [beta] = 0.02, p less…
Maree, Jacobus G; Pretorius, Anlia; Eiselen, Riëtte J
160 first-year students in the Engineering Faculty at the Rand Afrikaans University completed the Study Orientation Questionnaire in Mathematics and the Senior Aptitude Test Advanced. 100 students who passed and 40 who failed the first year scored significantly differently on three subtests, Calculations, Study attitude in mathematics, and Problem-solving behaviour in mathematics. Step-wise linear regression showed a combination of three fields, namely, Calculations, Study attitude in mathematics, and Mathematics anxiety, contributed significantly (R2=25.8%) towards predicting the first-year aggregate score of first-year engineering students.
Branch, Roger G.; And Others
This study attempted to determine the effects of early patient contact through clinic experience upon the perceptions and attitudes of first year dental students. Questionnaires were administered at the beginning and end of students' first year in an innovative and new dental school where they were introduced to clinic experience within the first…
This paper considers the two-year-long process of redesigning Art Theory: Modernism, the initial core art theory course at The University of Newcastle in Australia, with the aim of increasing the academic engagement of first year fine art students. First year students are particularly vulnerable to dropping out if they feel disengaged from the…
Bozkurt, Ali; Koc, Yusuf
The purpose of this study was to investigate first year elementary mathematics teacher education students' knowledge of prism. For this goal, the participants were asked to define the geometric concept of prism. The participants were 158 first year elementary mathematics teacher education students from a public university in Southern Turkey. The…
Anderson, Isolde K.; Lerstrom, Alan; Tintle, Nathan
This study surveyed 399 incoming first-year students at two colleges in the Midwest on their use of social network sites before college entry and its impact on various dimensions of the first-year experience. Significant correlations were found for two pairs of variables: (a) students who used social network sites before arriving on campus…
Stroup, John T.; Dodson, Kyle; Elias, Kaitlyn; Gewirtzman, Andrea
This study addressed the links between first-year college students' motivations to volunteer, gender, and past volunteering practices. We surveyed 149 first-year students using items from the Volunteer Functions Inventory (Clary et al., 1998). The results of a series of one-way ANOVAs determined significant differences in motivations when…
Knight, David B.; Brozina, Cory; Novoselich, Brian
This paper investigates how first-year engineering undergraduates and their instructors describe the potential for learning analytics approaches to contribute to student success. Results of qualitative data collection in a first-year engineering course indicated that both students and instructors\temphasized a preference for learning analytics…
Beck, Hall P.; Davidson, William B.
This investigation sought to determine when colleges should conduct assessments to identify first-year students at risk of dropping out. Thirty-five variables were used to predict the persistence of 2,024 first-year students from four universities in the southeastern United States. The predictors were subdivided into groups according to when they…
Harmening, Debra S.; Jacob, Stacy A.
This qualitative case study conducted at a single institution in the Midwest examines how institutional context and environment impact college students' sense of well-being. Twenty-seven first-year students participated in one to two hour, in-depth interviews where they talked about their first-year experiences, their concepts of well-being, and…
Smith Staley, Charlesetta
This quantitative study explored the leadership styles of mentors for retained first-year adult students to analyze whether the prevalent style had a higher impact on first-year adult student retention. The Multifactor Leadership Questionnaire (MLQ) 5x was used to collect data on the mentors' leadership styles from the perspective of retained…
Purcell, Jennifer M.
First-year undergraduate students enter college with varying expectations, motivations, and goals and are being bombarded with messages about the importance of grades, sometimes to the detriment of learning. This descriptive, cross-sectional study employs LOGO II to describe the learning and grade orientations of first-year students and identify…
Price, E. Lisa; McLeod, Peter J.; Gleich, Stephen S.; Hand, Denise
First-year university students may be more at risk for experiencing Major Depressive Disorder (MDD) than the general population given associated risk factors of this age range. A two-phase procedure was used to estimate the one-year prevalence rate of MDD and comorbid Major Anxiety Disorders among first-year university students at a small Canadian…
Ramnarain, U.; Molefe, P.
A high failure rate at first year physics is often attributed to the lack of readiness of high school students to pursue such studies. This research explores this issue and reports on the perceptions of five physics lecturers at a South African university on the preparedness of high school students for first year physics. Qualitative data was…
Soria, Krista M.; Roberts, Julia E.; Reinhard, Alex P.
The purpose of this study was to examine whether first-year college students' strengths awareness is associated with their perceived leadership development. The institution in this study offered all first-year students the Clifton StrengthsFinder assessment and strengths-related programming. The results of hierarchical regression analysis of two…
Gefen, Dalia R.; Fish, Marian C.
This study explored factors related to college adjustment in nonresidential first-year students. It was hypothesized that stress, family functioning, and coping strategies would predict academic, personal-emotional, and social adjustment in addition to institutional attachment. The sample comprised 167 first-year college students (ages 18-23)…
Soria, Krista M.; Stubblefield, Robin
As strengths-based approaches continue to gain steady momentum in colleges and universities, a distinct need for scholarship on the benefits of strengths-based practices has emerged. In fall 2011, all first-year students at a university in the Midwest were invited to discover their strengths by taking the Clifton StrengthsFinder. The purpose of…
Loch, Birgit; Lamborn, Julia
Many approaches to make mathematics relevant to first-year engineering students have been described. These include teaching practical engineering applications, or a close collaboration between engineering and mathematics teaching staff on unit design and teaching. In this paper, we report on a novel approach where we gave higher year engineering and multimedia students the task to 'make maths relevant' for first-year students. This approach is novel as we moved away from the traditional thinking that staff should produce these resources to students producing the same. These students have more recently undertaken first-year mathematical study themselves and can also provide a more mature student perspective to the task than first-year students. Two final-year engineering students and three final-year multimedia students worked on this project over the Australian summer term and produced two animated videos showing where concepts taught in first-year mathematics are applied by professional engineers. It is this student perspective on how to make mathematics relevant to first-year students that we investigate in this paper. We analyse interviews with higher year students as well as focus groups with first-year students who had been shown the videos in class, with a focus on answering the following three research questions: (1) How would students demonstrate the relevance of mathematics in engineering? (2) What are first-year students' views on the resources produced for them? (3) Who should produce resources to demonstrate the relevance of mathematics? There seemed to be some disagreement between first- and final-year students as to how the importance of mathematics should be demonstrated in a video. We therefore argue that it should ideally be a collaboration between higher year students and first-year students, with advice from lecturers, to produce such resources.
The factors that influence the first-year persistence of first generation college students at four-year institutions were studied using data from the Beginning Postsecondary Students (BPS) database. The BPS is a longitudinal study of first-time students in the 1995 National Postsecondary Student Aid Study. First generation students are those whose…
Zlotkowski, Edward, Ed.
This collection presents essays on service-learning and its role in the education of first-year college students. Following a preface by John N. Gardner and an introduction by Edward Zlotkowski, the chapters of section 1, "Making the Case for Service-Learning in the First Year of College," are: (1) "High School Service-Learning and the Preparation…
Higbee, Jeanne L.; Schultz, Jennifer L.
This paper summarizes results of a study of 105 student-athletes enrolled in a first-year experience course. Students were asked, "What is the biggest unanswered question you have about college?" Results indicated that students' most burning questions were related to academics; relatively few student responses were directly related to…
Salisbury, Mark H.; Pascarella, Ernest T.; Padgett, Ryan D.; Blaich, Charles
A substantial proportion of college students have always worked while pursuing their college degree. However, despite decades of research on working college students, very little consensus has emerged about the effect of work on college student development. This study analyzes Wabash National Study (WNS) data from 2,931 first-year students at 19…
Huntly, Helen; Donovan, Jenny
The first year of university study has a major impact on later participation and performance. Transitioning to university from school or other contexts requires first year students to become self-directed learners, entering an environment with minimal constraints and expectations of self-motivation and individual effort. In 1991, Costa named the…
Seabi, Joseph; Payne, Jarrod
Purpose: Academic achievement of first year university students in the international arena, as well as in South Africa, has been a point of concern for all stakeholders because of high failure and dropout rates. The purpose of this paper is to investigate the effects of identity processing styles on academic achievement in first year university…
Soria, Krista M.; Mitchell, Tania D.
The purpose of this study was to investigate the associations between first-year undergraduates' (n = 1,701) participation in learning communities and their development of leadership and multicultural competence. The sample included first-year students who were enrolled at six large, public research universities in 2012 and completed the Student…
Busch, Todd W.; Pederson, Kari; Espin, Christine A.; Weissenburger, Jacalyn W.
This article reports perceptions of a first-year teacher of students with learning disabilities. First-year challenges are described, as well as views on assessment, accountability, and inclusion. Recommendations are made for new teachers and steps that teacher educators, school administrators, and experienced teachers can take to ensure the…
Baldwin, Annabelle; Koh, Ernest
Large first year survey units pose unique challenges to both teachers and learners. Survey units are designed to deliver non-disciplinary specific knowledge about a given subject to a wide audience of learners. However, first year students in these units often find that they are unable to identify the architecture of such units, and are hence…
Smaill, C. R.; Rowe, G. B.; Godfrey, E.; Paton, R. O.
In response to demands from industry and the profession for more graduates, first-year engineering numbers have grown considerably over the last decade, matched by an increasing diversity of academic backgrounds. In order to support first-year students effectively, and ensure the courses they take remain appropriately pitched, the academic…
Shook Torres, Elizabeth
This study utilized a qualitative case study interview methodology to explore the transition to postsecondary education and first-year postsecondary educational experiences of four students with Autism Spectrum Disorders (ASD). This research provided a comprehensive understanding of the first-year postsecondary educational experience of the…
Thaiss, Chris; Moloney, Kara; Chaozon-Bauer, Pearl
First-Year Seminars (FYS) are among the high-impact practices described by AAC&U. We studied the long-standing First-Year Seminar Program at our public research university for the ways in which writing assignments--individualized for each seminar--help faculty and students achieve program objectives in critical and analytical thinking, the…
Penn-Edwards, Sorrel; Donnison, Sharn
The need for a redefinition of first year experience in higher education is advocated with the aid of two models, which, although focused on a sample of Australian pre-service teaching students, is proposed as generalisable across the first year. Introduction to the mores of higher education is generally supported by teaching institutions during…
Hunter, Mary Stuart; Murray, Kathleen A.
The first-year experience movement opens a window of opportunity for student affairs professionals to extend their educational endeavors into the classroom, thus allowing entrance into segments of campus once reserved exclusively for faculty.
Assessment data from 5 years of a pretest/posttest with first-year students was analyzed using McNemar's test. The results show that revisiting previous assessment data can identify significant changes in information literacy skill development.
This report describes the migration of first-time first-year students from other states to Iowa, and from Iowa to other states. Iowa had a net gain of 4,975 first-year students who came to the state to study in 2006. The numbers were provided by over 6,000 colleges and universities across the United States and were analyzed, from an Iowa…
Flynn, Margaret A.; Everett, Jess W.; Whittinghill, Dex
The purpose of this study was to investigate the impact of an engineering living and learning community (ELC) on first-year engineering students. A control group of non-ELC students was used to compare the experiences of the ELC participants. Analysis of survey data showed that there was significant differences between the ELC students and the…
Hailikari, Telle; Kordts-Freudinger, Robert; Postareff, Liisa
The aim of the present study was to explore first-year students' academic emotions and how they relate to their study progress. A mixed-method approach was used. The data consisted of deep interviews with 43 students. The number of their study credits was used as an indicator of their study progress. The results revealed that students expressed a…
Pike, Gary R.; Kuh, George D.; Massa-McKinley, Ryan C.
This study examined the relationships among first-year students' employment, engagement, and academic achievement using data from the 2004 National Survey of Student Engagement. A statistically significant negative relationship was found between working more than 20 hours per week and grades, even after controlling for students' characteristics…
Pittendrigh, Adele; Borkowski, John; Swinford, Steven; Plumb, Carolyn
This study explores the effects of an academic seminar on the persistence of first-year college students, including effects on students most at risk of dropping out. A secondary interest was demonstrating the utility of using classification and regression tree analysis to identify relevant predictors of student persistence. The results of the…
Callens, Maaike; Tops, Wim; Stevens, Michaël; Brysbaert, Marc
An increasing number of students with dyslexia register in higher education. As a consequence, information on their pattern of strengths and weaknesses is essential to construct adequate assessment and diagnostic protocols. In a sample of 100 first-year bachelor students with dyslexia and 100 control students, a large pool of cognitive skills were…
Avalos-Louie, Mirella I.
In this 2-semester qualitative case study, the researcher/mentor intended to develop an understanding of how the process of mentorship unfolded for four academically at-risk first-year college students. The "College Student Inventory" (CSI) was administered at the onset of the study, followed by student interviews, class observations,…
The aim of this study is to investigate students' conceptions about proof in mathematics and mathematics teaching. A five-point Likert-type questionnaire was administered in order to gather data. The sample of the study included 33 first-year secondary school mathematics students (at the same time student teachers). The data collected were…
Kizito, Rita; Munyakazi, Justin; Basuayi, Clement
In spite of sustained efforts tertiary institutions implement to try and improve student academic performance, the number of students succeeding in first-year mathematics courses remains disturbingly low. For most students, the gap between their mathematical capability and the competencies they are expected and need to develop to function…
Awang, Mohd Mahzan; Kutty, Faridah Mydin; Ahmad, Abdul Razaq
The current study explored first-year student experience in receiving social support and its relation to their ability to adapt with university ethos. It also explored how social support on academic adjustment, social adjustment and emotional adjustment among students were significantly associated with student well-being. This qualitative research…
Zamberlan, Lisa; Wilson, Stephanie
An improved first year student experience is a strategic focus for higher education in an increasingly competitive marketplace. A successful peer tutoring program creates a visible community of practice, supports the student learning experience, elevates senior students as ambassadors of the program, and reinforces an emphasis on learning through…
Ramnarain, Umesh Dewnarain; Ramaila, Sam
This study investigated the achievement goals orientation of first year physics students at a South African university. The mixed methods design involved a quantitative survey of 291 students using an achievement goals questionnaire and individual interviews of selected participants. Results showed that the students perceived they have a stronger…
Clements, Jeff C.
A case study was conducted to assess the efficacy of online communication tools for enhancing independent student engagement in a first-year undergraduate class. Material relevant to course topics was shared with students through three communication platforms and data were extracted to measure student engagement. A questionnaire was also used to…
Rowley, Martin; Hartley, James; Larkin, Derek
Single-honours psychology students at an English university were asked about their expectations and experiences at the start and the end of their first year. Students without a pre-university (A-level) qualification in psychology (n = 37: 22%) felt less well-prepared for studying psychology than students with an A-level qualification (n = 132:…
Shadick, Richard; Dagirmanjian, Faedra Backus; Trub, Leora; Dawson, Heather
Objective: To examine differences between heterosexual and lesbian, gay, bisexual, and questioning students' nonmedical use of prescription drugs (NMUPD). Participants: First-year university students between October 2009 and October 2013 who self-identified as heterosexual, lesbian, gay, bisexual, or questioning. Methods: Students completed…
Swanson, Nicole M.; Vaughan, Angela L.; Wilkinson, Brett D.
Research has revealed a gender gap where male students have higher rates of academic difficulties and lower college enrollment and graduation rates compared with females. This study measured the relationship of male student (including first-generation and minority students) participation in a first-year seminar and their first-term grade point…
Cox, Monica F.; Zhu, Jiabin; Cekic, Osman; Chavela, Rocio; London, Jeremi
In a first-year engineering course with an enrollment of approximately 1900 students per year, seventy-eight undergraduate engineering students' perceptions of their graduate teaching assistants were obtained using a modified Adjective Generation Technique. Based upon student feedback, researchers identified three themes of highest concern to the…
Copeland, Kelly J.; Levesque-Bristol, Chantal
Student success results from positive learning environments which strive to meet the basic psychological needs of students, foster self-determined forms of motivation, and cultivate learning outcomes such as knowledge transfer, meta-cognition, and engagement. Low first-year student retention rates lead many universities to assess factors…
Lawson, Dana L.; Gould, Sarah A.; Conley, Melanie L.
In recent years, there has been a significant increase in the number of students with disabilities seeking postsecondary education. The complexity of needs is also increasing, resulting in more students withdrawing from college or taking leaves of absence in their first year. In 2012, the Student Academic Support Services office (SASS) at McDaniel…
Lucas, Timothy; Rowley, Natalie M.
We explored the experiences of first year chemistry students of an Enquiry-Based Learning (EBL) approach to learning spectroscopy. An investigation of how students' perceived confidences changed as a result of their experience of using EBL in the spectroscopy course was carried out. Changes in the students' perceived confidence, both in their…
Walker, Rebecca; Spronken-Smith, Rachel; Bond, Carol; McDonald, Fiona; Reynolds, John; McMartin, Anna
This study aimed to use a learning inventory (the Approaches and Study Skills Inventory for Students, ASSIST) to measure the impact of a curriculum change on students' approaches to learning in two large courses in a health sciences first year programme. The two new Human Body Systems (HUBS) courses were designed to encourage students to take a…
Burns, Sharon L.
Students' conceptualizations of academic writing are often based on their cultural and social expectations of what it means to be a student or an instructor in the academy. These expectations are as varied as any target population and continue to grow as multi-cultural heritages continue to expand. First-year student writers' performances are…
Omar, Hanan; Khan, Saad A; Toh, Chooi G
Student-generated videos provide an authentic learning experience for students, enhance motivation and engagement, improve communication skills, and improve collaborative learning skills. This article describes the development and implementation of a student-generated video activity as part of a knowledge, observation, simulation, and experience (KOSE) program at the School of Dentistry, International Medical University, Kuala Lumpur, Malaysia. It also reports the students' perceptions of an activity that introduced first-year dental students (n=44) to clinical scenarios involving patients and dental team aiming to improve professional behavior and communication skills. The learning activity was divided into three phases: preparatory phase, video production phase, and video-watching. Students were organized into five groups and were instructed to generate videos addressing given clinical scenarios. Following the activity, students' perceptions were assessed with a questionnaire. The results showed that 86 percent and 88 percent, respectively, of the students agreed that preparation of the activity enhanced their understanding of the role of dentists in provision of health care and the role of enhanced teamwork. In addition, 86 percent and 75 percent, respectively, agreed that the activity improved their communication and project management skills. Overall, the dental students perceived that the student-generated video activity was a positive experience and enabled them to play the major role in driving their learning process.
Brown, Thomas, Ed.; King, Margaret C., Ed.; Stanley, Patricia, Ed.
For the past three decades, American higher education has paid increasing attention to the beginning college experience--to ensuring that entering students make a successful transition to college. Yet, much of the extant research and practice literature focuses on the experience of first-year students entering four-year colleges and universities.…
Sheard, Judy; Carbone, Angela; Hurst, A. J.
This article reports on a study of student engagement in the first year of their undergraduate information and communication technology (ICT) degree at an Australian university. The study was conducted at Monash University in the four undergraduate ICT degrees of the Faculty of Information Technology. The study draws on data collected from staff and students using interviews and a start of semester survey. Three aspects of engagement broadly classified as behavioural, cognitive and affective are used as a framework to analyse the data. Results show that staff perceived students as demonstrating low levels of engagement in their university study. Students presented many reasons to explain the nature and extent of their engagement. Many of their reasons relate to studying in an educational landscape of changing lifestyles and work patterns and a strong reliance on technology to support their learning. This article re-conceptualises the undergraduate student learning experience in the current tertiary climate. Implications of the perceived lack of student engagement are discussed and recommendations are made for ways to increase the level of student engagement.
Geisner, Irene Markman; Mallett, Kimberly; Kilmer, Jason R.
Depression and alcohol use are often found in college students, particularly during their first year. The current study assessed the interrelationship of alcohol use and specific depression symptoms. A large sample (n = 869) of first year students were invited to participate via the Internet Results indicated that specific depression symptoms correlated with alcohol consumption. Self-reported heavy, problem drinkers experienced significantly higher Beck Depression Inventory scores than all other groups. Our findings higlight the importance of screening for both alcohol use and depressed mood in college students. PMID:22545634
Kizito, Rita; Munyakazi, Justin; Basuayi, Clement
In spite of sustained efforts tertiary institutions implement to try and improve student academic performance, the number of students succeeding in first-year mathematics courses remains disturbingly low. For most students, the gap between their mathematical capability and the competencies they are expected and need to develop to function effectively in these courses persists even after course instruction. In this study, an instrument for identifying and examining factors affecting student performance and success in a first-year Mathematics university course was developed and administered to 86 students. The overall Cronbach's Alpha coefficient for the questionnaire was found to be 0.916. Having identified variables from prior research known to affect student performance, factor analysis was used to identify variables exhibiting the greatest impact on student performance. The variables included prior academic knowledge, workload, student approaches to learning, assessment, student support teaching quality, methods and resources. From the analysis, students' perceptions of their workload emerged as the factor having the greatest impact on student's performance, followed by the matriculation examination score. The findings are discussed and strategies that can be used to improve teaching and contribute to student success in a first-year mathematics course in a South African context are presented.
Moore, Michele Johnson; Werch, Chudley
Objective: The authors explored the relationship between self-reported vigorous exercise frequency and alcohol, tobacco, and other drug (ATOD) use behaviors among first-year college students who self-identified as drinkers. Participants: The authors recruited 391 freshman college students in Northeast Florida to participate in an alcohol abuse…
Pico, Elaine; And Others
This survey of 82 first-year medical students at the University of California, Los Angeles, School of Medicine, found that students with more experience working or interacting socially with African Americans or Hispanics were more likely to expect to treat minority patients, practice with minority partners, and reside in predominantly…
Thibodeaux, Jordan; Deutsch, Aaron; Kitsantas, Anastasia; Winsler, Adam
How students manage their time is critical for academic performance and is an important component of self-regulated learning. The purpose of the present study was to examine relationships among first-year college students' (N = 589) time use, academic self-regulation, and target and actual grade point average (GPA) at three time points. Findings…
Beidler, Peter G.
Peter Beidler reflects in this essay upon his experiences with his first year students following the events of 9-11. When the class met, still numb with the horror of events, Beidler and his apprentice teacher devised a different kind of exercise for the class. Having taken fifteen minutes to talk about the attacks with students, the author passed…
The present study aimed to identify the first year college students' learning and experiences in an EFL flipped classroom at the State Islamic University of Ar-Raniry in Indonesia. 27 students who enrolled in English 2 course participated as samples of this study. The data were collected from diverse sources including questionnaire surveys, focus…
Ting, Kang Nee; Wong, Kok Thong; Thang, Siew Ming
Generally work-based learning opportunities are only offered to students in their penultimate year of undergraduate study. Little is known about the benefits and shortcomings of such experiential learning for students in the early stages of their undergraduate education. This is a mixed method study investigating first year undergraduate pharmacy…
Rinto, Erin; Bowles-Terry, Melissa; Santos, Ariel J.
This study applied a content analysis methodology in two ways to evaluate first-year students' research topics: a rubric to examine proposed topics in terms of scope, development, and the "researchability" of the topic, as well as textual analysis, using ATLAS.ti, to provide an overview of the types of subjects students select for a…
Smith, Gregory J.
The present study was undertaken to determine the impact of different parenting styles on college students' adaptation to college. During the second week of college, 80 first-year students from two-parent families completed the Tests of Reactions and Adaptations to College, English version and the Parental Authority Questionnaire. Authoritative…
Tobolowsky, Barbara F.; Allen, Taryn Ozuna
Using Merton's (1957) anticipatory socialization theory, this qualitative study explored how participation in dual credit in high school helped introduce 12 female students to the academic and social aspects of college to ease their first-year transitions. These students, who entered one Texas university with between 15 and 78 dual credits,…
Ramsey, James Louis
In order to improve the academic and cultural transition of low income, disadvantaged, first-generation, and working-class students at a public flagship institution, the purpose of this qualitative study is to listen as these students, with increasingly diverse background experiences, narrate their first-year experiences, including the summer…
Gabriel, Martha A.; Campbell, Barbara; Wiebe, Sean; MacDonald, Ronald J.; McAuley, Alexander
A growing literature suggests that there is a disjuncture between the instructional practices of the education system and the student body it is expected to serve, particularly with respect to the roles of digital technologies. Based on surveys and focus group interviews of first-year students at a primarily undergraduate Canadian university and…
Soini, Tiina; Pietarinen, Janne; Toom, Auli; Pyhältö, Kirsi
This study explores Finnish first-year primary teacher students' (N = 244) sense of professional agency in the classroom. In addition, the interrelation between student teachers' sense of professional agency and the perceptions of teacher education as a learning environment is explored. The sense of professional agency in the classroom…
What Works Clearinghouse, 2016
"First year experience courses for students in developmental education" are designed to ease the transition to college by providing academic and social development supports. Although course content and focus may vary, most are designed to introduce students to campus resources, provide training in time management and study skills, and…
Balfour, Denise Shata
One way students become engaged in their undergraduate experience is through place of residence. Factors associated with high academic performance suggest high levels of engagement in campus life. This study investigated the relationship between living arrangement and the academic performance of first-year, full-time undergraduate students. The…
Two hundred twenty-six first-year students enrolled at a large, public Midwest university and deemed to require an emergency transport for a potential alcohol overdose completed a brief questionnaire on the student's perceptions of why the event occurred, what might have happened to prevent the overdose situation, and personal assessment of…
Shorr, Andrew F.; And Others
A study of 110 first-year University of Virginia medical students taking a required course in medical ethics found that the curriculum had little effect on student attitudes toward certain ethical questions or on their factual knowledge regarding particular ethical and legal issues. (Author/MSE)
Duffy, Ryan D.; Klingaman, Elizabeth A.
The current study explored the relation of ethnic identity achievement and career development progress among a sample of 2,432 first-year college students who completed the Career Decision Profile and Phinney's Multigroup Ethnic Identity Measure. Among students of color, correlational analyses revealed a series of statistically significant, but…
Culross, Rita R.; Tarver, Emily T.
This study examined the perceptions of teachers and students during the first year of implementation of the International Baccalaureate (IB) Diploma Program at a high school. The research team interviewed all IB teachers and students regarding their decision to teach/enroll in IB; how IB differed from teaching/taking regular courses; and other…
Laoui, Tahar; O'Donoghue, John
This paper is based on the experience acquired in teaching materials science/engineering to first year university students. It has been observed that students struggle with some of the fundamental materials concepts addressed in the module/course. This applies to delivered lectures but extends to the incorporation of tutorial sessions provided…
Eddif, Aâtika; Touir, Rachid; Majdoubi, Hassan; Larhzil, Hayat; Mousaoui, Brahim; Ahmamou, Mhamed
This work proposes initially to identify the initial conceptions of Moroccan students in the first year of secondary college about the notion of earthquakes. The used methodology is based on a questionnaire addressed to students of life science and Earth in Meknes city, before any official teaching about the said phenomenon. The obtained results…
Adams, Gerald R.; Berzonsky, Michael D.; Keating, Leo
The investigation involved the assessment of a model predicting that family and university relationship environments are linked with identity processes and identity states (statuses) that predict psychosocial resources among first-year university students. A sample of 351 university students, between the ages of 18 and 21 years, completed measures…
Graaff, J. F.
Sociology invites transformations among first year students which go through at least three distinct levels. At the conceptual level, three basic concepts, debunking, relativizing and system-relating, challenge public opinion modes of thinking. But students in this course go beyond explicit course examples and perform these notions in a more…
Quinn, Frances; Pegg, John; Panizzon, Debra
Meiosis is a biological concept that is both complex and important for students to learn. This study aims to explore first-year biology students' explanations of the process of meiosis, using an explicit theoretical framework provided by the Structure of the Observed Learning Outcome (SOLO) model. The research was based on responses of 334…
Li, Yongyan; Casanave, Christine Pearson
In this paper we report a case study of two first-year students at a university in Hong Kong doing the same writing assignment that required the use of sources. We explore the students' understanding of plagiarism, their strategies for composing, the similarity between their texts and source texts, and the lecturer's assessment of their work. The…
Byrne, Marann; Flood, Barbara; Griffin, Julie
This study measured the levels of academic self-efficacy of first-year accounting students. It also investigated whether there were any gender differences and the extent to which efficacy levels explained variation in academic performance. Overall the analysis revealed that many students lacked the confidence to participate fully in the academic…
Baars, G. J. A.; Arnold, I. J. M.
At Erasmus School of Economics about 40% of the students in the bachelor program Economics and Business drop out in the first academic year. We examined whether it is feasible (a) to identify on the basis of their participation and achievement in the first 2 (out of 10) examinations students who drop out in the first year, and (b) to characterize…
de Berg, Kevin
This paper reports on students' understanding of sugar concentration in aqueous solutions presented in two different modes: a visual submicroscopic mode for particles and a verbal mode referring to macroscopic amounts of sugar. One hundred and forty-five tertiary college students studying some form of first-year chemistry participated in the…
This paper reflects on the use of Facebook as an online learning environment for first year design students from 2008 to 2011. Between 2008 and 2010 three student cohorts from the University of Adelaide engaged with their peers through forums hosted by Facebook, submitting work-in-progress imagery and critiquing peers' submissions. In 2011 the…
Cresswell, Sarah L.; Loughlin, Wendy A.
An effective guided inquiry forensic case study (a pharmacy break-in) is described for first-year students. Four robust introductory forensic chemistry and biology experiments are used to analyze potential drug samples and determine the identity of a possible suspect. Students perform presumptive tests for blood on a "point of entry…
Lakin, Joni M.; Han, Yi; Davis, Edward
The "Grand Challenges" for Engineering are an effort to portray engineering as a field that has profound impacts on society. This study explores the level of interest first-year engineering students had in various "Grand Challenges" and in nanotechnology topics. We administered a survey to a large sample of students enrolled in…
Hankin, Joseph N., Ed.
Focusing on community colleges' role in enrolling students for their first year of postsecondary education, this monograph provides 17 essays on characteristics, programs, and outcomes related to students' freshman year. The following essays are included: (1) "The Freshman Year Experience: A Philosophy for Higher Education in the New Millennium,"…
West, Bettina; Moore, Hélène; Barry, Ben
This study incorporated social media microblogging technology (Twitter) across disciplines to provide 411 first-year undergraduate students studying in large-classroom settings with opportunities to connect in real-time, both within and outside the classroom, with their professor, other students, and members of the professional community. This…
Macaskill, Ann; Denovan, Andrew
Autonomous learning is a commonly occurring learning outcome from university study, and it is argued that students require confidence in their own abilities to achieve this. Using approaches from positive psychology, this study aimed to develop confidence in first-year university students to facilitate autonomous learning. Psychological character…
Douglas, Veronica Arellano; Rabinowitz, Celia E.
Using surveys, interviews, and a rubric-based assessment of student research essays, the St. Mary's College of Maryland Assessment in Action team investigated the relationship between faculty-librarian collaboration in a First Year Seminar (FYS) course and students' demonstrated information literacy (IL) abilities. In gathering information on the…
Julal, F. S.
University support services can be a beneficial resource for students coping with personal stressors. This study investigated the predictors of service use by undergraduate students during their first year at university. Participants completed self-report measures of problem-solving effectiveness, psychological distress and perceived social…
Dempsey, Paula R.; Jagman, Heather
Qualitative analysis of reflective essays by first-year students in an academic skills course documented outcomes related to the Association of College and Research Libraries Framework for Information Literacy for Higher Education. Student narratives showed how novices encounter the clusters of concepts described in the Framework as…
Parasher, S. V.
Some of the errors in selected areas of English grammar and lexis made by a sample of 100 first year college students from Madhya Pradesh, India, were investigated. The errors of students are described in linguistic terms, and some of the probable sources of errors are explained. The rules of grammar and usage that should be established to help…
Chesler, Naomi C.; Arastoopour, Golnaz; D'Angelo, Cynthia M.; Bagley, Elizabeth A.; Shaffer, David Williamson
Increasingly, first-year engineering curricula incorporate design projects. However, the faculty and staff effort and physical resources required for the number of students enrolled can be daunting and affect the quality of instruction. To reduce these costs, ensure a high quality educational experience, and reduce variability in student outcomes…
Lu, Wei-Hsin; Hoffman, Kimberly G.; Hosokawa, Michael C.; Gray, M. Peggy; Zweig, Steven C.
The purpose of this study was to examine the impact of an extracurricular geriatric program on medical students' knowledge of, and attitudes toward, the elderly and their interest in studying geriatric medicine. The participants were first-year medical students (n = 137) who joined the Senior Teacher Education Partnership (STEP) program that…
Wong, Gabrielle K. W.
This paper describes classroom activities to help students understand the publication cycle and the characteristics of major publication channels (textbooks, books, encyclopedias, and periodicals) for first-year physics students. When designing these activities, the author considered the intellectual development characteristics and the…
International research suggests that government policy, institutional culture and learner characteristics influence the attrition rate of first-year tertiary education students. These variables were investigated in relation to a cohort of 21 New Zealand students who failed a core literacy paper. The research utilised questionnaires, interviews…
Burns, Edgar; Tulloch, Ian; Shamsullah, Ardel
Negative "push-back" from a group of first-year undergraduate sociology students during a class discussion of gender and feminism included rejecting personal use of the title Ms. Teaching team members asked themselves: how general is this response among other student groups in the same one-semester subject? A short in-class survey…
Hagedorn, Linda Serra; Siadat, M. Vali; Fogel, Shereen F.; Pascarella, Ernest T.; Nora, Amaury
A study using a path-analytic model compared first-year college students enrolled in remedial-type mathematics courses with counterparts enrolled in nonremedial coursework. Results revealed that students enrolled in nonremedial courses entered the institution with many advantages over those enrolled in remedial mathematics. Background variables…
Grigg, Sarah J.; Benson, Lisa C.
This study describes the development and structure of a coding scheme for analysing solutions to well-structured problems in terms of cognitive processes and problem-solving deficiencies for first-year engineering students. A task analysis approach was used to assess students' problem solutions using the hierarchical structure from a…
Opdecam, Evelien; Everaert, Patricia; Van Keer, Hilde; Buysschaert, Fanny
This study investigates students' "preference" for team learning and its effectiveness, compared to lecture-based learning. A quasi-experiment was set up in a financial accounting course in the first-year undergraduate of the Economics and Business Administration Program, where students had to choose between one of the two learning…
Panikhina, A V
Changes in anthropometric and hematological values and parameters of cardiovascular function indicated sufficiently effective adaptation of first-year students to studies at higher educational institutions. On the other hand, a certain strain of the physiological optimum caused by examination stress was found in the students.
Laing, Gregory Kenneth; Perrin, Ronald William
This paper presents the findings of a field study conducted to ascertain the perceptions of first year accounting students concerning the integration of computer applications in the accounting curriculum. The results indicate that both student cohorts perceived the computer as a valuable educational tool. The use of computers to enhance the…
Soria, Krista M.; Fransen, Jan; Nackerud, Shane
The purpose of this paper was to investigate whether there are relationships between first-year college students' use of academic libraries and four academic outcomes: academic engagement, engagement in scholarly activities, academic skills development, and grade point average. The results of regression analyses suggest students' use of books…
Alkhausi, Hussain Ali; Al-Yahmadi, Hamad; Al-Kalbani, Muna; Clayton, David; Al-Barwani, Thuwayba; Al-Sulaimani, Humaira; Neisler, Otherine; Khan, Mohammad Athar
This study investigated predictors of first-year university grade point average (GPA) using academic and nonacademic variables. Data were collected from 1511 Omani students selected conveniently from the population of students entering Sultan Qaboos University (SQU) in Fall 2010. Variables considered in the analysis were general education diploma…
Ellis, Keyana Chamere
The Virginia Tech Summer Academy (VTSA) Program, developed by through a collaborative partnership between faculty, administrators and staff concerned by attrition among first year students, was introduced in summer 2012 as a campus initiative to assist first-year college students transition and acclimate to the academic and social systems of the…
Sevinç, Seda; Gizir, Cem Ali
This qualitative case study aims to investigate the most common factors that negatively affect adjustment to university and coping strategies used by first-year university students in the adaptation process from the viewpoint of first-year university students. The participants were 25 first-year university students from various faculties at Mersin…
This article presents a consideration of how students' existing information-seeking behaviors affect traditional methods of teaching library research in first-year writing courses and offers an alternative method that uses both library and popular Internet search tools. It addresses one aspect of the ongoing pedagogical struggle with new…
Lubker, John R.; Etzel, Edward F.
The freshman year of college is usually acknowledged as a stressful time of social and academic adjustment. During this period, first-year students face many social and intellectual challenges. For high school athletes, the combined impact of college transition plus disengagement from sport can further complicate first-semester adjustment and may…
Stratton, Jill A.
Leadership scholarship has paid increased attention to the connection between personal characteristics, such as emotional intelligence, and leadership. The purpose of this study was to investigate if a relationship exists between emotional intelligence and leadership in first-year college students at a private university in the Midwest. Using The…
Hesser, Al; Lewis, Lloyd
A study explored predictors of African-American and other nontraditional medical students' first-year academic performance at the Medical College of Georgia. Variables included undergraduate grades and grades in a summer prematriculation program (SPP) featuring biochemistry, anatomy, and immunology courses. SPP grades were found useful in…
Sangster, Sarah L.; Loy, Kara L.; Mills, Sheryl D.; Lawson, Karen L.
In 2014, the Undergraduate Research Initiative at the University of Saskatchewan implemented a pilot project to organize, support, and promote curriculum-based research experience as an integral aspect of participating first-year courses. The framework for the course-based initiative was the research arc; usually in groups, students in these…
This paper presents aspects of a study that investigates the development of an instrument, a reference framework, to analyse students' written responses to non-routine problems in a first year calculus course in order to describe the complexities of their understanding and to assess their understanding of particular mathematical concepts.…
Gassner-Roberts, Sigrid; Brislan, Patrick
The progress of three groups of university students enrolled in a first-year German course was evaluated after one completed academic year. The achievements of two control groups, a day and an evening class taught by conventional methods, were compared with those of an experimental group taught using suggestopedic methods. Additionally, for the…
Karatas, F. Ö.; Bodner, G. M.; Unal, Suat
A study was conducted on the views of the nature of engineering held by 114 first-year engineering majors; the study built on prior work on views of the nature of science held by students, their instructors, and the general public. Open-coding analysis of responses to a 12-item questionnaire suggested that the participants held tacit beliefs that…
Tirpak, David M.; Schlosser, Lewis Z.
The purpose of this study was to assess the relationship between a set of self-efficacy variables and a set of variables assessing attitudes toward counseling. Results revealed a significant relationship between self-efficacy and attitudes toward counseling among a sample of 253 first-year college students. Low perceptions of self-efficacy were…
Almudi, Jose Manuel; Ceberio, Mikel
This study explored the quality of arguments used by first-year engineering university students enrolled in a traditional physics course dealing with electromagnetic induction and related problem solving where they had to assess whether the electromagnetic induction phenomenon would occur. Their conclusions were analyzed for the relevance of the…
Hayek, John; Kuh, George
While most institutions know how many of their faculty members have terminal degrees and the number of books in the library, too few have reliable information about the frequency with which first-year students discuss ideas with faculty members outside class, how much time they spend on academic activities, or how often they interact with students…
Coutts, Rosanne; Gilleard, Wendy; Baglin, Robert
Learning, and particularly assessment practices, that encourages a self-determined approach enhances feelings of well-being and achievement motivation. Students (n = 137) in a common first-year unit were the participants for an evaluation of the impact of assessment. The Intrinsic Motivation Inventory and the Brunel Mood Scale were used to assess…
The intent of the following project is to highlight information about the stress response, resilience, and executive function development and to apply it to first-year postsecondary student populations in a workshop format. The first part of the project presents three comprehensive literature reviews of academic research available on these…
Badenhorst, Elmi; Mamede, Sílvia; Hartman, Nadia; Schmidt, Henk G.
Research has indicated that misconceptions hamper the process of knowledge construction. Misconceptions are defined as persistent ideas not supported by current scientific views. Few studies have explored how misconceptions develop when first year health students conceptually move between anatomy and physiology to construct coherent knowledge…
Shim, Soyeon; Barber, Bonnie L.; Card, Noel A.; Xiao, Jing Jian; Serido, Joyce
This cross-sectional study tests a conceptual financial socialization process model, specifying four-levels that connect anticipatory socialization during adolescence to young adults' current financial learning, to their financial attitudes, and to their financial behavior. A total of 2,098 first-year college students (61.9% females) participated…
Turek, Jerica L.
The first year of college is one that is crucial for all students entering higher education due to the major transition issues that must be successfully navigated in order to persist to the sophomore year. Parental support has been shown to have a positive effect during this transition by providing positive coping mechanisms and allowing children…
Steuter, Erin; Doyle, Judith
The first year course in Sociology at Mount Allison University introduced students to social issues via dynamic class interactions and assignments that are designed to build conceptual and applied skills. Developments to the course organization have maximized the opportunities for discovery learning and have made the class an enjoyable teaching…
Veitia, Marie C.; And Others
A study of 54 first-year Marshall University (West Virginia) medical students found that a preventive cardiology curriculum improved both knowledge of and attitudes about preventive cardiology in general and on all 4 subscales (epidemiological evidence, risk factor characteristics, pathophysiology, primary interventions). (Author/MSE)
Hurtado, Sylvia; Eagan, M. Kevin; Cabrera, Nolan L.; Lin, Monica H.; Park, Julie; Lopez, Miguel
Using longitudinal data from the UCLA Cooperative Institutional Research Program (CIRP) and Your First College Year (YFCY) surveys, this study examines predictors of the likelihood that science-oriented students would participate in a health science undergraduate research program during the first year of college. The key predictors of…
Wemyss, Thomas; van Kampen, Paul
We have investigated the various approaches taken by first-year university students (n[image omitted]550) when asked to determine the direction of motion, the constancy of speed, and a numerical value of the speed of an object at a point on a numerical linear distance-time graph. We investigated the prevalence of various well-known general…
Solvang, Elna K.
The Bible is a non-western text subject to a variety of interpretations and applications--constructive and destructive. The academic study of the Bible, therefore, requires critical thinking skills and the ability to engage with diversity. The reality is that most first-year college students have not yet developed these skills. Rather than bemoan…
Priest, Kerry L.; Saucier, Donald A.; Eiselein, Gregory
This study looked to situated learning (Lave & Wenger, 1991) in order to explore students' participation in the social practices of first-year learning communities. Wenger's (1998) elaboration on "communities of practice" provides insight into how such participation transforms learners. These perspectives frame learning as a…
Forney, Mary Ann; And Others
Surveyed 937 first-year medical students to determine whether variables related to personal and academic stress, propensity for risk, and physical condition could increase predictability of substance use characteristics. Results indicated drug and alcohol use were significantly correlated as was relationship between frequency and quantity of…
Mitchell, Brenda O.
A correlational explanatory research design examined the relationship between peer mentoring, academic success and social engagement of first year college students participating in a peer mentoring program at a research one university in the southeastern United States. One hundred thirty-eight participants from the peer mentoring program responded…
del-Arco Bravo, Isabel; Camats, Ramon; Flores, Oscar; Alaminos, Francisco; Blazquez, Jose
Introduction: The current study describes the planning process and aims of the university reforms in Spain and suggests an innovative proposal, namely the design and evaluation of a week-long induction programme for first-year bachelor's degree students at the University of Lleida (Spain), organised within the European higher education framework.…
Hains-Wesson, Rachael; Campbell, Angela
This study examines participants' responses to first year students' street performances as a non-placement work-integrated learning (WIL) activity over a two year period. The purpose of the study was to determine: (1) community perception, (2) continuous improvement, and (3) future needs. Data was collected through surveying participants'…
McDonald, James E.; Robinson, Rosanna L.
The transition to undergraduate study is often a challenging step for students as they progress from relatively smaller school/college classes with a high degree of contact time with familiar staff to a university department where one-on-one interaction with staff members is significantly reduced. The first year tutorials module offers one of the…
van der Hoff, Quay; Harding, Ansie
This study focuses on the mathematics department at a South African university and in particular on teaching of calculus to first year engineering students. The paper reports on a cause-effect analysis, often used for business improvement. The cause-effect analysis indicates that there are many factors that impact on secondary school teaching of…
Cousins, Nicola J.; Barker, Martin; Dennis, Catherine; Dalrymple, Sarah; McPherson, Lindsay R.
In order to increase engagement and to consolidate skills, a tutorial-based skills course (module) was introduced as a compulsory component of first-year in the School of Biological Sciences, University of Aberdeen. We evaluated whether students had attained certain "graduate attributes" during the course, comprising: transferable and…
Brouwer, Jasperina; Jansen, Ellen; Hofman, Adriaan; Flache, Andreas
Two theoretical approaches underlie this investigation of the determinants of early study success among first-year university students. Specifically, to extend Walberg's educational productivity model, this study draws on the expectancy-value theory of achievement motivation in a contemporary university context. The survey data came from 407…
David, Irene; Brown, Jennifer Ann
We discuss a major change in the way we teach our first-year statistics course. We have redesigned this course with emphasis on teaching critical thinking. We recognized that most of the students take the course for general knowledge and support of other majors, and very few are planning to major in statistics. We identified the essential aspects…
Smith, Shana Shiang-Fong
Describes the first-year Introduction to Design course at Iowa State University which incorporates design for manufacturing and concurrent engineering principles into the curriculum. Autodesk Inventor was used as the primary CAD tool for parametric solid modeling. Test results show that student spatial visualization skills were dramatically…
Sperry, Rita A.
The study used pre-college variables in the prediction of retention and probation status of first-year students in learning communities at a regional public university in South Texas. The correlational study employed multivariate analyses on data collected from the campus registrar about three consecutive cohorts (N = 4,215) of first-year…
Douglas, Katie B.
In this study 10 first-year African American students (five men and five women) took photographs that illustrated their perceptions of the predominantly white research university they attended and discussed their pictures in subsequent individual and focus group interviews. Two theoretical frameworks provided the structure for the analysis:…
Renn, Kristen A.; Hodges, Jennifer P.
Ten new student affairs professionals participated in this longitudinal study of their first year on the job. This qualitative study used online data collection. Participants submitted monthly responses to open-ended prompts inquiring about their experiences, challenges, and surprises. Over three time phases (Pre-Employment and Orientation,…
I have taught Plato's "Republic" for several years although seminars on this text can be difficult and pose certain challenges, most especially with first year students new to university: the ancient Greeks seem a long way from the technocratic society we live in today. More importantly, the complexity of our relationship to each other…
Mac an Bhaird, Ciaran; O'Shea, Ann
This paper considers the factors that impact on student success in first year science mathematics courses at the National University of Ireland Maynooth (NUI Maynooth). These factors include previous performance in the subject, attendance at lectures and tutorials, the number of assignments submitted, and attendance at the Mathematics Support…
Quinn, Frances Catherine
This paper aims to extend previous research into learning of tertiary biology, by exploring the learning approaches adopted by two groups of students studying the same first-year biology topic in either on-campus or off-campus "distance" modes. The research involved 302 participants, who responded to a topic-specific version of the Study Process…
Norman, Linda; Buerhaus, Peter I; Donelan, Karen; McCloskey, Barbara; Dittus, Robert
This study assessed the characteristics of nursing students currently enrolled in nursing education programs, how students finance their nursing education, their plans for clinical practice and graduate education, and the rewards and difficulties of being a nursing student. Data are from a survey administered to a national sample of 496 nursing students. The students relied on financial aid and personal savings and earnings to finance their education. Parents, institutional scholarships, and government loans are also important sources, but less than 15% of the students took out bank loans. Nearly one quarter of the students, particularly younger and minority students, plan to enroll in graduate school immediately after graduation and most want to become advanced nursing practitioners. Most of the nursing students (88%) are satisfied with their nursing education and nearly all (95%) provided written answers to two open-ended questions. Comments collapsed into three major categories reflecting the rewards (helping others, status, and job security) and three categories reflecting the difficulties (problems with balancing demands, quality of nursing education, and the admissions process) of being a nursing student. Implications for public policymaking center on expanding the capacity of nursing education programs, whereas schools themselves should focus on addressing the financial needs of students, helping them strike a balance among their school, work, and personal/family responsibilities and modifying certain aspects of the curriculum.
Brown, S. J.; White, S.; Power, N.
A cluster analysis data classification technique was used on assessment scores from 157 undergraduate nursing students who passed 2 successive compulsory courses in human anatomy and physiology. Student scores in five summative assessment tasks, taken in each of the courses, were used as inputs for a cluster analysis procedure. We aimed to group…
Eagan, M. Kevin; Cabrera, Nolan L.; Lin, Monica H.; Park, Julie; Lopez, Miguel
Using longitudinal data from the UCLA Cooperative Institutional Research Program (CIRP) and Your First College Year (YFCY) surveys, this study examines predictors of the likelihood that science-oriented students would participate in a health science undergraduate research program during the first year of college. The key predictors of participation in health science research programs are students’ reliance on peer networks and whether campuses provide structured opportunities for first-year students even though only 12% of freshmen in the sample engaged in this activity. These experiences are particularly important for Black students. The findings inform efforts to orient students at an early stage, particularly under-represented minorities, toward biomedical and behavioral science research careers. PMID:23503996
Harwood, Catherine Hoe; Van Hofwegen, Lynn
Camps can meet or supplement their health care delivery needs by using student nurses. Three models for student nurse internships, basic information about nursing education, and tips for negotiating student nurse internships are described. Sidebars present resources for camp health centers, nursing student competence characteristics, types of…
Silverstein, Sarah T; Kritz-Silverstein, Donna
This study examines the association of stress with performance and health in first-year dental students and changes in the amount and sources of stress over one year. Students at four U.S. dental schools completed the Dental Environment Stress (DES) scale, Perceived Stress Scale (PSS), stress rating, and demographic questions at the start of their first year of school (baseline), 11.7 weeks, and one year later when first-year GPA, illnesses, health ratings, and symptom frequency were also assessed. Overall, 296 (186 men, 110 women) responded at baseline and after one year; 205 responded all three times. Stress scores were negatively correlated with GPA (DES, p=.006; PSS, p=.04; stress rating, p=.002) and with physical and emotional health ratings (p's< or =.002), but positively associated with illness (p<.05), symptoms (p<.0001), and symptom frequency (p's<.05). Stress was higher after one year (p's<.001) and varied by school (p<.0001). Women (p<.01), younger (p<.003), and single students (p<.03) had higher stress at baseline, but after one year, there were no differences by gender, age, or marital status. Ratings for items on the Dental Environment Stress scale related to schoolwork were high at baseline and increased further by one year (p's< or =.0001); items related to school atmosphere had low ratings initially with large increases over time (p's<.0001). In conclusion, stress increases over time in first-year dental students and is related to detrimental effects on performance and health. Variation between schools may reflect different teaching methods. Changes in sources of stress may reflect the different contributions of anticipatory and situational stress over time. First-year dental students may benefit from stress reduction programs.
Ashbury, J E; Fletcher, B M; Birtwhistle, R V
Student journals are used at all levels of education to facilitate academic and personal learning. This paper describes the experience of journal writing from both a student and teacher perspective, in a communication skills course for first-year medical students at Queen's University, Kingston, Ontario, Canada. As one of the requirements of the course, students described their individual reactions to each weekly session in a journal. Teachers responded to each journal entry. Guidelines for journal usage in this course are described. The content of the journals includes topic-related information, comments concerning the student's individual experience of the course, and personal thoughts related to life experiences and becoming a doctor. A summary of evaluations of journal writing by teachers and students is presented. We have observed that journal writing facilitates a personal and reflective perspective to the first-year medical curriculum for both students and teachers. Journal writing appears to initiate and encourage self-awareness by providing a safe place for students to describe their experiences and relationships and to question their own values and beliefs. In the journal, through a mutual sharing of thoughts and feelings, barriers between students and teachers are diminished, leading to enhanced rapport and communication.
Granek, Leeat; Mizrakli, Yuval; Ariad, Samuel; Jotkowitz, Alan; Geffen, David B
Although only some medical students will choose cancer as their specialty, it is essential that all students have a basic understanding of cancer and its treatment. The purpose of this study was to evaluate the impact of an introductory clinical oncology course on first-year international medical students. Evaluation of the course involved a quantitative survey designed for this study that was given pre- and post-course completion. Participants included 29 first-year international medical students. Students reported that the course affected them emotionally more than they anticipated it would prior to beginning the course. By the end of the course, students felt more comfortable focusing on how to live with cancer, felt less afraid of dealing with death, and were better able to cope with uncomfortable emotional situations. The course had no significant effect on students' interest in specializing in oncology in the future. Our study provides evidence that an introductory oncology course can increase student comfort with issues related to living with cancer, with confronting and dealing with death and dying, and with coping with uncomfortable emotional situations as related to cancer care. In anticipation of growing shortages in oncology specialists in the coming years, the ability of an early course in oncology to attract more students to the field is of interest. Future research should examine ethnic and cultural differences in uptake of the clinical oncology courses across continents and should use direct observation in addition to self-report in evaluating outcomes.
Rendahl, Merry A.
This dissertation explores study habits and interactions of students in an online first-year writing course. Much research has been conducted about online learning, but little has focused specifically on first-year writing students. First-year writing presents some unique challenges because of the age and preparedness level of traditional…
Carey, Kate B.; Durney, Sarah E.; Shepardson, Robyn L.; Carey, Michael P.
Objective: The first year of college is an important transitional period for young adults; it is also a period associated with elevated risk of incapacitated rape (IR) for female students. The goal of this study was to identify prospective risk factors associated with experiencing attempted or completed IR during the first year of college. Method: Using a prospective cohort design, we recruited 483 incoming first-year female students. Participants completed a baseline survey and three follow-up surveys over the next year. At baseline, we assessed precollege alcohol use, marijuana use, sexual behavior, and, for the subset of sexually experienced participants, sex-related alcohol expectancies. At the baseline and all follow-ups, we assessed sexual victimization. Results: Approximately 1 in 6 women (18%) reported IR before entering college, and 15% reported IR during their first year of college. In bivariate analyses, precollege IR history, precollege heavy episodic drinking, number of precollege sexual partners, and sex-related alcohol expectancies (enhancement and disinhibition) predicted first-year IR. In multivariate analyses with the entire sample, only precollege IR (odds ratio = 4.98, p < .001) remained a significant predictor. However, among the subset of sexually experienced participants, both enhancement expectancies and precollege IR predicted IR during the study year. Conclusions: IR during the first year of college is independently associated with a history of IR and with expectancies about alcohol’s enhancement of sexual experience. Alcohol expectancies are a modifiable risk factor that may be a promising target for prevention efforts. PMID:26562590
Howard, Jeff S.
The purpose of this study was to examine the association between the retention rate and 9 first-year student programs at Liberal Arts Colleges in the Mountain South, a region in the southern Appalachian Mountains of the United States. Nine first-year programs were studied: Summer Bridge Programs, Preterm Orientation, Outdoor Adventure Orientation,…
Hoeppner, Bettina B.; Barnett, Nancy P.; Jackson, Kristina M.; Colby, Suzanne M.; Kahler, Christopher W.; Monti, Peter M.; Read, Jennifer; Tevyaw, Tracy; Wood, Mark; Corriveau, Donald; Fingeret, Allan
Objective: Despite the long recognized importance and well-documented impact of drinking patterns on health and safety, college student drinking patterns are understudied. This study used a daily-level, academic-year-long, multisite sample to identify subpopulations of college student drinking patterns and to describe how these groups differ from one another before, during, and after their first year of college. Method: Two cohorts of first-year college students (n = 588; 59% female) reported daily drinking on a biweekly basis using web-based surveys and completed surveys before and after their first year of college. Results: Cluster analyses based on time series analysis estimates of within-person drinking differences (per weekday, semester, first 6 weeks) and other descriptors of day-to-day drinking identified five drinking patterns: two low (47% and 6%), two medium (24% and 15%), and one high (8%) drinking cluster. Multinomial logistic regression analyses examined cluster differences in pre-college characteristics (i.e., demographics, alcohol outcome expectancies, alcohol problems, depression, other substance use) and first-year college experiences (i.e., academic engagement, alcohol consequences, risky drinking practices, alcohol problems, drinking during academic breaks). Low-drinking students appeared to form a relatively homogeneous group, whereas two distinct patterns were found for medium-drinking students with different weekend and Thursday drinking rates. The Thursday drinking cluster showed lower academic engagement and greater participation in risky drinking practices. Conclusions: These findings highlight quantitative and qualitative differences in day-to-day drinking patterns and suggest a link between motivational differences and drinking patterns, which may be addressed in developing tailored interventional strategies. PMID:22630800
Research shows that when students arrive at university they are often not prepared for independent learning. New students enter a period of transition during their first year, which is often characterised by emotional destabilisation, as they move towards becoming more self-regulating in their new learning environment. In this small-scale qualitative study, data from an in-depth pair interview were triangulated with data from a questionnaire, to explore participants' experiences of self-regulated learning in the first year of a Dental Surgery course. Five threshold concepts relating to learning in transition emerged from the analysis of the data. These concepts were as follows: learning how to learn using a range of self-chosen sources instead of a single textbook, learning how to organise incoming information without guidance, distinguishing between main ideas and detail during revision, coping with a heavy workload, and knowing what to expect from examinations and coursework. Strong emotions (feeling confused, overwhelmed and scared) were associated with negotiating these threshold concepts. However, the study illustrates how the participants adopted new cognitive and metacognitive strategies to become more self-regulating over time. The findings of the study suggest that lecturers, tutors, study advisers and peers all have an important role to play in explicitly guiding first-year students as they grapple with troublesome threshold concepts relating to self-regulated learning. Furthermore, structural changes to the content-heavy, lecture-based curricula often associated with first-year Medical and Dental courses would help ease students' transition to independent learning, which may make an impact on student attainment.
Nagothu, Rajani Santhakumari; Reddy Indla, Yogananda; Paluru, Rajesh
Background Students who took admission in first year MBBS course used to study physiology, anatomy and biochemistry for one and half years. Since a decade the first year course duration was reduced to one year unaltering the syllabus in the three basic subjects. So students are focusing on the easy ways to clear the university exams by accepting the concise books, which is dampening the real quality of the subject knowledge. This study is aimed at understanding the best methods of physiology teaching in the lecture gallery, from the student’s perspective. Materials and methods The present study was undertaken at a private medical college in southern part of India in Telangana state, on 100 students who took admission in first year MBBS course, in the academic year 2015–2016. Out of 100, 36 are boys and 64 are girl students. Distributed a question paper which is having 2 sets of questions. First question is having three statements regarding the teaching methods namely; chalk and blackboard teaching, over head projection teaching and power point teaching. Students were asked to choose the best statement which they prefer. Second question is consisting of combination of teaching methods and they are; chalk and blackboard with over head projection teaching method, chalk and blackboard with power point presentation. Again the students were asked to choose one of the 2 statements in 2nd question. Results Students preference of teaching methods for understanding of physiology in percentage; chalk and blackboard-54, over head projection teaching-4, power point presentation-32, chalk and blackboard with over head projection-26, chalk and blackboard with power point presentation-64. Conclusion Majority of the students are in favor of a combination of chalk and blackboard with power point presentation for better understanding of physiology, next is chalk and blackboard teaching alone. PMID:27617306
Loch, Birgit; Lamborn, Julia
Many approaches to make mathematics relevant to first-year engineering students have been described. These include teaching practical engineering applications, or a close collaboration between engineering and mathematics teaching staff on unit design and teaching. In this paper, we report on a novel approach where we gave higher year engineering…
Bennett, Dawn; Roberts, Lynne; Creagh, Christine
Students often complain that they cannot see the relevance of what they are being taught in foundation physics classes. While revising and adjusting the curriculum and teaching are important, this study suggests it might also be useful to help students view their learning in relation to their future career aspirations. This paper reports on a study conducted with first-year students enrolled in a compulsory foundation physics unit with a history of low pass rates. Working within a "possible selves" framework, activities were designed to help students position their learning in relation to possible future lives and careers. Two cohorts of students (N =93 ) engaged in an intensive workshop comprising multiple activities relating to self and career. Self-reflection worksheets were analyzed using content analysis. The results indicate that students experience immediate benefits from these activities through self-reflection on the current self, future possible professional selves, and the role of current studies in narrowing the gap between the two.
Hardeman, Rachel R.; Przedworski, Julia M.; Burke, Sara E.; Burgess, Diana J.; Phelan, Sean M.; Dovidio, John F.; Nelson, Dave; Rockwood, Todd; van Ryn, Michelle
Purpose In this study, authors sought to characterize race and gender disparities in mental health in a national sample of first year medical students early in their medical school experience. Method This study used cross-sectional baseline data of Medical Student CHANGES, a large national longitudinal study of a cohort of medical students surveyed in the winter of 2010. Authors ascertained respondents via the American Association of Medical Colleges questionnaire, a third-party vendor-compiled list, and referral sampling. Results A total of 4732 first year medical students completed the baseline survey; of these, 301 were African American and 2890 were White. Compared to White students and after adjusting for relevant covariates, African American students had a greater risk of being classified as having depressive (relative risk (RR)=1.59 [95 % confidence interval, 1.37–2.40]) and anxiety symptoms (RR=1.66 [1.08–2.71]). Women also had a greater risk of being classified as having depressive (RR=1.36 [1.07–1.63]) and anxiety symptoms (RR−1.95 [1.39–2.84]). Conclusions At the start of their first year of medical school, African American and female medical students were at a higher risk for depressive symptoms and anxiety than their White and male counterparts, respectively. The findings of this study have practical implications as poor mental and overall health inhibit learning and success in medical school, and physician distress negatively affects quality of clinical care. PMID:26413458
Pentecost, Thomas Crawford
This study analyzed the usage of textbooks by 58 students in a first-year college chemistry course, the students' approaches to studying, and their knowledge about science reading. Student success in the course was measured by the final exam score. To analyze students' textbook usage the Science Reading Strategy Survey (SRSS) was developed. The SRSS allowed students' usage of the textbook to be categorized into one of three groups: methodical/linear use, efficient use, and making connections/deep use. Seventy-one percent of chemistry students were categorized as using the textbook in a deep/making connections manner, while 15% reported text usage that was categorized as efficient and 11% reported a methodical/linear approach to text use. The students' approaches to studying were determined by using the Study Process Questionnaire (SPQ). The internal structure of the SPQ was confirmed by factor analysis. Forty-three percent of students adopted an achieving approach and 41% approached their studies with a surface approach. Only 7.1% of students had a deep approach to learning. The disconnect between approach (SPQ) and reading strategies (SRSS) could be due to the students finding their general chemistry textbook a valuable resource for getting through a difficult subject they are not strongly motivated to learn. Student's knowledge about reading science text was measured by the Index of Science Reading Awareness (ISRA). This was the first time this instrument had been used with college students. The ISRA was analyzed and the instrument was used to measure students' knowledge about science reading strategies and their general knowledge about science reading and text. The majority, 62%, of first-year chemistry students possess comprehensive knowledge about science reading strategies and science text. The remainder of students had surface knowledge and no students in this study were found to have an incomplete knowledge. There was no correlation between the student
Yates, Patsy; Cunningham, Jackie; Moyle, Wendy; Wollin, Judy
Responses from 21 nursing students and 7 peer mentors indicated that most participated to practice clinical skills; mentees received considerable help in reducing anxiety and increasing self-confidence; timing and organization of mentoring sessions were a problem; and mentors also made personal gains. (SK)
Kedrowicz, April A; Fish, Richard E; Hammond, Sarah
The purpose of this project was to explore first-year veterinary students' anticipatory socialization-life, education, and social experiences that assist in preparation for professional occupations-and determine what relationship exists between those experiences and career interests. Seventy-three first-year veterinary students enrolled in the Careers in Veterinary Medicine course completed the Veterinary Careers survey. Results show that students' anticipatory vocational socialization experiences are significantly related to their stated career interests. The career interests with the highest percentage of students expressing "a great deal of interest" included specialty private practice (37%), research and teaching in an academic setting (33%), and international veterinary medicine (31%). The career interests with the highest percentage of students expressing "no interest at all" included the military (50%), equine private practice (42%), and the pharmaceutical industry (41%). Less than half of the students (42%) stated that they reconsidered their career path after the first semester of veterinary school, but the majority (87%) developed a better understanding of how to pursue a nontraditional career path should they choose to do so.
Acevedo-Gil, Nancy; Zerquera, Desiree D.
This chapter examines community college first-year experience programs using critical race theory and ecological theory. The study draws on diverse students' experiences with access, support, and long-term success within community colleges to assess how these programs foster student success, as told through the voices of student participants.
Flynn, Margaret A.; Everett, Jess W.; Whittinghill, Dex
The purpose of this study was to investigate the impact of an engineering living and learning community (ELC) on first-year engineering students. A control group of non-ELC students was used to compare the experiences of the ELC participants. Analysis of survey data showed that there was significant differences between the ELC students and the non-ELC students in how they responded to questions regarding social support, academic support, connectedness to campus, and satisfaction with the College of Engineering and the institution as a whole. Particularly, there were significant differences between ELC and non-ELC students for questions related to feeling like part of an engineering community, having strong relationships with peers, belonging to a supportive peer network, studying with engineering peers, and spending time with classmates outside of class.
Almoallim, H; Aldahlawi, S; Alqahtani, E; Alqurashi, S; Munshi, A
This study investigated medical students' study habits and perceptions of learning difficulties during their first year of study. A specially-designed questionnaire was answered by 165 second-year medical and medical science students at Umm Alqura University in Saudi Arabia. Out of the 7 difficulties listed in the questionnaire, students ranked peer competition first, followed by poor English language skills. Male students ranked peer competition as the top difficulty whereas females ranked it fourth. A majority of students were dissatisfied with the passive, lecture-based method of teaching and wanted the English language curriculum to be improved by more emphasis on conversation skills. Early introduction of the concept of active learning and effective studying habits is needed.
DeMatteo, Dale J; Reeves, Scott
This paper explores the experiences of, and thoughts on, interprofessional learning and care of first year health science students at a large Canadian university within a broad socioeconomic context. We apply discourse analysis to survey data collected to evaluate an introductory interprofessional event involving first year students from a variety of health professions. Follow-up focus-group interviews were conducted to gain greater understanding of student issues and concerns emerging from the survey, providing a second source of data. A significant paper entitled, "Education, enterprise culture and the entrepreneurial self: A Foucauldian perspective" by Peters (2001) provides an historical and theoretical framework for this paper. Peters notes the changing nature of professionalism and global crises in public institutions under neoliberalism as governments divest themselves of social responsibility, shifting it onto individuals through increased privatization and focus on entrepreneurialism. In exploring the thoughts and experiences of students through the historical lens of a shifting professional discourse and changing cultural and political environment, a unique view of professionalism and this interprofessional project comes to light. Reflective of the paradigm shift that Peters documents, there was evidence of students "internalizing" responsibility for a sustainable health care system through acquisition of interprofessional knowledge and behaviours.
Fischbeck, Sabine; Mauch, Marianne; Leschnik, Elisabeth; Beutel, Manfred E; Laubach, Wilfried
In order to determine if first year medical students of a Medical Psychology and Medical Sociology course have adopted basic physician patient communication skills, we developed an appropriate Objective Structured Clinical Examination (OSCE). The parcours took place in a pretest condition (n=182) and in the following semester under test condition, now relevant for passing the course (n=181). Reliability of the OSCE reached a medium degree (α=0.55/0.50). Results of written examinations and OSCE scores were weakly correlated. The correlation between task competence and patient-centeredness was higher in the pretest than under test condition. Female students mostly achieved higher scores than male students. Nearly all of the students (92%/97%) were in favor of continuing this examination. Physician-patient communication is a process of high complexity, but it can be tested by OSCE. Relevance for passing the course seems to enhance the learning behaviour.
Lauri, Mary-Anne; Lauri, Josef
Objective To determine, using the Gordon Personal Profile-Inventory (GPP-I), if the personality traits of first-year pharmacy students match the traits required for patient-centered practice. Methods The GPP-I, which measures the personality traits of ascendency, responsibility, emotional stability, sociability, cautiousness, original thinking, personal relations, and vigor, was administered to incoming pharmacy students at the beginning of their first semester. Results The pharmacy school had attracted students with strong traits of original thinking, followed by personal relations, and vigor. The students, however, were limited in emotional stability and ascendency. Conclusion The pharmacy profession needs to be more proactive in projecting the desired image and communicate its increasingly challenging and patient-oriented practice to attract individuals whose personalities are conducive to current practice models. PMID:20798801
Canterbury, R J; Gressard, C F; Vieweg, W V; Grossman, S J; Westerman, P S; McKelway, R B
We surveyed 1703 first-year students at the University of Virginia one month after arrival who used alcohol at some time in their lives. Our survey looked at drinking practices and psychosocial patterns. Men drank more and more often than women. Our data suggest that in defining frequent heavy drinkers, one should consider body weight. Now, we define frequent heavy drinking as five or more drinks in a row at least weekly for men, and for women, we use three to four drinks or more in a row at least weekly. Frequent heavy drinkers and students with psychosocial problems appeared disproportionately among students planning to join fraternities and sororities. We believe efforts to correct alcohol abuse and addiction by college students must focus, at least in part, on social organizations, especially fraternities and sororities. Also, we must attend to psychosocial features that predispose to alcohol abuse and addiction.
Adams, Nancy E
In a single one-hour session, first-year medical students were taught a framework for differentiating between lower-order questions that lead to knowledge of facts and higher-order questions that lead to integration of concepts and deeper learning, thereby preparing them for problem-based learning (PBL). Students generated lists of questions in response to an assertion prompt and categorized them according to Bloom's Taxonomy. These data were analyzed in addition to data from the course exam, which asked them to formulate a higher-level question in response to a prompt. Categorizing questions according to Bloom's Taxonomy was a more difficult task for students than was formulating higher-order questions. Students reported that the skills that they learned were used in subsequent PBL sessions to formulate higher-order learning objectives that integrated new and previously-learned concepts.
Lovik, Eric G.
The purpose of this study was to analyze the impact of organizational features and student experiences on spiritual development among first-year students attending four-year institutions in the United States. The sample included over 7,000 first-year students from nearly 450 postsecondary institutions who participated in the spring 2004 National…
Robertson, Luv'Tesha L.
This study examined the impact first-year experience courses have on first-year student performance when enrolled in these courses at public community and technical colleges in Kentucky. The target population for this research study was composed of freshman students participating in the course compared to students not participating in the same…
van der Meer, Jacques; Jansen, Ellen; Torenbeek, Marjolein
This article discusses the findings related to a number of research projects investigating students' expectations and experiences of the first year in higher education. In particular, findings with regard to first-year students' expectations and challenges with issues of time management are reported. It was found that many students were realistic…
Ulriksen, Lars; Madsen, Lene Møller; Holmegaard, Henriette Tolstrup
To understand student drop-out from university, research must explore students' first-year experiences and the challenges they encounter. This article analyses the first-year experiences of non-traditional students in Danish science and engineering university programmes. Focusing on identity theory and the framework of integration processes…
McKenna, Brian G; Poole, Suzette J; Smith, Naumai A; Coverdale, John H; Gale, Chris K
The purpose of the present study was to determine the prevalence of aggressive behaviours by patients against nurses in the first year of practice, and to determine the psychological impact of this behaviour. An anonymous survey was sent to registered nurses in their first year of practice. From the 1169 survey instruments that were distributed, 551 were returned completed (a response rate of 47%). The most common inappropriate behaviour by patients involved verbal threats (n = 192, 35%), verbal sexual harassment (n = 167, 30%) and physical intimidation (n = 161, 29%). There were 22 incidents of assault requiring medical intervention and 21 incidents of participants being stalked by patients. Male graduates and younger nurses were especially vulnerable. Mental health was the service area most at risk. A most distressing incident was described by 123 (22%) of respondents. The level of distress caused by the incident was rated by 68 of the 123 respondents (55%) as moderate or severe. Only half of those who described a most distressing event indicated they had some undergraduate training in protecting against assault or in managing potentially violent incidents (n = 63 of 123; 51%). After registration, 45 (37%) indicated they had had such training. The findings of this study indicate priorities for effective prevention programmes. The issues highlighted need to be addressed in undergraduate nursing curricula and in the development of orientation programmes supporting new graduates.
left over from the budget. The active duty patients, of course, got the most of it, which I understand. But if your kid is sick, you re not going to...appy that had perforated in a kid and I was not trained to treat that as a nurse practitioner. I only knew because I had been a surgical nurse. I...t teach these kids . I don t know anything! But, it turned out to be a positive experience. We both learned because they were back in that academic
Martín-Antón, Luis J.; Monjas, María Inés; García Bacete, Francisco J.; Jiménez-Lagares, Irene
This study examined the social situations that are problematic for peer-rejected students in the first year of elementary school. For this purpose, exploratory and confirmatory factor analyses were conducted on the Taxonomy of Problematic Social Situations for Children (TOPS, Dodge et al., 1985) in 169 rejected pupils, identified from a sample of 1457 first-grade students (ages 5–7) enrolled in 62 classrooms of elementary school. For each rejected student, another student of average sociometric status of the same gender was selected at random from the same classroom (naverage = 169). The model for the rejected students showed a good fit, and was also invariant in the group of average students. Four types of situations were identified in which rejected students have significantly more difficulties than average students. They are, in descending order: (a) respect for authority and rules, (b) being disadvantaged, (c) prosocial and empathic behavior, and (d) response to own success. Rejected boys have more problems in situations of prosociability and empathy than girls. The implications concerning the design of specific programs to prevent and reduce early childhood rejection in the classroom are discussed. PMID:28018265
Roberts, Lynne D; Forman, Dawn
Undergraduate psychology students have been largely excluded from interprofessional education (IPE) initiatives. In contrast to many health professions, undergraduate psychology students do not engage in work placements as part of their degree, and many enter careers outside the health care context. However, the collaborative skills gained through an IPE experience may well be beneficial to students who work in this wider context. This research examines whether undergraduate psychology students' views of IPE vary according to their planned career directions, and if so, whether the perceived relevance of IPE mediates the relationships. A sample of 188 Australian university undergraduate psychology students completed an online questionnaire following completion of a first-year IPE health sciences program. Path analysis indicated that psychology students' attitudes towards IPE are associated with both professional identification and practitioner orientation, fully mediated through the perceived relevance of IPE to future career and study plans. Stronger professional identification and practitioner orientation were associated with greater perceived relevance and more positive and less negative attitudes towards IPE. Placing a stronger emphasis on the generalizability of IP skills taught may increase students' awareness of the relevance outside of the health context, reducing disengagement of students planning alternative careers.
Hayes, Linda A.
This participatory action research needs assessment was to empower the students in a large urban research university to explore and to identify the strengths of the program, to identify the needs, and to identify the barriers to student success during their first year of college. Using qualitative methods of Group Level Interviews (GLA) and…
Oliver, Marvarene; Ricard, Richard J.; Witt, Karl J.; Alvarado, Melissa; Hill, Patricia
Early college high schools (ECHSs) are partnerships between high schools and colleges or universities designed to enhance college readiness and completion, particularly among students traditionally underrepresented in higher education. We compared the self-reported motivational profiles of ECHS students to traditional first-year university…
Karataş, F. Ö.; Bodner, G. M.; Unal, Suat
A study was conducted on the views of the nature of engineering held by 114 first-year engineering majors; the study built on prior work on views of the nature of science held by students, their instructors, and the general public. Open-coding analysis of responses to a 12-item questionnaire suggested that the participants held tacit beliefs that engineering (1) involves problem solving; (2) is a form of applied science; (3) involves the design of artefacts or systems; (4) is subject to various constraints; and (5) requires teamwork. These beliefs, however, were often unsophisticated, and significant aspects of the field of engineering as described in the literature on engineering practices were missing from the student responses. The results of this study are important because students' beliefs have a strong influence on what they value in a classroom situation, what they attend to in class, and how they choose to study for a course.
Dringenberg, Emily A.
Engineers are expected to solve problems that are ill-structured. These problems are presented with a lack of necessary information and allow for different ways of engaging with the problem; they are open-ended and involve multiple possible solutions with multiple means of evaluation. In order to allow maximum time for students to develop skills for solving such problems, undergraduate engineering programs can introduce such problems during the first year of students' education, in the form of cornerstone design tasks. This provides students with more opportunities to develop their ability to engage with ill-structured problems, which are characteristic of engineering work. Researchers have documented variation within both the behavior and perceptions of students' early experiences with design problems. General themes include novice-like design behavior, discomfort with lack of information, difficulty with problem scoping, and resistance to ambiguity. To build on these generalizations of students' experiences, a more thorough understanding of the variation in how students experience this phenomenon of engaging with ill-structured problems is needed to design effective learning environments. This work presents the qualitatively different ways that engineering students experience problems with multiple possible solutions during their first year of engineering studies. Using phenomenography as the methodological framework, data were collected through in-depth, semi-structured interviews with 27 first-year engineering students. The iterative, phenomenographic analysis resulted in seven descriptive categories for the ways participants experienced problems involving multiple possible solutions. The names of these categories represent the different foci of the students' experiences: completion, transition, iteration, organization, collaboration, reasoning, and growth. These categories are organized along two crucial dimensions of variation: reaction to ambiguity and role
Goodwin, John; Behan, Laura; Kelly, Peter; McCarthy, Karen; Horgan, Aine
University students demonstrate poor help-seeking behatabviors for their mental health, despite often reporting low levels of mental well-being. The aims of this study were to examine the help-seeking intentions and experiences of first year university students in terms of their mental well-betabing, and to extaplore these students' views on formal (e.g. psychiatrists) and informal (e.g. friends) help-seeking. Students from a universitytab in the Republic of Ireland (n=220) completed an online questionnaire which focused on mental well-being and help-seeking behaviors. Almost a third of students had sought help from a mental health professional. Very few students reported availing of university/online supports. Informal sources of help were more popular than formal sources, and those who would avail and had availed of informal sources demonstrated higher well-being scores. Counselors were the source of professional help most widely used. General practitioners, chaplains, social workers, and family therapists were rated the most helpful. Those with low/average well-being scores were less likely to seek help than those with higher scores. Findings indicate the importance of enhancing public knowledge of mental health issues, and for further examination of students' knowledge of help-seeking resources in order to improve the help-seeking behaviors and mental well-being of this population group.
Brown, S J; White, S; Power, N
A cluster analysis data classification technique was used on assessment scores from 157 undergraduate nursing students who passed 2 successive compulsory courses in human anatomy and physiology. Student scores in five summative assessment tasks, taken in each of the courses, were used as inputs for a cluster analysis procedure. We aimed to group students into high-achieving (HA) and low-achieving (LA) clusters and to determine the ability of each summative assessment task to discriminate between HA and LA students. The two clusters identified in each semester were described as HA (n = 42) and LA (n = 115) in semester 1 (HA1 and LA1, respectively) and HA (n = 91) and LA (n = 42) in semester 2 (HA2 and LA2, respectively). In both semesters, HA and LA means for all inputs were different (all P < 0.001). Nineteen students moved from the HA1 group into the LA2 group, whereas 68 students moved from the LA1 group into the HA2 group. The overall order of importance of inputs that determined group membership was different in semester 1 compared with semester 2; in addition, the within-cluster order of importance in LA groups was different compared with HA groups. This method of analysis may 1) identify students who need extra instruction, 2) identify which assessment is more effective in discriminating between HA and LA students, and 3) provide quantitative evidence to track student achievement.
Savelyeva, Tamara; Douglas, William
Purpose: This paper aims to provide data on the self-perceived state of sustainability consciousness of first-year Hong Kong students. Design/methodology/approach: Within a mixed-method research design framework, the authors conducted 787 questionnaires and collected 989 reflective narratives of first-year students of a university in Hong Kong,…
Sharp, Paul; Caperchione, Cristina
Objectives: To assess the effects of a 12-week pedometer-based intervention on the physical activity behavior, health-related quality of life (HRQOL), and psychological well-being of first-year university students. Participants: First-year university students (N = 184) were recruited during September 2012 and randomly assigned to an intervention…
Reynolds, Amy L.; Weigand, Matthew J.
This study examined the relationships among academic and psychological attitudes and academic achievement of first-year students. The College Resilience Scale, the Academic Motivation Scale, the College Self-Efficacy Inventory, and the University Environment Scale were administered to 164 first-year undergraduate students enrolled at a large RU/VH…
Vella-Zarb, Rachel A.; Elgar, Frank J.
Objectives: (1) To investigate weight gain in first-year university students; and (2) to examine whether environmental and psychological factors, specifically accommodation and stress, predict weight gain. Methods: Eighty-four first-year university students (77 per cent female) were weighed and completed the Perceived Stress Scale (Cohen, Kamarck…
Kwan, Matthew Yiu Wing; Bray, Steven Russell; Ginis, Kathleen Anne Martin
Objective: The purpose of this study was to apply Ajzen's theory of planned behavior (TPB) and a measure of past physical activity behavior to predict first-year students' physical activity intentions and behavior. Participants and Methods: First-year university students (N = 212) completed measures of TPB variables and past physical activity at…
Thompson, Celia; Morton, Janne; Storch, Neomy
Knowing how to use sources effectively often poses considerable challenges for first year undergraduate students for whom English is a second language (L2). In this longitudinal case study we investigated the selection and self-reported use of source materials by thirteen first year L2 undergraduate students from a range of disciplines enrolled at…
Massengale, Kelley E. C.; Ma, Alice; Rulison, Kelly L.; Milroy, Jeffrey J.; Wyrick, David L.
Objective: To describe first-year college student-athletes' friendship contexts and test whether their perceptions of alcohol use and approval by different types of friends are associated with their own alcohol use. Participants: First-year student-athletes (N = 2,622) from 47 colleges and universities participating in National Collegiate Athletic…
Zhou, Ying-Xue; Ou, Chun-Quan; Zhao, Zhi-Tao; Wan, Cheng-Song; Guo, Cui; Li, Li; Chen, Ping-Yan
Students' first-year academic success plays a critical role on their overall development in college, which implies the need to concentrate on identifying ways to improve students' first-year academic success. Different from most research on the subject, this study attempted to combine the sociological perspective of college impact with a…
An innovative icebreaker initiative--"classroom karaoke"--was deployed at the beginning of a first-year undergraduate course in youth studies at an Australian university. The study used karaoke as a social and academic transition strategy to enhance students' first-year experience at university. Students responded positively to this…
Nagao, N; Tamura, Y; Bontje, P; Takimoto, Y; Hirai, M; Ishikawa, Y
This study explored ethical treatment decisions of healthcare professional students beginning their education. As part of a first-semester modern medicine and bioethics course, 311 students watched and discussed, in interprofessional groups, a video titled Dax's Case: Who Should Decide? regarding the treatment of a life-threatening infectious disease against Dax's wish. The students then discussed and made their decision regarding treating or not. Their decisions, recorded on a worksheet, were classified as "will treat" or "won't treat." Professional groups' decision patterns were compared using the chi-square test. Overall, 151 (71%) opinions from students were classified as "will treat," and 61 (29%) as "won't treat." Nursing students were more likely to decide "won't treat" (in line with Dax's preference); however, the majority of other professions' students favoured treatment (against Dax's wish). Given the students' limited exposure to profession-specific education, our preliminary study supports the notion that healthcare profession students hold different values that align with their chosen profession at the start of their studies.
Zorn, Theodore E; Gregory, Kimberly Weller
This study explores the mutual influences of friendship development and organizational assimilation processes among first-year male medical students. Interviews and observations were used to examine the ways students constructed and enacted their friendships with male classmates during the process of assimilating into medical school. The study also examined how the male friends viewed the influence of their friendships on their assimilation into medical school and how the assimilation process simultaneously influenced their developing friendships. Thematic analysis revealed that although the men perceived their medical school friendships as "not yet close," the friendships provided them with valuable tangible and socio-emotional support during the rigorous assimilation process and that the assimilation process paradoxically facilitated as well as hindered the development of friendships. Implications for practice and future research are discussed.
Van Reen, Eliza; Roane, Brandy M.; Barker, David H.; McGeary, John E.; Borsari, Brian; Carskadon, Mary A.
Study Objectives: To examine whether differences exist in self-reported sleep patterns and self-reported alcohol use for first-semester college students who do or do not report drinking during the last 6 months (mo) of high school. Methods: Participants were 878 first-year college students. Students completed a survey in late May/early June about alcohol use and consequences, during the last 6 mo of high school; they later completed a daily record of sleep behavior and alcohol use across the first 9 weeks of the first semester of college. High school drinking status (past 6 mo) was classified as positive (HS−6 mo+) or negative (HS−6mo−) based on any indication of drinking on the May/June survey. Collegiate drinking was determined from first-semester daily diary alcohol reports as non-drinkers (0 reported drinks), drinkers (one or fewer heavy episodic drinking episodes (HED)), and drinkers reporting more than one HED episode. Sleep patterns were compared for non-drinkers, drinkers, and HED with no high school drinking history (HS−6mo−/HED). In addition, a separate analysis compared sleep patterns for college HED with (HS−6mo+/HED) and without (HS−6mo−/HED) high school self-reported alcohol use. Results: Increased alcohol consumption in the first semester of college was associated with later bedtimes and rise times. We found no association of high school alcohol use and sleep in those with collegiate HED. Conclusions: Later sleep timing in those with greater alcohol use, supports a connection between sleep patterns and alcohol use. Such an early appearance of this connection may herald the development of alcohol use disorder in some individuals. Citation: Van Reen E, Roane BM, Barker DH, McGeary JE, Borsari B, Carskadon MA. Current alcohol use is associated with sleep patterns in first-year college students. SLEEP 2016;39(6):1321–1326. PMID:27070138
Badenhorst, Elmi; Mamede, Sílvia; Hartman, Nadia; Schmidt, Henk G
Research has indicated that misconceptions hamper the process of knowledge construction. Misconceptions are defined as persistent ideas not supported by current scientific views. Few studies have explored how misconceptions develop when first year health students conceptually move between anatomy and physiology to construct coherent knowledge about the human body. This explorative study analysed lecturers' perceptions of first-year health science students' misconceptions in anatomy and physiology to gain a deeper understanding of how and why misconceptions could potentially arise, by attempting to link sources of misconceptions with four schools of thought, namely theories on concept formation, complexity, constructivism and conceptual change. This was a qualitative study where ten lecturers involved in teaching anatomy and physiology in the health science curricula at the University of Cape Town were interviewed to explore perceptions of students' misconceptions. Analytical induction was used to uncover categories within the interview data by using a coding system. A deeper analysis was done to identify emerging themes that begins to explore a theoretical understanding of why and how misconceptions arise. Nine sources of misconceptions were identified, including misconceptions related to language, perception, three dimensional thinking, causal reasoning, curricula design, learning styles and moving between macro and micro levels. The sources of misconceptions were then grouped together to assist educators with finding educational interventions to overcome potential misconceptions. This explorative study is an attempt in theory building to understand what is at the core of biomedical misconceptions. Misconceptions identified in this study hold implications for educators as not all students have the required building blocks and cognitive skills to successfully navigate their way through biomedical courses. Theoretical insight into the sources of misconceptions can
Hirai, Reiko; Frazier, Patricia; Syed, Moin
Despite the increasing number of international students in U.S. universities, the temporal course of international students' adjustment has not been adequately tested, and only 1 study to date has examined multiple trajectories of adjustment. Therefore, the first goal of the current study was to explore multiple trajectories of adjustment among first-year international students using a broader range of adjustment measures (i.e., psychological distress, positive psychological adjustment, sociocultural adjustment). The second goal was to identify important predictors of trajectories. A wide range of individual and interpersonal predictor variables was examined, including academic stress and perceived control over academic stress, personality, social relationships, and language-related factors. Undergraduate and graduate international students in their first semester at a large midwestern university participated in this 5-wave longitudinal study (N = 248) that spanned 1 academic year. Multiple trajectories emerged, and the trajectories varied across the 3 adjustment measures. Average trajectories masked the trajectories of small groups of students who maintained or increased in terms of adjustment difficulties across outcomes. Contrary to popular theories, the U-shape adjustment trajectory (characterized by initial euphoria, distress, and then recovery) did not emerge. The most consistent predictors of adjustment trajectories were perceived present control over academic stress and Neuroticism.
Mena, Irene B.; Diefes-Dux, Heidi A.
Students' perceptions of engineering have been documented through studies involving interviews, surveys, and word associations that take a direct approach to asking students about various aspects of their understanding of engineering. Research on perceptions of engineering rarely focuses on how students would portray engineering to others. First-year engineering student teams proposed a museum exhibit, targeted to middle school students, to explore the question "What is engineering?" The proposals took the form of a poster. The overarching research question focuses on how these students would portray engineering to middle school students as seen through their museum exhibit proposals. A preliminary analysis was done on 357 posters to determine the overall engineering themes for the proposed museum exhibits. Forty of these posters were selected and, using open coding, more thoroughly analyzed to learn what artifacts/objects, concepts, and skills student teams associate with engineering. These posters were also analyzed to determine if there were any differences by gender composition of the student teams. Building, designing, and teamwork are skills the first-year engineering students link to engineering. Regarding artifacts, students mentioned those related to transportation and structures most often. All-male teams were more likely to focus on the idea of space and to mention teamwork and designing as engineering skills; equal-gender teams were more likely to focus on the multidisciplinary aspect of engineering. This analysis of student teams' proposals provides baseline data, positioning instructors to develop and assess instructional interventions that stretch students' self-exploration of engineering.
Pulcrano, Marisa E; Malekzadeh, Sonya; Kumar, Anagha
This study sought to determine the impact of gross anatomy laboratory (GA) on first year medical students' (M1) interest in a surgical career. Secondary objectives included identifying other influences in M1s' career decision making. This prospective study included surveys before and after GA. All M1s enrolled in GA were invited to participate. Sixty students completed both the pre- and post-test surveys. A 5-point Likert-type scale surveyed participants' interests, specific personality traits, experience during the course of GA, and likelihood of pursuing a surgical career. Statistical analysis included Wilcoxon Signed Rank Test and (Polychotomous) Ordinal Logistic Regression Model. Students' desire to work with their hands increased (50 vs. 33.3%) and enjoyment working with instruments and tools similarly increased (50 vs. 41.7%). Likelihood of pursuing a surgical career after gross anatomy increased in 31.7% of students, decreased in 16.7%, and was unchanged in 51.7%. Over 75% of students with a prior interest in surgery and 21% of those who previously felt neutral agreed that they were likely to pursue a career in surgery at the conclusion of the laboratory. Students with a surgeon family member were 0.1976 times as likely to exhibit a positive change in interest (P values 0.024). Gross anatomy may influence up to a third of the class to consider a surgical career, especially those with a prior interest in surgery and those previously feeling ambivalent. Students with a surgeon family member became less likely to enter a surgical career after gross anatomy. Clin. Anat. 29:691-695, 2016. © 2016 Wiley Periodicals, Inc.
Abraham, Reem Rachel; Fisher, Murray; Kamath, Asha; Izzati, T Aizan; Nabila, Saidatul; Atikah, Nik Nur
Medical students are expected to possess self-directed learning skills to pursue lifelong learning. Previous studies have reported that the readiness for self-directed learning depends on personal attributes as well as the curriculum followed in institutions. Melaka Manipal Medical College of Manipal University (Karnataka, India) offers a Bachelor of Medicine and Bachelor of Surgery (MBBS) twinning program that is of 5 yr in duration. Keeping in mind the amount of time that the curriculum has devoted for self-directed learning, we explored the self-directed learning readiness of first-year MBBS students (n = 130) using a self-directed learning readiness scale (SDLRS) and explored the correlation between SDLRS scores of high achievers, medium achievers, and low achievers with their academic performance in physiology examinations. Students were requested to respond to each item of the SDLRS on a Likert scale. Median scores of the three scales of the SDLRS were compared across the three groups of students using a Kruskall-Wallis test. SDLRS scores of the students (n = 130) were correlated with their marks in theory papers of first, second, and third block-end examinations using Spearmann's correlation coefficient. The mean item score for desire for learning was found to be higher followed by self-control and self-management. Data analyses showed significantly high (P < 0.03) median scores for self-control for high achievers compared with medium and low achievers. Between the groups, high achievers had a higher score for all the three scales of the SDLRS followed by low and medium achievers. SDLRS scores and academic performance of the three groups of students were found to exhibit a weak correlation. This study threw light on the fact that despite having a high desire for learning and ability of self-control, students need to be supported in their self-management skills.
Background The importance of fostering the development of empathy in undergraduate students is continuously emphasized in international recommendations for medical education. Paradoxically, some studies in the North-American context using self-reported measures have found that empathy declines during undergraduate medical training. Empathy is also known to be gender dependent- (highest for female medical students) and related to specialty preference - (higher in patient-oriented than technology-oriented specialties). This factor has not been studied in Portuguese medical schools. Methods This is a cross-sectional study of undergraduate medical students on self-rated measures of empathy collected at entrance and at the conclusion of the medical degree, and on the association of empathy measures with gender and specialty preferences in one medical school in Portugal. Empathy was assessed using the Portuguese adaptation of the Jefferson Scale of Physician Empathy-students version (JSPE-spv) among three cohorts of undergraduate medical students in the first (N = 356) and last (N = 120) year. The construct validity of JSPE-spv was cross-validated with Principal Component Analysis and Confirmatory Factor Analysis. Reliability was assessed using Cronbach' Alpha. Global JSPE-spv score differences were examined by year of medical school, gender and specialty preferences (people-oriented vs technology-oriented specialties). Results The empathy scores of students in the final year were higher as compared to first year students (F (1,387) = 19.33, p < .001, ɳ2p = 0.48; π = 0.99). Female students had higher empathy scores than male students (F (1,387) = 8.82, p < .01, ɳ 2p = 0.23; π = 0.84). Significant differences in empathy were not found between the students who prefer people-oriented specialties compared to those who favor the technology-oriented specialties (F (1,387) = 2.44, p = .12, ɳ 2p = 0.06; π = 0.06). Conclusions This cross-sectional study in one medical
Background To ascertain good and appropriate healthcare for both women and men implementation of gender perspectives in medical education is needed. For a successful implementation, knowledge about students' attitudes and beliefs about men, women, and gender is crucial. The aim of this study was to compare attitudes to gender and gender stereotyping among Dutch and Swedish male and female medical students. Methods In this cross-sectional study, we measured the attitudes and assumptions about gender among 1096 first year medical students (616 Dutch and 480 Swedish) with the validated Nijmegen Gender Awareness in Medicine Scale (N-GAMS). The response rate was 94% in the Netherlands and 93% in Sweden. Univariate analysis of variance (ANOVA) was used to compare the scores between Dutch and Swedish male and female students. Linear regressions were used to analyze the importance of the background variables. Results There were significant differences in attitudes to gender between Dutch and Swedish students. The Swedish students expressed less stereotypical thinking about patients and doctors and the Dutch were more sensitive to gender differences. The students' sex mattered for gender stereotyping, with male students in both countries agreeing more with stereotypical statements. Students' age, father's birth country and mother's education level had some impact on the outcome. Conclusions There are differences between cultures as well as between men and women in gender awareness that need to be considered when implementing gender in medical education. This study suggests that to arouse the students' interest in gender issues and make them aware of the significance of gender in medical work, the examples used in discussions need to be relevant and challenging in the context of the specific country. Due to different levels of knowledge and different attitudes within the student population it is important to create a climate for dialogue where students feel permitted to
Jordan, Tuajuanda C.; Burnett, Sandra H.; Carson, Susan; Caruso, Steven M.; Clase, Kari; DeJong, Randall J.; Dennehy, John J.; Denver, Dee R.; Dunbar, David; Elgin, Sarah C. R.; Findley, Ann M.; Gissendanner, Chris R.; Golebiewska, Urszula P.; Guild, Nancy; Hartzog, Grant A.; Grillo, Wendy H.; Hollowell, Gail P.; Hughes, Lee E.; Johnson, Allison; King, Rodney A.; Lewis, Lynn O.; Li, Wei; Rosenzweig, Frank; Rubin, Michael R.; Saha, Margaret S.; Sandoz, James; Shaffer, Christopher D.; Taylor, Barbara; Temple, Louise; Vazquez, Edwin; Ware, Vassie C.; Barker, Lucia P.; Bradley, Kevin W.; Jacobs-Sera, Deborah; Pope, Welkin H.; Russell, Daniel A.; Cresawn, Steven G.; Lopatto, David; Bailey, Cheryl P.; Hatfull, Graham F.
ABSTRACT Engaging large numbers of undergraduates in authentic scientific discovery is desirable but difficult to achieve. We have developed a general model in which faculty and teaching assistants from diverse academic institutions are trained to teach a research course for first-year undergraduate students focused on bacteriophage discovery and genomics. The course is situated within a broader scientific context aimed at understanding viral diversity, such that faculty and students are collaborators with established researchers in the field. The Howard Hughes Medical Institute (HHMI) Science Education Alliance Phage Hunters Advancing Genomics and Evolutionary Science (SEA-PHAGES) course has been widely implemented and has been taken by over 4,800 students at 73 institutions. We show here that this alliance-sourced model not only substantially advances the field of phage genomics but also stimulates students’ interest in science, positively influences academic achievement, and enhances persistence in science, technology, engineering, and mathematics (STEM) disciplines. Broad application of this model by integrating other research areas with large numbers of early-career undergraduate students has the potential to be transformative in science education and research training. PMID:24496795
Hong, Wei Han; Vadivelu, Jamunarani; Daniel, Esther Gnanamalar Sarojini; Sim, Joong Hiong
Background Studies have shown the importance of metacognition in medical education. Metacognitive skills consist of two dimensions: knowledge of metacognition and regulation of metacognition. Aim This study hypothesizes that the knowledge and regulation of metacognition is significantly different at the beginning and end of the academic year, and a correlation exists between the two dimensions of metacognitive skills with academic performance. Methods The Metacognitive Skills Inventory comprising 52 Likert-scale items was administered to 159 first-year medical students at the University of Malaya. Students' year-end results were used to measure their academic performance. Results A paired sample t-test indicated no significant difference for knowledge of metacognition at the beginning and end of the academic year. A paired sample t-test revealed significant difference for regulation of metacognition at the beginning and end of the academic year. A very strong correlation was found between the two dimensions of metacognition. The correlation between knowledge and regulation of metacognition with students' academic result was moderate. Conclusions The improvement in students' metacognitive regulation and the moderate correlation between knowledge and regulation of metacognition with academic performance at the end of the academic year indicate the probable positive influence of the teaching and learning activities in the medical program.
Krause, Kerri-Lee D.
This qualitative study explores the nature of undergraduate commuter students' social involvement with peers during the transitional first six months of their university experience. Focus group interviews with 46 participants provided a student perspective of the role of social interactions in students' transition to university life. Findings…
Drysdale, Maureen T. B.; Ross, Jonathan L.; Schultz, Robert A.
Investigated the effects of cognitive learning style on first-year academic performance in 19 university courses. Students completed the Gregorc Style Delineator. Academic performance based on learning style was significant in 11 courses. Science and math courses appear best suited to sequential thinkers. Random learners excel in fine arts…
Keup, Jennifer R.; Barefoot, Betsy O.
This study uses longitudinal data comprised of responses to the Cooperative Institutional Research Program's (CIRP) 2000 Freshman Survey and the 2001 Your First College Year (YFCY) Survey to investigate the impact of first-year seminars on key student outcomes. Specifically, descriptive analyses address the relationship between taking a first-year…
Soria, Krista M.; Taylor, Leonard, Jr.
Strengths-based approaches are expanding in higher education; however, little is known about the impacts of these approaches in housing and residence life settings. The purpose of this study was to examine the associations between first-year students' strengths interactions in housing and their engagement and retention. The results suggest that…
Hossain, M I; Nahar, L; Dad, M S; Islam, M F; Uddin, M M
The purpose of this study was to detect the etiology, type and prevalence of colour blindness & to create awareness among the blind personnel. A survey of colour blindness among 239 ( male-87 & female-152) Medical and Dental first year students during their medical checkup before admission into Mymensingh Medical College in the session of 2012-2013 was done. Among them 8(male-7, female-1) were colour blind and prevalence was 3.35 % with a marked male predominance (male 8.04%, female 0.66 %). In view of the potential difficulties faced by such personnel in clinical works, detection during medical admission allowed appropriate counseling regarding subject selection for their future carrier.
Anthony, M L
The emphasis in nursing education is frequently on facts, details, and linear issues. Students need more encouragement to use the creative abilities which exist in each of them. The use of haiku, a simple unrhymed Japanese verse, is one method which stimulates nursing students to use their creativity. A haiku exercise worked well in encouraging a group of nursing students to express their feelings.
Santos, S V; Margarido, M R R A; Caires, I S; Santos, R A N; Souza, S G; Souza, J M A; Martimiano, R R; Dutra, C S K; Palha, P; Zanetti, A C G; Pazin-Filho, A
We aimed to evaluate knowledge of first aid among new undergraduates and whether it is affected by their chosen course. A questionnaire was developed to assess knowledge of how to activate the Mobile Emergency Attendance Service - MEAS (Serviço de Atendimento Móvel de Urgência; SAMU), recognize a pre-hospital emergency situation and the first aid required for cardiac arrest. The students were also asked about enrolling in a first aid course. Responses were received from 1038 of 1365 (76.04%) new undergraduates. The questionnaires were completed in a 2-week period 1 month after the beginning of classes. Of the 1038 respondents (59.5% studying biological sciences, 11.6% physical sciences, and 28.6% humanities), 58.5% knew how to activate the MEAS/SAMU (54.3% non-biological vs 61.4% biological, P=0.02), with an odds ratio (OR)=1.39 (95%CI=1.07-1.81) regardless of age, sex, origin, having a previous degree or having a relative with cardiac disease. The majority could distinguish emergency from non-emergency situations. When faced with a possible cardiac arrest, 17.7% of the students would perform chest compressions (15.5% non-biological vs 19.1% biological first-year university students, P=0.16) and 65.2% would enroll in a first aid course (51.1% non-biological vs 74.7% biological, P<0.01), with an OR=2.61 (95%CI=1.98-3.44) adjusted for the same confounders. Even though a high percentage of the students recognized emergency situations, a significant proportion did not know the MEAS/SAMU number and only a minority had sufficient basic life support skills to help with cardiac arrest. A significant proportion would not enroll in a first aid course. Biological first-year university students were more prone to enroll in a basic life support course.
Santos, S. V.; Margarido, M. R. R. A.; Caires, I. S.; Santos, R. A. N.; Souza, S. G.; Souza, J. M. A.; Martimiano, R. R.; Dutra, C. S. K.; Palha, P.; Zanetti, A. C. G.; Pazin-Filho, A.
We aimed to evaluate knowledge of first aid among new undergraduates and whether it is affected by their chosen course. A questionnaire was developed to assess knowledge of how to activate the Mobile Emergency Attendance Service - MEAS (Serviço de Atendimento Móvel de Urgência; SAMU), recognize a pre-hospital emergency situation and the first aid required for cardiac arrest. The students were also asked about enrolling in a first aid course. Responses were received from 1038 of 1365 (76.04%) new undergraduates. The questionnaires were completed in a 2-week period 1 month after the beginning of classes. Of the 1038 respondents (59.5% studying biological sciences, 11.6% physical sciences, and 28.6% humanities), 58.5% knew how to activate the MEAS/SAMU (54.3% non-biological vs 61.4% biological, P=0.02), with an odds ratio (OR)=1.39 (95%CI=1.07-1.81) regardless of age, sex, origin, having a previous degree or having a relative with cardiac disease. The majority could distinguish emergency from non-emergency situations. When faced with a possible cardiac arrest, 17.7% of the students would perform chest compressions (15.5% non-biological vs 19.1% biological first-year university students, P=0.16) and 65.2% would enroll in a first aid course (51.1% non-biological vs 74.7% biological, P<0.01), with an OR=2.61 (95%CI=1.98-3.44) adjusted for the same confounders. Even though a high percentage of the students recognized emergency situations, a significant proportion did not know the MEAS/SAMU number and only a minority had sufficient basic life support skills to help with cardiac arrest. A significant proportion would not enroll in a first aid course. Biological first-year university students were more prone to enroll in a basic life support course. PMID:26397971
Mallett, Kimberly A.; Turrisi, Rob; Cleveland, Michael J.; Scaglione, Nichole M.; Reavy, Racheal; Sell, Nichole M.; Varvil-Weld, Lindsey
Objective: Despite showing reductions in college student drinking, interventions have shown some inconsistency in their ability to successfully decrease consequences. With the goal of improving prevention efforts, the purpose of this study was to examine the role of consequence-specific constructs, in addition to drinking, that influence students’ experiences with alcohol-related problems. The study examined how drinking and protective behaviors mediated the relationships between students’ willingness to experience consequences, intentions to avoid them, and four categories of alcohol-related problems (physiological, social, sexual, and academic). Method: First-year college student drinkers (n = 2,024) at a large northeastern university completed surveys during the fall and spring of their freshman year. Results: As expected, different patterns of associations emerged for physiological and nonphysiological consequences. When physiological consequences (e.g., hangover, vomiting) were examined, drinking significantly mediated the effect of willingness on the consequences. Drinking-specific protective behaviors indirectly influenced consequences through drinking behaviors whereas general protective behaviors did not. When nonphysiological (e.g., social, sexual, academic) consequences were examined, drinking and general protective behaviors emerged as significant mediators of the effects of willingness and intentions on the consequences, whereas drinking-specific protective behaviors did not. Conclusions: The results suggest that prevention efforts (e.g., personalized feedback) could be tailored to address specific types of protective behaviors as well as specific types of consequences frequently experienced by college students. PMID:26562594
Rosenstreich, Eyal; Feldman, David B.; Davidson, Oranit B.; Maza, Etai; Margalit, Malka
The goals of the study were to examine personal resources and social distress during the first month in college among students with learning disabilities (LD) and to compare their experiences with non-LD peer. The sample consisted of 335 first-year undergraduate students falling into two groups: 85 students with LD and 250 non-LD students.…
Ricks, Rhonda A.
The student populations in colleges and universities in the United States have become more diverse in the students that they serve. It has been argued that disaggregation of student data would allow researchers to test the saliency of student development models. However, there is only a small body of research available on first-year Black male…
Goncher, Andrea M.
thResearch on engineering design is a core area of concern within engineering education, and a fundamental understanding of how engineering students approach and undertake design is necessary in order to develop effective design models and pedagogies. This dissertation contributes to scholarship on engineering design by addressing a critical, but as yet underexplored, problem: how does the context in which students design shape their design practices? Using a qualitative study comprising of video data of design sessions, focus group interviews with students, and archives of their design work, this research explored how design decisions and actions are shaped by context, specifically the context of higher education. To develop a theoretical explanation for observed behavior, this study used the nested structuration. framework proposed by Perlow, Gittell, & Katz (2004). This framework explicated how teamwork is shaped by mutually reinforcing relationships at the individual, organizational, and institutional levels. I appropriated this framework to look specifically at how engineering students working on a course-related design project identify constraints that guide their design and how these constraints emerge as students interact while working on the project. I first identified and characterized the parameters associated with the design project from the student perspective and then, through multi-case studies of four design teams, I looked at the role these parameters play in student design practices. This qualitative investigation of first-year engineering student design teams revealed mutual and interconnected relationships between students and the organizations and institutions that they are a part of. In addition to contributing to research on engineering design, this work provides guidelines and practices to help design educators develop more effective design projects by incorporating constraints that enable effective design and learning. Moreover, I found
Gilstrap, T. D.
The public is fascinated with and fearful of natural hazards such as earthquakes. After every major earthquake there is a surge of interest in earthquake science and earthquake prediction. Yet many people do not understand the challenges of earthquake prediction and the need to fund earthquake research. An earthquake prediction seminar is offered to first year undergraduate students to improve their understanding of why earthquakes happen, how earthquake research is done and more specifically why it is so challenging to issue short-term earthquake prediction. Some of these students may become scientists but most will not. For the majority this is an opportunity to learn how science research works and how it is related to policy and society. The seminar is seven weeks long, two hours per week and has been taught every year for the last four years. The material is presented conceptually; there is very little quantitative work involved. The class starts with a field trip to the Randolph College Seismic Station where students learn about seismographs and the different types of seismic waves. Students are then provided with basic background on earthquakes. They learn how to pick arrival times using real seismograms, how to use earthquake catalogues, how to predict the arrival of an earthquake wave at any location on Earth. Next they learn about long, intermediate, short and real time earthquake prediction. Discussions are an essential part of the seminar. Students are challenged to draw their own conclusions on the pros and cons of earthquake prediction. Time is designated to discuss the political and economic impact of earthquake prediction. At the end of the seven weeks students are required to write a paper and discuss the need for earthquake prediction. The class is not focused on the science but rather the links between the science issues and their economical and political impact. Weekly homework assignments are used to aid and assess students' learning. Pre and
Gallardo-Echenique, Eliana; Bullen, Mark; Marqués-Molías, Luis
This paper reports on research into the study habits of-university students, their use digital technologies and how they communicate with each other and their professors. We conclude that most students feel comfortable with digital technologies and that they use social media for connecting and interacting with friends rather than for academic…
The need for additional nursing and health care professionals is expected to increase dramatically over the next 20 years. With this in mind, students must have strong biomedical science knowledge to be competent in their field. Some studies have shown that participation in bioscience laboratories can enhance science knowledge. If this is true, an…
thing is you have to be your best every day. You can t have a bad day where you say, I m not in the mood for people today. You have to just put on a...Requirements for the Degree of MASTER OF SCIENCE UNIFORMED SERVICES UNIVERSITY OF THE HEALTH May 2000 vii DEDICATION To the most important people in my life...often defined as a critical life transition for many people , and the transition from student role to that of an APN is an important example of the
Sofronas, Kimberly S.; DeFranco, Thomas C.; Vinsonhaler, Charles; Gorgievski, Nicholas; Schroeder, Larissa; Hamelin, Chris
This article presents the views of 24 nationally recognized authorities in the field of mathematics, and in particular the calculus, on student understanding of the first-year calculus. A framework emerged that includes four overarching end goals for understanding of the first-year calculus: (a) mastery of the fundamental concepts and-or skills of…
Miller, Lauren Kemner
First-year retention rates have seen minimal gains as high numbers of first-year students are leaving college due to insufficient academic skills and inability to adjust to the academic and social life of college. Programs that provide strategies to improve the transition from high school to college and that help develop skills to facilitate…
Putwain, David W.; Sander, Paul
This study examined the changes in students' academic behavioural confidence over the course of their first year of academic study and whether changes differ by their achievement goal profile. Self-report data were collected from 434 participants in three waves: at the beginning of the first semester of their first year of undergraduate study, at…
Crowell, Debra L.
The American Nurse Association's (ANA) provisions outline the commitment expected of nurses to protect the community from harm. Medication administration coincides with patient safety as a compelling obligation in nursing practice. The study's purpose was to examine retention of medication safety knowledge among first year nursing students, after…
Thapa, Damber; Lakshminarayanan, Vasudevan
The Light and Optics Conceptual Evaluation (LOCE) was developed to examine conceptual understanding of basic geometric and physical optics for the Active Learning in Optics and Photonics program administered by UNESCO. This 50 item test (46 multiple choice, 4 ray-tracing short answer) was administered to entering students in the Optometry professional degree (OD) program. We wanted to determine how much of the physics/optics concepts from undergraduate physics courses (a pre-requisite for entry to the OD program) were retained. In addition, the test was administered after the first year students had taken a required course in geometric and visual optics as part of their first semester courses. The LOCE was completed by two consecutive classes to the program in 2010 (n=89) and 2011 (n=84). The tests were administered the first week of the term and the test was given without any prior notice. In addition, the test was administered to the class of 2010 students after they had completed the course in geometric and visual optics. The means of the test were 22.1 (SD=4.5; range: 12-35) and 21.3(SD=5.1; range: 11-35) for the two entering classes. There was no statistical significance between the two classes (t-test, p<0.05). Similarly there was no difference between the scores in terms of gender. The post-course test (administered during the first week of the second term) showed a statistically significant improvement (mean score went from 22.1 to 31.1, a 35% improvement). It should be noted that both groups of students performed worse in questions related to physical optics as well as lens imaging, while scoring best in questions related to refraction and reflection. These data should be taken into consideration when designing optics curricula for optometry (and other allied health programs such as opticianry or ophthalmology).
Durusoy, Raika; Yamazhan, Mustafa; Taşbakan, Meltem Işikgöz; Ergin, Işil; Aysin, Murat; Pullukçu, Hüsnü; Yamazhan, Tansu
The objectives of this study were to assess the level of knowledge on HPV and HPV vaccination, and to determine vaccination attitude among Ege university students in Izmir, Turkey. A cross-sectional survey was conducted in first-year English preparatory class. Systematic cluster sampling was applied and 717 (72.6%) of students registered to the 54 classes in 17 different faculties/schools were contacted. Data were collected between April 30 and May 18, 2010, through a self-reported questionnaire including 40 questions. A knowledge score was calculated by summing up the number of correct answers given to the 12 knowledge questions. Analyses were done using t-test, chi-square test, univariate and multivariate logistic regression. The mean age of participants was 19.7±1.5 and 445 (62.1%) were female. Overall, 132 (18.9%) had experienced sexual intercourse, but only 7 of them were female. Among participants, 24.1% had heard of HPV and 25.1% about HPV vaccine. The knowledge item with the highest correct answer rate (32.3%) was that HPV caused cervical cancer. The mean total knowledge score was remarkably poor (1.8±2.6 over 12 items), with 59.6% of respondents having zero as their score. There was no difference in mean knowledge scores between males and females. Higher income, history of sexual intercourse and higher knowledge score were significant factors increasing HPV and vaccine awareness for the whole group, adjusted for gender. Genital cancer history in the family significantly increased awareness, but only among girls. Only three students (0.4%) had already been vaccinated, all being female. Among females, 11.6% intended to be vaccinated vs. 10.1% for males, without any significant difference. Visiting a gynaecologist/urologist in the last three years, a history of genital cancer in the family, vaccine awareness, a higher total knowledge score, and being from the East of Turkey were significant predictors of a positive vaccination attitude. HPVvaccination still
Holt, Laura J.; Armeli, Stephen; Tennen, Howard; Austad, Carol S.; Raskin, Sarah A.; Fallahi, Carolyn R.; Wood, Rebecca; Rosen, Rivkah I.; Ginley, Meredith K.; Pearlson, Godfrey D.
The current study used a person-centered approach (i.e. latent class analysis) to identify distinct types of college student drinkers based on the predictions of motivational, social learning, and stress and coping theories of maladaptive drinking. A large sample (N=844; 53% female) of first-year undergraduates from two institutions, public and private, who reported consuming one or more drinks in the last three months completed measures of depression, anxiety, positive alcohol-outcome expectancies, negative life events, social support, drinking motives, drinking level and drinking-related problems. Latent class analysis revealed a small subgroup of individuals (n=81, 9%) who conformed to the anticipated high risk profile; specifically, this group demonstrated high levels of negative affect, coping motives, alcohol consumption and drinking-related problems. However, additional groups emerged that showed patterns inconsistent with the proposed vulnerability profile (e.g., high negative affect, positive expectancies, and life stress, but relatively low drinking levels). Findings from our person-centered approach showing the presence of groups both consistent and inconsistent with the predictions of motivational, social learning, and stress and coping theories highlight the need to identify and target certain college students for prevention and intervention of negative affect-related drinking. PMID:24064193
Holt, Laura J; Armeli, Stephen; Tennen, Howard; Austad, Carol S; Raskin, Sarah A; Fallahi, Carolyn R; Wood, Rebecca; Rosen, Rivkah I; Ginley, Meredith K; Pearlson, Godfrey D
The current study used a person-centered approach (i.e. latent profile analysis) to identify distinct types of college student drinkers based on the predictions of motivational, social learning, and stress and coping theories of maladaptive drinking. A large sample (N=844; 53% female) of first-year undergraduates from two institutions, public and private, who reported consuming one or more drinks in the last three months completed measures of depressive and anxiety symptoms, positive alcohol-outcome expectancies, negative life events, social support, drinking motives, drinking level and drinking-related problems. Latent profile analysis revealed a small subgroup of individuals (n=81, 9%) who conformed to the anticipated high-risk profile; specifically, this group demonstrated high levels of negative affect, coping motives, drinks per week, and drinking-related problems. However, additional groups emerged that showed patterns inconsistent with the proposed vulnerability profile (e.g., high negative affect, positive expectancies, and negative life events, but relatively low drinking levels). Findings from our person-centered approach showing the presence of groups both consistent and inconsistent with the predictions of motivational, social learning, and stress and coping theories highlight the need to identify and target certain college students for prevention and intervention of negative affect-related drinking.
Shim, Soyeon; Barber, Bonnie L; Card, Noel A; Xiao, Jing Jian; Serido, Joyce
This cross-sectional study tests a conceptual financial socialization process model, specifying four-levels that connect anticipatory socialization during adolescence to young adults' current financial learning, to their financial attitudes, and to their financial behavior. A total of 2,098 first-year college students (61.9% females) participated in the survey, representing a diverse ethnic group (32.6% minority participation: Hispanic 14.9%, Asian/Asian American 9%, Black 3.4%, Native American 1.8% and other 3.5%). Structural equation modeling indicated that parents, work, and high school financial education during adolescence predicted young adults' current financial learning, attitude and behavior, with the role played by parents substantially greater than the role played by work experience and high school financial education combined. Data also supported the proposed hierarchical financial socialization four-level model, indicating that early financial socialization is related to financial learning, which in turn is related to financial attitudes and subsequently to financial behavior. The study presents a discussion of how the theories of consumer socialization and planned behavior were combined effectively to depict the financial development of young adults. Several practical implications are also provided for parents, educators and students.
Mishra, Snigdha; George, Bincy M; Kumar, Naveen
Introduction Creativity is a combination of ones’ capacity to think outside the box, the gained knowledge and the passion for creating something. It very easily and effectively provides the creator a chance to be responsible for his/her creation and acts as a confidence booster for him/her. Creativity is inherent, but needs to be polished and nurtured. If nurtured well through proper motivation, the creator excels leaps and bounds. It develops an empathetic behaviour in the creator, when he allows his creations to be used by others. Aim The study was done to generate learning resources through academically good students and make them available for the entire class. Materials and Methods Academically, top 16 students were involved in a project of their choice. The projects included preparation of question answers, powerpoint presentations, cross-word puzzles, videos, models, atlases and wall hangers etc., ten weeks were given to finish the project. The project was guided and monitored by teachers. The end product of the project was given to the entire class for use. The perception of users of the end products of the projects was recorded through mini interviews. Results All the students who took part in the project liked working on the project. They felt motivated, rewarded and had mastery on the topic which they used in the project. The students who did not do the project but used the end product of the project also liked the project work. They felt that the end products of the projects were simple, informative and creative. Conclusion By participating in Student Project in Anatomy (SPA), the students get to show their total potential through these creative ways. It provides a fresh and welcome change from the common routine followed otherwise in medical schools. The outcome of the projects can help the entire class. This type of projects can be easily tailored into existing curriculum and in disciplines other than anatomy too. PMID:27790469
Everett, Rhonda J; Kingsley, Karl; Demopoulos, Christina A; Herschaft, Edward E; Lamun, Christine; Moonie, Sheniz; Bungum, Timothy J; Chino, Michelle
Intimate partner violence (IPV) may affect one to four million individuals per year in the United States, with women accounting for the majority of both reported and unreported cases. Dental professionals are in a unique position to identify many types of IPV because injuries to the head and neck may be indicators or predictors of IPV abuse. Fewer than half of dental programs surveyed have reported having IPV-specific curricula, and most dental students surveyed have reported having little experience or training to recognize IPV. Based on this information, this pilot study sought to assess the awareness and beliefs regarding IPV among first-year dental students at the University of Nevada, Las Vegas. Using a voluntary survey, followed by a one-hour educational seminar facilitated by an experienced IPV/domestic violence advocate, a post-seminar survey was administered to assess changes in student perceptions and beliefs and to determine the magnitude and direction of any changes. The survey had an 81.25 percent response rate (65/80). The results demonstrated that more than two-thirds of the students had no previous IPV-specific education. In addition, approximately half of these students began the educational session reporting they did not believe IPV was a health care issue, although the overwhelming majority had decided it was when surveyed after the seminar. Moreover, their perceptions and beliefs about the responsibilities of the dental professional, as well as knowledge about resources and available support services, were significantly changed. These results suggest that targeted, information-specific seminars may be sufficient to provide dental students with an understanding of the key issues regarding IPV. With this knowledge, they can better provide specific information about resources and referrals for services to their patients who have experienced IPV. Recommendations based on these findings are being used to develop and refine IPV-specific curricula at
Mulvey, Patrick J.; Langer, Casey
This report provides information on the size and citizenship of the incoming graduate physics and astronomy class and describes student characteristics such as gender and educational background. Data are from the American Institute of Physics Enrollments and Degrees surveys for the 1998-1999 and 1999-2000 academic years. In 1998-1999 there were…
Galambos, Nancy L.; Howard, Andrea L.; Maggs, Jennifer L.
Covariations of self-reported sleep quantity (duration) and quality (disturbances) with affective, stressful, academic, and social experiences across the first year of university in 187 Canadian students (M age=18.4) were examined with multilevel models. Female students reported sleeping fewer hours on average than did male students. In months…
Mayhew, Matthew J.
The purpose of this study was to examine the influence of institutional type on the moral reasoning development of 1,469 first-year students. Hierarchical linear modeling was used to account for students nested within institutions. Moral reasoning gains were related to, but not dependent upon, institutional type, with students at liberal arts…
The purpose of this study was to determine the relationship between the phonological awareness skills and writing skills of the first year students at primary school. In the study, the phonological awareness skills and writing skills of the students were measured at the beginning of the term. Students' writing skills were measured in the middle of…
The purpose of this study is to investigate the possible effects of a learner autonomy training on the study habits of first-year university students as future EFL teachers. To this end, a questionnaire was used as the research instrument to elicit the study habits of the students. The questionnaire was administered to 122 students enrolled in a…
Lovik, Eric G.
The researcher analyzed National Survey of Student Engagement (NSSE) data for over 7,000 first-year students at nearly 450 institutions to examine the impacts on spiritual development. International, Asian, and first generation students reported gains in spirituality. Participating in worshipful activities, engaging in service learning and…
Wielkiewicz, Richard M.; Fischer, Donald V.; Stelzner, Stephen P.; Overland, Maribeth; Sinner, Alyssa M.
Incoming first-year college students (N = 4,292) were surveyed regarding attitudes and beliefs about leadership. Students' opinions about their leadership ability were high and were related to having an outgoing personality, as well as the number of high school activities in which they had been involved. In addition, students' understanding of…
Fox, Garey A.; Weckler, Paul; Thomas, Dan
In Biosystems Engineering at Oklahoma State University, senior design is a two semester course in which students work on real-world projects provided by clients. First-year (freshmen and transfer) students enroll in an introductory engineering course. Historically, these students worked on a team-based analysis project, and the engineering design…
Fakunmoju, Sunday; Donahue, Gilpatrick R.; McCoy, Shandria; Mengel, Alison S.
Knowledge about life satisfaction and learning experience among first-year graduate students is sparse, despite its relevance to instructional decisions, academic support, and success of students. Adequate knowledge is crucial, as it may help graduate students manage personal and professional life changes associated with graduate education. Using…
Saunders, Daniel B.
While a number of scholars have discussed the pervasiveness of the conceptualization of students as customers, to date there has been limited reliable research examining the extent to which students actually view themselves as customers. Using a survey that was administered to a census of entering first-year students at a large public research…
Alkhasawneh, Ruba; Hargraves, Rosalyn Hobson
The purpose of this research was to develop a hybrid framework to model first year student retention for underrepresented minority (URM) students comprising African Americans, Hispanic Americans, and Native Americans. Identifying inputs that best contribute to student retention provides significant information for institutions to learn about…
Naude, Luzelle; Nel, Lindi; van der Watt, Ronel; Tadi, Florence
Student life is marked by substantial growth in areas such as self-regulation abilities. In this article, the experiences of first-year Psychology students are explored through the lenses of the self-determination theory. Both content and thematic analyses were done with 79 students' reflections on the aspects they regarded as…
Sinclair, Matthew S.; Erb, Natalee M.; Braxton, John M.
College student persistence continues to be a vexing problem for colleges and universities. In Rethinking College Student Persistence (2014), Braxton, Doyle, Hartley, Hirshy, Jones, and McLendon explored the indirect role between cultural capital and first-year student persistence. The significance of this role becomes more important when one…
Akhmedova, O O; Ovezgel'dyeva, G O; Grigor'ian, A G
The psychophysiological condition of (male) first year students who participate in sport or don't participate in sport during studies was studied. R. M. Bayevsky's method was used to establish the level of stress on regulatory mechanisms. The functional level of the nervous system, stability of neural responses, and the level of functional abilities of the developed functional system were evaluated using the variation chronoreflexometric method. It was established that an improvement of mental capacity indicators (increase of memory capacity, reduction of the amount of mistakes made, growth of the level of functional abilities and reduction of the latency period of the visual-motor response) was accompanied by a growth of stress on the body's regulatory systems which was more pronounced with regard to those test participants whose level of physical activity was low. This fact is proof that physical activity reduces the body's "adaptation price" to the changing conditions of the environment. The optimal realisation of a person's adaptive systemic reactions is provided for by the dynamic interaction of the functional systems, which form a complex correlation in the body's somatovegetative, motor and psychoemotional spheres of activity.
Pearcey, Patricia; Draper, Peter
Student nurses spend one half of their educational programme in the clinical area. The success of an educationally sound clinical placement is crucial to forming a professional nursing identity that will encompass the seen and 'unseen' aspects of the nurses' role. The aim of this study was to explore the clinical nursing environment through the perceptions of first year student nurses. Semi-structured interviews were used to collect data from 12 student nurses who each had four weeks clinical experience, representing 21 wards and five hospitals. Results suggest that these student nurses were disillusioned with the reality of clinical nursing and that their expectations of nursing were not realised. They perceived that paperwork, completing tasks and meeting targets were dominant features of nursing work at the expense of patient contact and communication. A majority indicated that nursing was not as caring as they expected and vowed to hold on to their personal values of caring about patients and forming communicative, interpersonal relationships with them.
McFarling, Mark; Neuschatz, Michael; Mulvey, Patrick J.
The American Institute of Physics has regularly reported information about physics and astronomy graduate students since 1968. In more recent years the survey has shifted to focus on first-year graduate students, with a survey of the full population of graduate students every few years. This report covers surveys of first-year students for the…
Campo-Arias, Adalberto; Herazo, Edwin; Cogollo, Zuleima
Homophobia is defined as a general negative attitude towards homosexual persons, with implications on public health. This fact has been less investigated among nursing students. The objective of this review was to learn about the prevalence of homophobia and its associated variables among nursing students. A systematic review was performed on original articles published in EBSCO, Imbiomed, LILACS, MEDLINE, Ovid, and ProQuest, including articles published between 1998 and 2008 in English, Portuguese and Spanish. Keywords used were homophobia, homosexuality, and nursing students. Descriptive analysis was performed. Eight studies were analyzed. The incidence of homophobia in nursing students is between 7% and 16%. Homophobia is more common among males and religious conservatism people. Homophobia is quite frequent in nursing students. This negative attitude toward homosexuality may affect services and care giving by nursing professions and could have negative implications in nursing practice.
Bruce, Marino A; Beech, Bettina M; Thorpe, Roland J; Mincey, Krista; Griffith, Derek M
Reducing excess dietary sugar intake among emerging adults involves replacing sugar sweetened beverages (SSBs) and sugary snacks (SSN) with healthier options. Few studies have assessed the perceived degree of difficulty associated with making lifestyle modifications among a diverse group of emerging adults. The purpose of this study was to assess race and gender disparities in SSB and SSN behavioral modification efficacy among African American and White first year college students. A self-administered, cross-sectional survey was completed by a subsample of freshmen (n = 499) at a medium-sized southern university. Key outcome variables were self-efficacy in reducing consumption of SSBs and SSNs, respectively. Primary independent variables were BMI, concerns about weight, and attempts to lose weight, takeout food consumption frequency, and physical activity. Half of the sample was African American (50.1%) and a majority of participants were female (59.3%). Fewer African Americans than Whites were very sure they could substitute SSBs with water (48.8% vs 64.7%, p < 0.001) or eat fewer SSNs (39.2% vs 48.2%, p < 0.04). A smaller segment of males reported being confident in their ability replace SSBs with water (51.2% vs 60.5%, p < 0.04). African Americans (OR = 0.38, CI: 0.22-0.64) and males (OR = 0.49, CI: 0.27-0.88) had lower odds of being more confident in their ability to change their SSB intake. Race and gender differences were not present in models predicting confidence to reduce SSN consumption. These findings highlight the need to consider race and gender in interventions seeking to increase self-efficacy to make lifestyle modifications.
Smith, Rachel Anne
A key component in the success of students' first-year experience is their successful academic and social integration into the college environment (Tinto, 1993). Researchers have specified integration in terms of student behaviors and perceptions (Berger & Milem, 1999; Hurtado & Carter, 1997) and also studied it in terms of engagement (Kuh, 2009)…
Donaldson, Kelly A.
Reports on a collaborative effort between librarians and faculty at Seneca College (Toronto) to develop and implement an online, interactive tutorial for first-year business students that used Web-based technology. Discusses objectives, including increasing student knowledge of library resources and to increase levels of information literacy and…
Busseri, Michael A.; Rose-Krasnor, Linda
We examined subjective experiences in activities and perceptions of growth in a sample of first-year female university students (N = 196; age range = 17 to 19 years old, M = 18.48, SD = 0.53; the most common ethnic affiliations were British Isles, 51% of respondents, Canadian, 34%, French, 14%, and German, 8%). Students described 4 activities,…
Žibeniene, Gintaute; Savickiene, Izabela
The article presents which conceptions of higher education quality are most acceptable to first-year students of the study field of pedagogy. It is significant to analyse students' opinions as more than 10 years ago the EU member states agreed that higher education institutions bear responsibility for the quality of higher education. Being members…
Rivey, Michael P.; And Others
The University of Montana School of Pharmacy has included a miniexternship experience in a required introductory course. Goals of a survey of 67 first year students and 17 preceptors included students' demographic profile and prior exposure to pharmacy practice, assessment of the influence of the externship on career goals, etc. (MLW)
Holt, Laura J.
Although numerous studies have documented an association between parent attachment and college student adjustment, less is known about the mechanisms that underlie this relation. Accordingly, this short-term longitudinal study examined first-year college students' attitudes about academic help-seeking as one possible mechanism. As predicted,…
Ward-Roof, Jeanine A., Ed.; Hatch, Cathie, Ed.
This monograph contains 15 papers on aspects of college and university student and family orientation programs. Following a prologue, "Reflections on the Future of Orientation," by M. Lee Upcraft, the papers are: (1) "Today's Students and Their Impact on Orientation and First-Year Programs" (Tony W. Cawthon and Michael Miller);…
Johnston, Peter R.; Watters, Dianne J.; Brown, Christopher L.; Loughlin, Wendy A.
An online Maths Skills Site was developed as an integrated support programme for first year Chemistry students, the content of which, was based on an analysis of their high-school mathematical backgrounds. This study examined the students' perceptions of Maths, their patterns of usage of the Maths Skills Site and whether there was a relationship…
Timmerman, Lorna C.
This research project explored levels of self-determination in transitioning first-year college students using the MAP-Works Fall Transition Survey. Competency in self-determination skills has been called the most important element for students' successful postsecondary experiences. The purpose of this research was to investigate whether there…
Mavunga, George; Cachalia, Fahmida
This study compared how the cohort of extended diploma students enrolled at a comprehensive South African university in 2012 perceived the programmes for which they were enrolled at the beginning of their first year and towards the end of the year. Data were gathered using questionnaires and semi-structured interviews involving students enrolled…
Nicholas, Lionel; Damianova, Maria; Ntantiso, Mzamo
This study investigated the personal, career and learning skill needs of first-year university students, their preferred counselling sources, and compared South African and international students. Respondents completed a structured questionnaire (N = 567) with more than half reporting a moderate to high need for assistance with their concerns.…
Bird, Fiona L.; Yucel, Robyn
Effective feedback can build self-assessment skills in students so that they become more competent and confident to identify and self-correct weaknesses in their work. In this study, we trialled a feedback code as part of an integrated programme of formative and summative assessment tasks, which provided feedback to first-year students on their…
Tularam, Gurudeo Anand; Hulsman, Kees
This study focuses on students in first year environmental science degree programs, where traditionally mathematical emphasis has been much less than within the strict science or math majors. The importance now placed on applied mathematics, however, means that students need to gain more conceptual and quantitative knowledge of mathematics in not…
This article reports on a study of how a group of first year M.Ed. students in the Faculty of Education of the University of KwaZulu-Natal experienced part-time study. Literature suggests that each year, South Africa suffers significant student departures from universities without completing their studies. Apart from the cost and manpower…
Larkin, Kevin; Rowan, Leonie; Garrick, Barbara; Beavis, Catherine
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…
Hryciw, Deanne H.; Tangalakis, Kathy; Supple, Briony; Best, Gill
The purpose of this study was to evaluate the effectiveness of a peer-assisted study session (PASS) program for a large class of Bachelor of Health Science (Paramedic) students. This cohort was made up predominantly of mature aged students who have not undertaken any study for many years. Within a bioscience first-year core subject, student…
Using a social cognitive theory framework, this single-subject, correlational study examined to what extent writing self-regulation, writing efficacy, hope, and writing hope predicted first-year college students' writing abilities. Past research reveals that a large part of teaching students to be successful in completing writing tasks is related…
Vela-Bueno, Antonio; Fernandez-Mendoza, Julio; Olavarrieta-Bernardino, Sara; Vgontzas, Alexandros N.; Bixler, Edward O.; de la Cruz-Troca, Juan Jose; Rodriguez-Munoz, Alfredo; Olivan-Palacios, Jesus
Objective: Between November 2002 and March 2003, the authors assessed the prevalence and correlates of napping among Spanish university students. Participants: The sample comprised 1,276 first-year university students; the mean age was 18.74 [plus or minus] 1.24 years, and 35.45% were men. Methods: The study was cross-sectional, and the students…
Wilson, Kathi; Boyd, Cleo; Chen, Liwen; Jamal, Sarosh
The main objective of this paper is to examine the effectiveness of computer-assisted formative assessment in a large, first-year undergraduate geography course. In particular, the paper evaluates the impact of computer-assisted multiple-choice practice tests on student performance in the course as well as student opinions of this type of…
Field, Rachael; Duffy, James; Huggins, Anna
Empirical evidence in Australia and overseas has established that in many university disciplines, students begin to experience elevated levels of psychological distress in their first year of study. There is now a considerable body of empirical data that establishes that this is a significant problem for law students. Psychological distress may…
Richards, K. Andrew R.; Velasquez, Juan D.
Constructivist approaches to education embrace students' prior learning experiences and preference for learning in social environments. However, many postsecondary classes continue to embrace lecture-styles of teaching. This study sought to understand first-year students' perceptions of the mistakes instructors make in large lecture classes.…
Orsmond, Paul; Zvauya, R.
This study considers social learning practices within and outside the overt curriculum. A thematic approach was used to analyse data from six focus group interviews with 11 graduate entry medical students from a UK university over a year of study. The results indicate that: (1) during their first year of study students form a community of learning…
Nash, Gregory; Crimmins, Gail; Oprescu, Florin
Public speaking and oral assessments are common in higher education, and they can be a major cause of anxiety and stress for students. This study was designed to measure the student experience of public speaking assessment tasks in a mandatory first-year course at a regional Australian university. The research conducted was an instrumental case…
Fletcher, Paula C.; Camblin, Amy
Young adults between the ages of 20 to 24 are reported to have the highest smoking rates of any other age group. A questionnaire was used to assess the smoking practices and beliefs of 323 female university students. All participants were first year students entering university in a city where smoke-free legislation had been enacted. Results…
Fletcher, Paula C.; Camblin, Amy
Young adults between the ages of 20 to 24 are reported to have the highest smoking rates of any other age group. A questionnaire was used to assess the smoking practices and beliefs of 323 female university students. All participants were first year students entering university in a city where smoke-free legislation had been enacted. Results…
Mayhew, Matthew J.; Seifert, Tricia A.; Pascarella, Ernest T.
Understanding the developmental issues first-time college students face is critical for scholars and educators interested in learning and development. This purpose of this study was to investigate the differential impact of first-year college experiences on the moral reasoning development of 1,469 students in moral transition versus those in moral…
Birol, Gülnur; Han, Andrea; Welsh, Ashley; Fox, Joanne
We designed and implemented a first-year seminar in science course at the University of British Columbia to allow students to develop and improve their scientific writing and argumentation skills. To evaluate the efficacy of the course, we examined the progression that students made between the beginning and the end of the course as assessed by…
Palmer, Russ; Elder, Deborah; Fulford, Michael; Morris, Steve; Sappington, Kellie
Objective. To evaluate how flexible learning via online video review affects the ability and confidence of first-year (P1) pharmacy students to accurately compound aseptic preparations. Design. Customary instructions and assignments for aseptic compounding were provided to students, who were given unlimited access to 5 short review videos in addition to customary instruction. Student self-confidence was assessed online, and faculty members evaluated students’ aseptic technique at the conclusion of the semester. Assessment. No significant difference on final assessment scores was observed between those who viewed videos and those who did not. Student self-confidence scores increased significantly from baseline, but were not significantly higher for those who viewed videos than for those who did not. Conclusion. First-year students performed well on final aseptic compounding assessments, and those who viewed videos had a slight advantage. Student self-confidence improved over the semester regardless of whether or not students accessed review videos. PMID:26430278
Grayson, J. Paul
This study examined areas of racial tension and racial attitudes among first-year students at York University in Ontario (Canada). A survey of 1,129 first-year students in 1993-94 indicated that the vast majority believed that visible minority students had been treated equally by professors, staff, and other students. However, the first year was…
Sarabi-Asiabar, Ali; Jafari, Mehdi; Sadeghifar, Jamil; Tofighi, Shahram; Zaboli, Rouhollah; Peyman, Hadi; Salimi, Mohammad; Shams, Lida
Background: Identifying and employing appropriate learning styles could play an important role in selecting teaching styles in order to improve education. Objectives: This study aimed to determine the relationship between learning styles preferences and gender, educational major and status in first year students at Isfahan University of Medical Sciences. Patients and Methods: A cross-sectional study employing the visual-aural-read/write-kinesthetic (VARK) learning style’s questionnaire was done on 184 first year students of medicine, pharmacy, dentistry, nursing and health services management at Isfahan University of Medical Sciences in 2012. The validity of the questionnaire was assessed through experts’ views and reliability was calculated using Cronbach’s alpha coefficients (α = 0.86). Data were analyzed using the SPSS ver.18 software and x2 test. Results: Out of 184 participants who responded to and returned the questionnaire, 122 (66.3%) were female; more than two-thirds (68.5%) of the enrolled students were at the professional doctorate level (medicine, pharmacy, dentistry) and 31.5% at the undergraduate level (nursing and health services management). Eighty-nine (48.4%) students preferred a single-modal learning style. In contrast, the remaining 95 students (51.6%) preferred multi-modal learning styles. A significant relationship between gender and single modal learning styles (P = 0.009) and between status and learning styles (P = 0.04) was observed. Conclusions: According to the results, male students preferred to use the kinesthetic learning style more than females, while, female students preferred the aural learning style. Knowledge about the learning styles of students at educational institutes is valuable and helps solve learning problems among students, and allows students to become better learners. PMID:25763269
Recent national dialogues on the importance of preparing more students for careers in Science, Technology, Engineering, and Mathematics has driven the development of formal and informal learning opportunities for children and adolescents to explore engineering. Despite the growth of these programs, relatively little research exists on how participation in these programs affects students who choose to pursue further study in engineering. The present study addressed this gap through an exploration of the different ways that First-Year Engineering students experience the transition from pre-college engineering to undergraduate engineering studies. Given the focus of this research on students' experiences, phenomenography was chosen to explore the phenomenon of transition from pre-college to first-year engineering at a large, public Midwestern university. This facilitated understanding the range of variation in the ways that students experienced this transition. Twenty-two students with different amounts of participation in a variety of different engineering programs were selected to be interviewed using a purposeful maximum variation sampling strategy. The interviews were guided by a semi-structured interview protocol that encouraged the participants to reflect on their pre-college engineering experiences, their experiences in First-Year Engineering, and the transition between the two domains. The interviews were analyzed using phenomenographic methods to develop an outcome space consisting of five qualitatively different but related ways of experiencing the transition from pre-college to First-Year Engineering. These categories of description included Foreclosure, Frustration, Tedium, Connection, and Engaging Others. With the exception of the first category which was characterized by a lack of passion and commitment to engineering, the remaining four categories formed a hierarchical relationship representing increasing integration in First-Year Engineering. The
van Hattum-Janssen, Natascha; Lourenco, Julia Maria
This article will outline the motives for the implementation of peer assessment as put into action at the first year of the Civil Engineering course of the University of Minho. The implementation of new assessment methods was a consequence of the successful implementation of peer assessment at other engineering courses. During the semester, three…
Stone, Brian J.; Stewart, Shawanda
In the 2015-16 school year, the authors of this article developed an innovative research and assessment project on a new first year composition curriculum based on a pedagogy they call Critical Hip Hop Rhetoric Pedagogy (CHHRP), an educational approach built upon the classroom-based research of linguistic anthropologist H. Samy Alim…
This paper explores the emotional responses that assignment feedback can provoke in first-year undergraduates. The literature on the link between emotions and learning is well established, but surprisingly research on the relationship between emotions and feedback is still relatively scarce. This article aims to make an additional contribution to…
Whittle, Sue R.; Bickerdike, Sue R.
Practical skills are important for the employability of biosciences graduates; however, first year science undergraduates often struggle to adapt to university practical classes, affecting skills development and decreasing their enthusiasm for laboratory work. This study describes the effects of introducing online multimedia practical support…
Gelman, Caroline Rosenthal
We present findings from interviews with 17 first-year MSWs assigned to gerontological placements undertaken before beginning--and again as they neared completion--of practicum. All respondents, even those most positive and negative at beginning of placement, report a reduction in stereotypes, improved appreciation of older adults' capacities and…
Evans, Nancy J.
This qualitative case study, framed by a constructivist perspective, addresses a deficit in the literature and the knowledge base of a first year experience (FYE) academic program at a large, urban university regarding freshmen perceptions of meaningfulness in their courses. Existing studies identify concepts related to meaningfulness, but do not…
Alessi, Edward J.; Sapiro, Beth; Kahn, Sarilee; Craig, Shelley L.
This exploratory study used grounded theory to understand the role of minority stress on the first-year experience of lesbian, gay, bisexual, queer, and questioning emerging adults attending a university in the Northeastern part of the United States. Twenty-one lesbian, gay, bisexual, queer, and questioning sophomores participated in focus groups…
Buckley, Jennifer Lynne
The purpose of this study was to help higher education practitioners and researchers better understand the role that body image plays in first-year traditional-aged college females' development of physical competence and also provide new insights regarding the role that body image plays in the psychosocial development of first-year…
TUSKA, SHIRLEY A.; WRIGHT, BENJAMIN D.
THIS WAS A STUDY OF SELF AND ROLE CONCEPTION, OF THE CHILDHOOD RELATIONSHIP FROM WHICH THEY WERE FORMED, AND OF THE CHANGES WHICH TOOK PLACE AS A RESULT OF PRACTICE TEACHING AND FIRST-YEAR TEACHING. A QUESTIONNAIRE WAS USED TO RECORD THE PROSPECTIVE TEACHER'S CONCEPTIONS OF HERSELF, HER ROLE, AND HER IMAGES OF PEOPLE WHO INFLUENCED HER…
Self Trand, Patsy A.; Eberly, Charlene
The current trend in First Year Experience (FYE) courses is to add critical thinking through reading and writing. Research now suggests this design for a learning strategy based FYE course improves retention rates. This paper provides methods of incorporating critical thinking through reading and learning into the FYE course curriculum through a…
Maurer, Nancy M.; Mischler, Linda Fitts
The Albany Law School (New York) first-year course, "Introduction to Lawyering," integrates two traditionally distinct programs: clinical legal studies and legal reasoning, writing, and research. Its objective is to offer a broad context in which to understand the lawyering process and to introduce essential professional skills and…
Soares, Ana Paula; Guisande, Adelina M; Almeida, Leandro S; Páramo, Fernanda M
This paper analyses the role of academic preparation and learning strategies in the prediction of first-year Portuguese college students' academic achievement, considering students' sex and academic field attended. A sample of 445 first-year college students (68.5% female) from the University of Minho (25.8% enrolled in economics, 35.3% in science/technology, and 38.9% in humanities degrees) participated in the study. Students answered a questionnaire on learning strategies in the classroom at the end of the first semester, which consisted of 44 items organized in five dimensions: comprehensive approach, surface approach, personal competency perceptions, intrinsic motivation, and organization of study activities. Academic achievement (grade point average at the end of first year) and academic preparation (students' higher education access mark) were obtained through the academic records of the university. Results showed that academic preparation was the strongest predictor of first-year academic achievement, and only marginal additional variance was explained by learning strategies as assessed by the self-reported questionnaire. There were sex and academic field differences, but these variables do not seem strong enough to affect the results, although the different percentages of variance captured by each model and the different weights associated to higher education access mark, stimulate the use of these and/or other personal and contextual variables when analysing the phenomenon.
Weston-Green, Katrina; Wallace, Margaret
A growing body of evidence demonstrates a critical role for effective, meaningful feedback to enhance student learning. Effective feedback can become part of the learning cycle that is not only a learning opportunity for the student but can also be used to inform the teacher and ongoing curriculum development. Feedback is considered particularly important during the first year of university and can even be viewed as a retention strategy that can help attenuate student performance anxieties and solidify perceptions of academic support. Unfortunately, the provision of individualized, timely feedback can be particularly challenging in first-year courses as they tend to be large and diverse cohort classes that pose challenges of time and logistics. Various forms of generic feedback can provide rapid and cost-effect feedback to large cohorts but may be of limited benefit to students other than signaling weaknesses in knowledge. The present study describes a method that was used to provide formative task-related feedback to a large cohort of first-year physiology and anatomy students. Based on student evaluations presented in this study, this method provided feedback in a manner that engaged students, uncovered underlying misconceptions, facilitated peer discussion, and provided opportunity for new instruction while allowing the lecturer to recognize common gaps in knowledge and inform ongoing curriculum development.
Robinson, C. Sean
Although there is a significant body of research on the process of undergraduate education and retention, much less research exists as it relates to the doctoral experience, which is intended to be transformational in nature. At each stage of the process students are presented with a unique set of challenges and experiences that must be negotiated and mastered. However, we know very little about entering students' expectations, beliefs, goals, and identities, and how these may or may not change over time within a doctoral program. Utilizing a framework built upon socialization theory and cognitive-ecological theory, this dissertation examines the expectations that incoming doctoral students have about their programs as well as the actual experiences that these students have during their first year. Interviews were conducted with twelve students from the departments of Botany, Chemistry, and Physics prior to matriculation into their respective doctoral programs. These initial interviews provided information about students' expectations. Interviews were then conducted approximately every six to eight weeks to assess students' perceptions about their actual experiences throughout their first year. The findings of this study showed that new doctoral students tend to have uninformed and naive expectations about their programs. In addition, many of the specific policies or procedures necessary for navigation through a doctoral program were unknown to the students. While few differences existed in terms of students' expectations based on gender or discipline, there were significant differences in how international students described their expectations compared to American students. The two primary differences between American and international students revolved around the role of faculty members and the language barrier. It is clear that the first year of doctoral study is indeed a year of transition. The nature and clarity of the expectations associated with the role of
Thomas, Alyssa C.; Boucher, Michelle A.; Pulliam, Curtis R.
Our Introduction to Research Methods course is a first-year majors course built around the idea of helping students learn to work like chemists, write like chemists, and think like chemists. We have developed this course as a hybrid hands-on/ lecture experience built around instrumentation use and report preparation. We take the product from one…
Trautmann, Julianne; Rau, Stephanie I.; Wilson, Mardell A.; Walters, Connor
This study compared restrictive and disordered eating behaviors in vegetarian versus non-vegetarian first-year college students. The Dutch Eating Behavior Questionnaire (DEBQ) and the abbreviated Eating Attitudes Test (EAT-26) were used to assess eating behaviors (n=330). The mean restrictive DEBQ and the EAT-26 scores of vegetarians were…
Bachner, David J.; Malone, Laurence J.; Snider, Mary C.
This volume argues that international/intercultural experiences are powerful vehicles for first-year college students to learn the perspectives and skills necessary to function interdependently in a rapidly changing, increasingly complicated world. The authors develop this thesis through an in-depth case study of efforts to provide such learning…
Marušic, Iris; Jugovic, Ivana; Loncaric, Darko
The motivation, skills and professional identity of future teachers develop during their initial teacher education. The aim of this research is to assess the differences between first-year and fifth-year student teachers on a number of personality and motivational variables that are indicative of their approaches to learning, using a…
Ko, Edmond I.; Chau, Ying
An academic and professional development course has been introduced to help first-year chemical engineering students to deal proactively with the transition from secondary school to university and to develop professional skills. The course uses the Myers-Briggs Type Indicator (MBTI) as a personality model to facilitate skills development and many…
Franz, Timothy M.; Green, Kris H.
This case study examined the development and evaluation of an interdisciplinary first-year learning community designed to stimulate scientific reasoning and critical thinking. Designed to serve the needs of scholarship students majoring in mathematics and natural sciences, the six-credit learning community course was writing-intensive and…
Dunn, Allison L.; Odom, Summer F.; Moore, Lori L.; Rotter, Craig
First-year college students in a leadership-themed living-learning community (N= 60) at Texas A&M University were surveyed to examine if participation in the learning community influenced their leadership mindset using hierarchical and systemic thinking preferences. Utilizing a pre-test and post-test methodology, significant differences for…
Morrow, Jennifer Ann; Ackermann, Margot E.
At public Ph.D. granting institutions in the United States, approximately 22% of first-year college students do not return for their sophomore year (ACT, 2011). It was hypothesized that higher levels of sense of belonging would be related to self-reported intention to persist as well as actual second-year retention. It was expected that higher…
Larmar, Stephen; Ingamells, Ann
Over the past decade in Australia there has been an increasing focus in higher education on identifying cogent approaches for assisting first-year university students in their transition into the university setting. In recent years, an emerging body of literature has given emphasis to the efficacy of a range of strategies for engaging first-year…
Potgieter, Marietjie; Ackermann, Mia; Fletcher, Lizelle
Early identification of students at risk of failing first-year chemistry allows timely intervention. Cognitive factors alone are insufficient predictors for success; however, non cognitive factors are usually difficult to measure. We have explored the use of demographic and performance variables, as well as the accuracy of self-evaluation as an…
Keim Janssen, Sarah A.; VanderMeulen, Stephane P.; Shostrom, Valerie K.; Lomneth, Carol S.
Hands-on educational experiences can stimulate student interest, increase knowledge retention, and enhance development of clinical skills. The Lachman test, used to assess the integrity of the anterior cruciate ligament (ACL), is commonly performed by health care professionals and is relatively easy to teach to first-year health profession…
Russell, Jessica; Nazione, Samantha; Smith, Sandi
This study investigated a set of messages on a university group's Facebook page intended as advice for first-year college students. Investigators coded 108 different units of advice into three overarching categories focused on academics, the transition to college life, and comprehension of the college campus. Messages transmitted were similar in…
deSouza, Romualdo T.; Iyengar, Srinivasan S.
A first-year undergraduate course that introduces students to chemistry through a conceptually detailed description of quantum mechanics is outlined. Quantization as arising from the confinement of a particle is presented and these ideas are used to introduce the reasons behind resonance, molecular orbital theory, degeneracy of electronic states,…
Rankin, Lela A.; Maggs, Jennifer L.
Based on 10 weekly telephone interviews with first-year college students (N=202; 63% women; M=18.8 years, SD=0.4), within- and between-person associations of positive and negative affect with alcohol use were examined. Multi-level models confirmed hypothesized within-person associations between weekly positive affect and alcohol use: Higher…
Lowery, Sarah E.; Kurpius, Sharon E. Robinson; Befort, Christie; Blanks, Elva Hull; Sollenberger, Sonja; Nicpon, Megan Foley; Huser, Laura
This study examined the relationships among self-esteem, body image, and health-related behaviors of 267 female and 156 male first-year college students. Data were collected in 23 classrooms. Instruments included a demographic sheet, the Objectified Body Consciousness Scale, the Weight and Appearance Visual Analogue Scales, the Contour Drawing…
Walters, Andrew S.; Sylaska, Kateryna M.
Students enrolled in a first-year seminar course focused on gender provided attitudinal and experiential responses at two points during the course: during the first week of class and during the last week of class. A qualitative-quantitative method using concurrent triangulation was used to investigate pre- and post-test responses to core concepts…
Chamberlain, John Martyn
This paper discusses the findings of research concerned with analysing the relationship between student attendance to core first year undergraduate criminology and criminal justice modules and the grades they receive in their first summative assessed coursework task for these modules. The research took place against the background of a concern…
Koydemir, Selda; Sun-Selisik, Z. Eda
The present research examined the effectiveness of an 8-week online strengths-based intervention in promoting subjective and psychological well-being of first year university students. The intervention was composed of five modules pertaining to (a) finding and cultivating on character strengths, (b) regulation of emotions and increasing positive…
This paper describes a phenomenographic study of undergraduates' experiences of information literacy when researching an essay in a first-year environmental studies course. Three hierarchical categories were identified that represented students' experiences: (i) seeking evidence; (ii) developing an argument; and (iii) learning as a social…
Soria, Krista M.
Despite the continued growth of common book reading programs on college and university campuses, little is known about the benefits of such programs on first-year students' development. Using a multi-institutional survey of undergraduates attending six large, public universities (n = 1,237), the present study examined relationships between…
For students who are not science majors, problem-based (PB) laboratories for first-year chemistry provide a more comprehensive experience than conventional expository ones. Implementing PB labs is reasonably easy, as the lab experiments may not need to change; what changes is the way the lab manual is set up and how the actual session is carried…
Adamuti-Trache, Maria; Bluman, George; Tiedje, Thomas
This paper considers school factors that contribute to a successful transition from high school to first-year university Physics courses at the University of British Columbia by employing a two-level hierarchical model. It is assumed that there is a relationship between student performance and the high school they graduated from. It is shown that…
The purpose of this study was to empirically investigate the relationship between time perspective and achievement goals among 144 community college students engaged in a first-year experience course. A 4 X 5 correlational model was utilized to examine the relationship between four different achievement goals as measured by scores on the…
Choudhury, Bipasha; Gouldsborough, Ingrid; Gabriel, Stefan
Students enrolled in the Optometry program at the University of Manchester are required to take a functional anatomy course during the first year of their studies. Low mean scores in the written examination of this unit for the past two academic years energized staff to rethink the teaching format. Interactive sessions lasting 20 minutes each were…
Horstmanshof, Louise; Zimitat, Craig
Background: Enhancing student engagement is considered an important strategy for improving retention. Students' Time Perspective is an under-researched factor that may significantly influence student engagement. Aims: This study examines interrelationships between elements of student engagement and relationship with Time Perspective. We propose…
Wilkes, Janelle; Gurney, Lisa J.
This paper examines where students prefer to find information, and then matches survey results with students' assignments. Surveys showed that half the surveyed students used library databases (e.g. ProQuest) as their first preference to locate scientific information; however, of these students, one third did not have any journal articles cited in…
Bradbury, Barbara L.; Mather, Peter C.
First-generation college students comprise a substantial proportion of the entire college student population. Despite the increasing likelihood of college enrollment among students whose parents did not attend college, first-generation students are at higher risk of failure than are their nonfirst-generation peers. Also, residents of the…
Palfai, Tibor P; Ralston, Timothy E
The main objective of the present study was to advance our understanding of how life goals are associated with hazardous alcohol use among first-year university students. One-hundred and seventeen students rated a series of self-generated life goals on meaning and efficacy and then completed alcohol assessments. Higher goal meaning ratings were associated with less alcohol use and fewer heavy drinking episodes. Tests of indirect effects showed that the associations between goal meaning ratings and alcohol use indices were mediated by motives to limit drinking, particularly the motive to maintain self-control/standards. These results replicate and extend previous work on goal meaning and hazardous drinking among students. Findings are consistent with the view that engagement in university life goals may serve as a protective factor against hazardous drinking among first-year students due to greater concern with the impact of drinking on their ability to attain goal standards.
Zhou, Ying-Xue; Ou, Chun-Quan; Zhao, Zhi-Tao; Wan, Cheng-Song; Guo, Cui; Li, Li; Chen, Ping-Yan
Students' first-year academic success plays a critical role on their overall development in college, which implies the need to concentrate on identifying ways to improve students' first-year academic success. Different from most research on the subject, this study attempted to combine the sociological perspective of college impact with a psychological perspective to synthetically explore the causal relationship of specific types of self-concept and college involvement with academic success of medical students. A longitudinal study was conducted using 519 matriculates at a medical university in mainland China. We conducted the Cooperative Institutional Research Program freshmen survey and the Your First College Year survey to collect data of the pre-college and college academic and social self-concept, college involvement components, and some input characteristics. The academic success was measured by the first-year grade point average. A pathway analysis was conducted and showed the following results. Having high academic self-concept, being engaged in class and putting effort in homework or study directly contributes to increasing college achievement. Students' pre-college achievement and self-concept, faculty interaction, and homework involvement positively affected students' college academic self-concept development, which indirectly improved average grade point. These findings contribute to our understanding of a student's ability to interact with his or her collegiate environment and to experience academic success.
Atayee, Rabia S; Awdishu, Linda; Namba, Jennifer
Objective. To evaluate first-year pharmacy students' ability to identify medication errors involving the top 100 prescription medications. Design. In the first quarter of a 3-quarter pharmacy self-care course, a didactic lecture on the most common prescribing and dispensing prescription errors was presented to first-year pharmacy students (P1) in preparation for a prescription review simulation done individually and as a group. In the following quarter, they were given a formal prescription review workshop before a second simulation involving individual and group review of a different set of prescriptions. Students were evaluated based on the number of correctly checked prescriptions and a self-assessment of their confidence in reviewing prescriptions. Assessment. All 63 P1 students completed the prescription review simulations. The individual scores did not significantly change, but group scores improved from 79 (16.2%) in the fall quarter to 98.6 (4.7%) in the winter quarter. Students perceived improvement of their prescription checking skills, specifically in their ability to fill a prescription on their own, identify prescribing and dispensing errors, and perform pharmaceutical calculations. Conclusion. A prescription review module consisting of a didactic lecture, workshop and simulation-based methods to teach prescription analysis was successful at improving first year pharmacy students' knowledge, confidence, and application of these skills.
Stone, Marion E., Ed.; Jacobs, Glen, Ed.
This monograph describes Supplemental Instruction, a student assistance program designed to improve the academic success of college freshmen based on the idea that if students are not being successful in courses then perhaps colleges should change the way courses are taught. Supplemental Instruction (SI) utilizes regularly scheduled, out-of-class,…
Tawfeeq, Dante A. L.
Teaching preparatory mathematics to first-time college students--who come from economically impoverished high schools that have not prepared their students to do college level mathematics--can be a daunting task for teaching assistants (TAs). The preparation of TAs to assist such students in the mastery of mathematical content is a complex…
Slater, Jill A.; Lujan, Heidi L.; DiCarlo, Stephen E.
Students have specific learning style preferences, and these preferences may be different between male and female students. Understanding a student's learning style preference is an important consideration when designing classroom instruction. Therefore, we administered the visual, auditory, reading/writing, kinesthetic (VARK) learning preferences…
Suggests ways in which instructors can engage students in large classes. States that short weekly written student responses can ameliorate the problems of dealing with large classes. Explains that such responses help students gain power over the material and assists in developing competence. (Contains 19 references.) (NB)
Liguori, Gary; Lonbaken, Barb
Objectives: This study attempted to identify relationships between alcohol consumption and first-to-second-year student retention among college students. Methods: 820 students in general education courses completed an online wellness assessment at four separate time points, including questions related to alcohol consumption. Data were analyzed…
Walters, Glenn E., Jr.
For high-profile Division-I student-athletes, the academic success journey is often overshadowed by athletic participation, providing both researchers and practitioners an incomplete picture of student-athlete academic success. There exists little literature on the phenomenon of student-athlete integration, a process suggested to enhance chances…
Jacobs, Melanie; Jacobs, Gerrie J.
A marked increase in student enrolments in South African public universities over the last two decades have admitted substantially more 'non-traditional' students to the sector. These students typically have unsatisfactory levels of school performance, lack communication skills (especially in English) and mostly have first-generation status. The…
Gargallo López, Bernardo; Almerich Cerveró, Gonzalo; Suárez Rodríguez, Jesús M.; García Félix, Eloïna; Garfella Esteban, Pedro R.
We assessed the learning approaches and learning styles of a sample of 148 excellent students selected from 11 degrees from nine centers of the Polytechnic University of Valencia (Spain), and we compared the results with those of a sample of 133 average students from the same centers. We found that excellent students took deeper approach than…
While many US colleges and universities offer specialized writing courses for multilingual students entering as freshmen, including international students, there is typically little instructional support for the academic English needs of international transfer students. This article describes the development and implementation of a writing course…
McKinney, Lyle; Novak, Heather
In 2007-2008, approximately 42% of community college students who were eligible to receive Pell grant funding did not file the Free Application for Federal Student Aid (FAFSA). Using data from the Beginning Postsecondary Student Study, this study examined the relationship between FAFSA filing status and persistence from the fall to spring…
Abt, Grant; Barry, Tim
This study reports the quantitative effect of students using podcasts in a 1st year undergraduate exercise physiology module. From a cohort of 70 students, 50 volunteered and completed the study. Using a pre-post random allocation research design, students were allocated to either a podcast group (PG) or control group (CG) based on a 32-question…
Moni, Roger W; Moni, Karen B; Lluka, Lesley J; Poronnik, Philip
The teaching of highly valued scientific writing skills in the first year of university is challenging. This report describes the design, implementation, and evaluation of a novel written assignment, The Personal Response and accompanying Peer Review, in the course, Human Biology (BIOL1015) at The University of Queensland. These assignments were the first assessment tasks of the course and were set early in the first semester of university. BIOL1015 had a diverse cohort of 319 first year students from five bachelor degree programs, primarily from Pharmacy and Human Movement Studies. Audio files in the form of interviews with eminent biomedical scientists were obtained from a leading public radio program. Students used these files as triggers to submit a short but highly structured assignment written from a personal perspective and in an expressive style. Evaluations revealed that overall, students found the task interesting and challenging. Students performed well, regardless of their background knowledge, disciplinary interest, or preference for topics within human biology. This study demonstrated that The Personal Response was an appropriate task for these first year students of human biology. It represents an alternative to traditional essay writing.
Addressing Gaps in Research on First-Year Success: Gauging the Influence of High School Environment, Part-Time Instructors, and Diversity on Preparation and Persistence of First-Year University Students
Effects of the high school environment, part-time university instructors, and classroom ethnic/racial diversity on first-year student preparation and enrollment persistence are estimated via hierarchical linear and logistic regression. After controlling for student socio-demographic characteristics and motivation to enter college, high school…
Staub, Nancy L; Poxleitner, Marianne; Braley, Amanda; Smith-Flores, Helen; Pribbenow, Christine M; Jaworski, Leslie; Lopatto, David; Anders, Kirk R
Authentic research experiences are valuable components of effective undergraduate education. Research experiences during the first years of college are especially critical to increase persistence in science, technology, engineering, and mathematics fields. The Science Education Alliance Phage Hunters Advancing Genomics and Evolutionary Science (SEA-PHAGES) model provides a high-impact research experience to first-year students but is usually available to a limited number of students, and its implementation is costly in faculty time and laboratory space. To offer a research experience to all students taking introductory biology at Gonzaga University (n = 350/yr), we modified the traditional two-semester SEA-PHAGES course by streamlining the first-semester Phage Discovery lab and integrating the second SEA-PHAGES semester into other courses in the biology curriculum. Because most students in the introductory course are not biology majors, the Phage Discovery semester may be their only encounter with research. To discover whether students benefit from the first semester alone, we assessed the effects of the one-semester Phage Discovery course on students' understanding of course content. Specifically, students showed improvement in knowledge of bacteriophages, lab math skills, and understanding experimental design and interpretation. They also reported learning gains and benefits comparable with other course-based research experiences. Responses to open-ended questions suggest that students experienced this course as a true undergraduate research experience.
Beylefeld, Adriana A; Nena, Kali D; Prinsloo, Engela A M
The purpose of this research was to investigate the usefulness of providing students with community-located experiences as a basis for reflection by observing the degree to which community-located experiences influenced the quality of a reflective writing exercise. Students were prepared for reflection by means of a lecture and a handout on the meaning, function and process of reflection. One hundred and twenty-eight students (66 Afrikaans-speaking, and 62 English-speaking) took part in the study. Initially, most students (71%) who revealed affect prior to the visit reported negative emotional states. For 54% of the students who revealed emotions upon arrival, positive emotional states replaced the negative and this increased to 67% as the visit continued. This represented the most important stage of the personal growth continuum, signifying awareness of perspective 'distortions'. The majority (94.3%) regarded the visit as being important prior to immersing themselves in the theory of primary healthcare. In the questionnaire survey, students were asked for their opinions on the value of reflective writing as a tool for promoting deep learning, as students' attitudes were considered an important determinant of increased uptake of this kind of activity. Reflective writing can be promoted through using a real-world experience as stimulus, and a framework for guiding students' thoughts.
Shaw, Marta; Lee, Amy; Williams, Rhiannon
Development of intercultural skills is recognized as an essential outcome of a college education, but in order to facilitate students' growth effectively, we must understand the points of the developmental journey at which students enter the college classroom. This study tests four hypotheses developed on the basis of leading models of…
Maier, Peter; Molnar, Alex; Percy, Stephen; Smith, Phillip; Zahorik, John
The Student Achievement Guarantee in Education (SAGE) program is a statewide effort in Wisconsin to increase the academic achievement of children living in poverty by eventually reducing the student-teacher ratio in kindergarten through grade 3 to 15:1. During 1995-1996, the Sage program was implemented in 30 schools in 21 school districts. Over…
Ganss, Karen M.
This study explores the lived experiences of 10 students entering college from rural Oregon communities. Using narrative inquiry, the author examines students' transition, common experiences, and enrollment barriers. Resulting themes include: (a) unexpected emotional and social transition, (b) motivations for enrolling, (c) lack of social and…
Richie, Nicholas D.; Getty, Adelaide
College students who did and did not attend an AIDS peer education program completed preprogram and postprogram surveys to determine their AIDS-related attitudes and behavior. Data analysis indicated students who attended the program were more likely to engage in preventive behaviors including condom use and HIV-antibody testing. (SM)
Bennett, Dawn; Roberts, Lynne; Creagh, Christine
Students often complain that they cannot see the relevance of what they are being taught in foundation physics classes. While revising and adjusting the curriculum and teaching are important, this study suggests it might also be useful to help students view their learning in relation to their future career aspirations. This paper reports on a…
Each new school year, academic librarians are given a fresh crop of students and faculty to entice through the doors, both physical and virtual. Librarians create clever marketing that appeals to their students' intelligence. They devise games to highlight services. They foster a sense of ownership, offer exemplary service that makes their users'…
Gellis, Zvi D.; Sherman, Susan; Lawrance, Frances
Results of the Aging Semantic Differential and Facts on Aging Quiz II for 96 social work graduate students indicated they had limited contact with older adults and knowledge of aging; they displayed negative attitudes about older adults' productivity, adaptability, independence, and optimism. Multivariate analysis showed male and younger students'…
Fike, David S.; Fike, Renea
This study analyzed predictors of fall-to-spring and fall-to-fall retention for 9,200 first-time-in-college students who enrolled in a community college over a four-year period. Findings highlight the impact of developmental education programs and internet-based courses on student persistence. Additional predictors include financial aid, parents'…
Lado, Longun Moses
This study examined the influence of a set of relevant independent variables on students' decision to major in math or science disciplines, on the one hand, or arts or humanities disciplines, on the other. The independent variables of interest in the study were students' attitudes toward science, their gender, their socioeconomic status, their…
Donaldson, Paul; McKinney, Lyle; Lee, Mimi; Pino, Diana
For this study, we analyzed the relationship between intrusive academic advising and community college student success. Utilizing a qualitative, single-case study design, we conducted interviews with 12 students who participated in an intrusive advising program at a large, urban community college in Texas. Analysis of the interview data revealed…
Medrano, Leonardo Adrian; Liporace, Mercedes Fernandez; Perez, Edgardo
Introduction: Computerized tests have become one of the most widely used and efficient educational assessment methods. Increasing efforts to generate computerized assessment systems to identify students at risk for drop out have been recently noted. An important variable influencing student retention is academic satisfaction. Accordingly, the…
Moriarty, Elizabeth A.
Anecdotally, college administrators report that parents are increasingly more involved in every aspect of their students' college experience. Several factors are believed to contribute to this perceived increase in parental involvement. Advances in technology make it easier for parents and students to stay in contact (Henning, 2007). The…
Cekiso, M. P.
Widening access to higher education has meant an increasing need for flexibility in instruction and course design to accommodate students who utilize a wide range of learning style preferences. The purpose of this study was to identify the preferred learning styles of students and to plan instruction and course design accordingly. In addition, a…
Cremeens, Jennifer L.; Usdan, Stuart L.; Brock-Martin, Amy; Martin, Ryan J.; Watkins, Ken
With extreme rates of binge drinking among young adults, college students continue to be a primary focus for a range of alcohol prevention efforts. Most universities are attempting to change the alcohol environment by implementing a variety of strategies to reduce heavy drinking among college students. With the exception of parental notification…
Bauman, Kay A.; Magill, Michael K.
Students at the University of Arizona College of Medicine participated in an exercise in community-oriented primary care. They learned basic principles of health risk analysis and community-oriented care and then designed hypothetical, comprehensive health care services for medical students by using knowledge of health risks specific to their…
Forty science students received training for 12 weeks on delivering effective presentations and using a tertiary-level English oral presentation scale comprising three subscales (Verbal Communication, Nonverbal Communication, and Content and Organization) measured by 18 items. For their final project, each student was given 10 to 12 min to present…
Narjaikaew, Pattawan; Emarat, Narumon; Arayathanitkul, Kwan; Cowie, Bronwen
The study investigated the impact on student motivation and understanding of magnetism of teaching sequences based on an inductive approach. The study was conducted in large lecture classes. A pre- and post-Conceptual Survey of Electricity and Magnetism was conducted with just fewer than 700 Thai undergraduate science students, before and after…
Van Hattum-Janssen, Natascha; Pacheco, Jose Augusto; Vasconcelos, Rosa Maria
Assessment has become a powerful tool to change student learning. In a project of the Council of Engineering Courses of the University of Minho, Portugal, students of textile engineering, apparel engineering and industrial electronics increased their participation in every aspect of their assessment process. The traditional exam was changed to…
Dancer, Diane; Morrison, Kellie; Tarr, Garth
Peer-assisted study session (PASS) programs have been shown to positively affect students' grades in a majority of studies. This study extends that analysis in two ways: controlling for ability and other factors, with focus on international students, and by presenting results for PASS in business statistics. Ordinary least squares, random effects…
Anderton, Ryan S.; Evans, Tess; Chivers, Paola T.
Students commencing tertiary education enter through a number of traditional and alternative academic pathways. As a result, tertiary institutions encounter a broad range of students, varying in demographic, previous education, characteristics and academic achievement. In recent years, the relatively constant increase in tertiary applications in…
Leedy, Gail M.; Smith, James E.
Emotional Intelligence (EI) has been defined as knowing the emotional state of self and others. Its relevance for college student development is only beginning to be researched. In the present research, the Bar-On Emotional Quotient Inventory was administered to college students at the beginning and end of a semester-long course designed…
Herts, Kate L.; Wallis, Elizabeth; Maslow, Gary
Over the past four decades, advances in medicine have decreased the mortality rates of many previously fatal chronic diseases. Children who would have died early in life are now living well into adulthood, and many are matriculating as college students. Data regarding the prevalence of chronic illness among college students, the college experience…
Moskowitz, Joel M.; And Others
Cross-Age Tutoring and School Store, two courses combining classroom learning and application of specific skills outside the classroom are evaluated. Students in Cross-Age Tutoring were taught tutoring and communication skills and spent four days per week tutoring at nearby elementary schools; students in School Store were taught business and…
Turner, Christopher J.; Jarvis, Catherine; Altiere, Ralph; Clark, Larry
Course objectives were to introduce students to the competencies required to practice pharmacy and to provide patient care. Students completed modules related to expiry dates; telephone reminder and call-back programs; refill histories; angiotensin-converting enzyme inhibitor use in heart failure; and population health targeted at…
Gayles, Joy Gaston; Baker, Ashley R
This chapter discusses the transition from high school to college for student-athletes. The concepts of athlete identity and leadership development are discussed through the lens of the high school athlete who attends college as a collegiate athlete and those students who are dealing with a loss of their high school athlete identity.
Robinson, Sarita; Pope, Debbie; Holyoak, Lynda
Student ratings of satisfaction with feedback are consistently lower than other teaching and learning elements within the UK higher education sector. However, reasons for this dissatisfaction are often unclear to teaching staff, who believe their students are receiving timely, extensive and informative feedback. This study explores possible…
Yonesaka, Suzanne M.; Tanaka, Hiroya
Japan's government has mandated a shift from traditional to communicative methodologies in secondary English classrooms (Tanabe, 2004), but it is unclear whether this has affected student beliefs about language learning. This study investigates the beliefs of 315 incoming university students at a large private university in Japan from 2006 through…
LaBrie, Joseph W; Earle, Andrew M; Boyle, Sarah C; Hummer, Justin F; Montes, Kevin; Turrisi, Rob; Napper, Lucy E
A randomized controlled trial tested an interactive normative feedback-based intervention-codenamed "FITSTART"-delivered to groups of 50-100 parents of matriculating college students. The 60-min session motivated parents to alter their alcohol-related communication by correcting normative misperceptions (e.g., about how approving other parents are of student drinking) with live-generated data. Then, tips were provided on discussing drinking effectively. Incoming students (N = 331; 62.2% female) completed baseline measures prior to new-student orientation. Next, at parent orientation in June, these students' parents were assigned to either FITSTART or a control session. Finally, 4 months later, students completed a follow-up survey. Results revealed that students whose parents received FITSTART during the summer consumed less alcohol and were less likely to engage in heavy episodic drinking (HED) during the first month of college. These effects were mediated by FITSTART students' lower perceptions of their parents' approval of alcohol consumption. Further, FITSTART students who were not drinkers in high school were less likely to initiate drinking and to start experiencing negative consequences during the first month of college, where FITSTART students who had been drinkers in high school experienced fewer consequences overall and were significantly more likely to report that they did not experience any consequences whatsoever during the first month of college. Importantly, FITSTART is the first parent-based intervention to impact HED, one of the most well-studied indicators of risky drinking. Thus, interactive group normative feedback with parents is a promising approach for reducing college alcohol risk. (PsycINFO Database Record
Tsunekawa, Masami; Hiroyoshi, Naoki; Ito, Mayumi; Hirajima, Tsuyoshi
Hokkaido University holds first year student seminars for promoting student ability in communication, presentation, design, and creativity. The authors have held this seminar to students of all faculties, where the research topics were determined by the students themselves from the phenomena or questions relating to children‧s games such as playing in the sand and blowing soap bubbles. Then, they planned experimental procedures, discussed, summarized, and presented the results with minimal advice from teachers. After the student presentations the teachers introduced the techniques and equipments related to the topics, which are used in industrial plants. The final questionnaire showed that this type of lecture is very effective to promote student motivation and ability.
Kharb, Poonam; Samanta, Prajna Paramita; Jindal, Manisha; Singh, Vishram
Introduction: The purpose of teaching is to facilitate learning and to encourage the learners to learn more effectively. The learning style is an individual’s consistent way of perceiving, processing and retaining new information. Educational researchers have shown an increasing interest in the learning styles, the related instructional methods and the andrgogical teaching techniques. This interest is spurred by a desire to help the students to become capable and successful learners. Aim: The aim of this study was to determine the preferred learning styles of medical students as well as their preferences of specific teaching-learning methods. Method: A cross sectional study was conducted on 100 first semester medical students who were enrolled at SMS & R, Sharda University, India. The VARK questionnaire, version 7.1 was used to categorize the learning preferences/modes as visual (V), auditory (A), read and write (R) and kinaesthetic (K). The students were also asked to rank the various teaching methodologies viz. lectures, tutorials, demonstrations and practicals/dissections from the most preferred choice to the least preferred one. Results: The majority (61%) of the students had multimodal VARK preferences. Among them, 41%, 14% and 6% preferred the bimodal, trimodal and the quadrimodal ways of information presentation. 39% of the respondents had one strong (unimodal) learning preference. The most common unimodal preference was kinaesthetic, followed by visual, auditory and read and write. The most preferred teaching methodology was practical/dissection (39%) and tutorial was the least preferred one (12%). Conclusion: One single approach to teaching does not work for every student or even for most of the students. The educators’ awareness of the various learning styles of the students and their efforts towards matching the teaching and learning styles may help in creating an effective learning environment for all the students. PMID:23905110
Jensen, Murray; Mattheis, Allison; Johnson, Brady
Students in an interdisciplinary undergraduate introductory course were required to complete a group video project focused on nutrition and healthy eating. A mixed-methods approach to data collection involved observing and rating video footage of group work sessions and individual and focus group interviews. These data were analyzed and used to evaluate the effectiveness of the assignment in light of two student learning outcomes and two student development outcomes at the University of Minnesota. Positive results support the continued inclusion of the project within the course, and recommend the assignment to other programs as a viable means of promoting both content learning and affective behavioral objectives. PMID:22383619
Jensen, Murray; Mattheis, Allison; Johnson, Brady
Students in an interdisciplinary undergraduate introductory course were required to complete a group video project focused on nutrition and healthy eating. A mixed-methods approach to data collection involved observing and rating video footage of group work sessions and individual and focus group interviews. These data were analyzed and used to evaluate the effectiveness of the assignment in light of two student learning outcomes and two student development outcomes at the University of Minnesota. Positive results support the continued inclusion of the project within the course, and recommend the assignment to other programs as a viable means of promoting both content learning and affective behavioral objectives.
Lado, Longun Moses
This study examined the influence of a set of relevant independent variables on students' decision to major in math or science disciplines, on the one hand, or arts or humanities disciplines, on the other. The independent variables of interest in the study were students' attitudes toward science, their gender, their socioeconomic status, their age, and the strength and direction of parents' and peers' influences on their academic decisions. The study answered five research questions that concerned students' intention in math or science, the association between students' attitudes and their choice to major in math or science, the extent to which parents' and peers' perspectives influence students' choice of major, and the influence of a combination of relevant variables on students' choice of major. The scholarly context for the study was literature relating to students' attitudes toward science and math, their likelihood of taking courses or majoring in science or math and various conditions influencing their attitudes and actions with respect to enrollment in science or math disciplines. This literature suggested that students' experiences, their gender, parents' and peers' influence, their socio-economic status, teachers' treatment of them, school curricula, school culture, and other variables may influence students' attitudes toward science and math and their decision regarding the study of these subjects. The study used a questionnaire comprised of 28 items to elicit information from students. Based upon cluster sampling of secondary schools, the researcher surveyed 1000 students from 10 secondary schools and received 987 responses. The researcher used SPSS to analyze students' responses. Descriptive statistics, logistic regression, and multiple regression analyses to provide findings that address the study's research questions. The following are the major findings from the study: (1) The instrument used to measure students' attitudes toward science and
Staub, Nancy L.; Poxleitner, Marianne; Braley, Amanda; Smith-Flores, Helen; Pribbenow, Christine M.; Jaworski, Leslie; Lopatto, David; Anders, Kirk R.
Authentic research experiences are valuable components of effective undergraduate education. Research experiences during the first years of college are especially critical to increase persistence in science, technology, engineering, and mathematics fields. The Science Education Alliance Phage Hunters Advancing Genomics and Evolutionary Science (SEA-PHAGES) model provides a high-impact research experience to first-year students but is usually available to a limited number of students, and its implementation is costly in faculty time and laboratory space. To offer a research experience to all students taking introductory biology at Gonzaga University (n = 350/yr), we modified the traditional two-semester SEA-PHAGES course by streamlining the first-semester Phage Discovery lab and integrating the second SEA-PHAGES semester into other courses in the biology curriculum. Because most students in the introductory course are not biology majors, the Phage Discovery semester may be their only encounter with research. To discover whether students benefit from the first semester alone, we assessed the effects of the one-semester Phage Discovery course on students’ understanding of course content. Specifically, students showed improvement in knowledge of bacteriophages, lab math skills, and understanding experimental design and interpretation. They also reported learning gains and benefits comparable with other course-based research experiences. Responses to open-ended questions suggest that students experienced this course as a true undergraduate research experience. PMID:27146160
Donovan, Diane; Loch, Birgit
How can active learning, peer learning and prompt feedback be achieved in large first-year mathematics classes? Further, what technologies may support these aims? In this article, we assert that test revision sessions in first-year mathematics held in a technology-enhanced lecture theatre can be highly interactive with students solving problems, learning from each other and receiving immediate feedback. This is facilitated by pen-enabled screens and synchronization software. We argue that the educational benefits achievable through the technology do outweigh the technological distractions, and that these benefits can be achieved by focused, targeted one-off sessions and not only by a semester-long, regular approach. Repeat mid-semester test revision sessions were offered on a non-compulsory basis using pen-enabled screens for all students. Students worked practice test questions and marked solutions to mathematical problems on the screens. Students' work was then displayed anonymously for their peers to see. Answers were discussed with the whole class. We discuss outcomes from two offerings of these sessions using student feedback and lecturer reflections and show the impact of participation on self-reported student confidence. Pedagogical approaches that the technology allowed for the first time in a large class are highlighted. Students responded uniformly positively.
Anderson, Trevor; Grayson, Diane
Many introductory biochemistry students have problems understanding metabolism and acquiring the skills necessary to study metabolic pathways. In this paper we suggest that this may be largely due to the use of a traditional teaching approach which emphasises memorisation rather than understanding. We present an alternative approach to teaching carbohydrate metabolism which is designed to promote understanding of pathways. The approach also enables regular monitoring of, and reflection on, student progress and the identification of student reasoning and conceptual difficulties through the use of specially designed problems. Preliminary results are presented giving examples of specific student difficulties and the extent to which they were addressed by the alternative instructional approach. A qualitative evaluation of the approach is also presented.
Nardone, David A.; And Others
The use of computer-simulated case problems to improve skills in patient interviewing and symptom analysis was found to help teach symptom characterization but not to substitute for faculty teaching. Student team study on case simulations is recommended. (MSE)
Higgins-Opitz, Susan B; Tufts, Mark
Health Science students at the University of KwaZulu-Natal perform better in their professional modules compared with their physiology modules. The pass rates of physiology service modules have steadily declined over the years. While a system is in place to identify "at-risk" students, it is only activated after the first semester. As a result, it is only from the second semester of their first year studies onward that at-risk students can be formally assisted. The challenge is thus to devise an appropriate strategy to identify struggling students earlier in the semester. Using questionnaires, students were asked about attendance, financing of their studies, and relevance of physiology. After the first class test, failing students were invited to complete a second questionnaire. In addition, demographic data were also collected and analyzed. Correlation analyses were undertaken of performance indicators based on the demographical data collected. The 2011 class comprised mainly sport science students (57%). The pass rate of sport science students was lower than the pass rates of other students (42% vs. 70%, P < 0.001). Most students were positive about physiology and recognized its relevance. Key issues identified were problems understanding concepts and terminology, poor study environment and skills, and lack of matriculation biology. The results of the first class test and final module marks correlated well. It is clear from this study that student performance in the first class test is a valuable tool to identify struggling students and that appropriate testing should be held as early as possible.
Ricardo, Maria Paula Ferreira; Marin, Maria José Sanches; Otani, Marcia Aparecida Padovan; Marin, Marina Sanches
There is a lack of knowledge about the effective value of the experience gained by medical students who participate in the Family Health Strategy (Estratégia Saúde da Família (ESF)) during the early stages of their medical training. This teaching strategy is based on learning by experiencing the problems that exist in real life. This study proposed to understand the value of this teaching strategy from the viewpoint of the students who had participated, after their graduation. The method adopted was a qualitative study conducted through interviews with students who graduated in the years 2009, 2010 and 2011. The data analysis used the hermeneutic dialectic technique as its model. The graduates considered that this experience enabled them to understand the organization and functioning of the health service and the context of the daily life of the users. This experience facilitated the doctor patient relationship, the development of clinical reasoning and the bond with the user. However the students emphasized that a lack of maturity prevented them gaining a higher level of benefit from the experience. Therefore, although the structure of the course is permeated by advances and challenges, it was concluded that this experience contributed to the student's learning of certain essential elements of medical training.
Objective: To analyze the effect of psychological intervention on reducing performance anxiety and the consequences of the intervention on first-year pharmacy students. Methods: In this experimental study, 236 first-year undergraduate pharmacy students from a private university in Malaysia were approached between weeks 5 and 7 of their first semester to participate in the study. The completed responses for the Westside Test Anxiety Scale (WTAS), the Kessler Perceived Distress Scale (PDS), and the Academic Motivation Scale (AMS) were received from 225 students. Out of 225 students, 42 exhibited moderate to high test anxiety according to the WTAS (score ranging from 30 to 39) and were randomly placed into either an experiment group (n=21) or a waiting list control group (n=21). Results: The prevalence of test anxiety among pharmacy students in this study was lower compared to other university students in previous studies. The present study’s anxiety management of psychoeducation and systematic education for test anxiety reduced lack of motivation and psychological distress and improved grade point average (GPA). Conclusion: Psychological intervention helped significantly reduce scores of test anxiety, psychological distress, and lack of motivation, and it helped improve students’ GPA. PMID:25525278
Gomathi, Kadayam G; Ahmed, Soofia; Sreedharan, Jayadevan
Objectives: The aim of this study was to assess the psychological health of first-year health professional students and to study sources of student stress. Methods: All first-year students (N = 125) of the Gulf Medical University (GMU) in Ajman, United Arab Emirates (UAE), were invited to participate in a voluntary, anonymous, self-administered, questionnaire-based survey in January 2011. Psychological health was assessed using the 12-item General Health Questionnaire. A 24-item questionnaire, with items related to academic, psychosocial and health domains was used to identify sources of stress. Pearson’s chi-squared test and the Mann-Whitney U-test were used for testing the association between psychological morbidity and sources of stress. Results: A total of 112 students (89.6%) completed the survey and the overall prevalence of psychological morbidity was found to be 33.6%. The main academic-related sources of stress were ‘frequency of exams’, ‘academic workload’, and ‘time management’. Major psychosocial stressors were ‘worries regarding future’, ‘high parental expectations’, ‘anxiety’, and ‘dealing with members of the opposite sex’. Health-related issues were ‘irregular eating habits’, ‘lack of exercise’, and ‘sleep-related problems’. Psychological morbidity was not significantly associated with any of the demographic factors studied. However, total stress scores and academics-related domain scores were significantly associated with psychological morbidity. Conclusion: Psychological morbidity was seen in one in three first-year students attending GMU. While worries regarding the future and parental expectations were sources of stress for many students, psychological morbidity was found to be significantly associated with only the total stress and the academic-related domain scores. PMID:22548140
Obad, Adam S; Peeran, Ahmed A; Shareef, Mohammad Abrar; Alsheikh, Wissal J; Kalagi, Dana A; AlAmodi, Abdulhadi A; Khan, Tehreem A; Shaikh, Abdul Ahad; Ganguly, Paul; Yaqinuddin, Ahmed
Team-based learning (TBL) is an emerging teaching and learning strategy being employed in medical schools. The College of Medicine at Alfaisal University has adopted a TBL approach as an instructional method for first-year medical students. The aim of the present study was to describe the TBL method employed at Alfaisal University College of Medicine and to assess first-year medical students' perceptions of this learning modality for the anatomy- and physiology-based blocks/courses in organ systems form of curriculum. A five-point Likert scale questionnaire was structured based on Kirkpatrick's theory and assessed three major domains: reaction, learning, and behavior. Confirmatory factor analysis (CFA) and Cronbach's α-coefficient tests were used to assess the validity and reliability of the construct, respectively. CFA showed an adequate validity of the survey and Cronbach's α revealed an acceptable internal uniformity (0.69). A total of 185 respondents rated reaction, learning, and behavior toward introduction of TBL as 3.53 ± 1.01, 3.59 ± 1.12, and 3.57 ± 1.12, respectively. Excellent students rated TBL highly in all major domains compared with borderline students (reaction, behavior, and learning domains with P values of <0.049, <0.035, and <0.031, respectively). Students who had prior teamwork experience rated TBL higher in terms of their learning experience compared with those who were rarely involved in team work. This study demonstrated that Alfaisal University first-year medical students perceived TBL positively as a teaching and learning strategy for functional anatomy, and prior involvement in teamwork and academic performance correlates with higher ratings of TBL.
Mathew, Lizy; Aktan, Nadine M
Nursing is guided by evidence-based practice. To understand and apply research to practice, nurses must be knowledgeable in statistics; therefore, it is crucial to promote a positive attitude toward statistics among nursing students. The purpose of this quantitative cross-sectional study was to assess differences in attitudes toward statistics among undergraduate nursing, graduate nursing, and undergraduate non-nursing students. The Survey of Attitudes Toward Statistics Scale-36 (SATS-36) was used to measure student attitudes, with higher scores denoting more positive attitudes. The convenience sample was composed of 175 students from a public university in the northeastern United States. Statistically significant relationships were found among some of the key demographic variables. Graduate nursing students had a significantly lower score on the SATS-36, compared with baccalaureate nursing and non-nursing students. Therefore, an innovative nursing curriculum that incorporates knowledge of student attitudes and key demographic variables may result in favorable outcomes.
Jensen, Murray; Mattheis, Allison; Johnson, Brady
Students in an interdisciplinary undergraduate introductory course were required to complete a group video project focused on nutrition and healthy eating. A mixed-methods approach to data collection involved observing and rating video footage of group work sessions and individual and focus group interviews. These data were analyzed and used to…
Abraham, Reem Rachel; Fisher, Murray; Kamath, Asha; Izzati, T. Aizan; Nabila, Saidatul; Atikah, Nik Nur
Medical students are expected to possess self-directed learning skills to pursue lifelong learning. Previous studies have reported that the readiness for self-directed learning depends on personal attributes as well as the curriculum followed in institutions. Melaka Manipal Medical College of Manipal University (Karnataka, India) offers a Bachelor…
Salmisto, Alpo; Nokelainen, Petri
This article examines the application of knowledge creation learning and innovation to higher education in construction. The objectives are to demonstrate the application of the course based on knowledge creation learning to mass teaching and to analyse whether knowledge creation learning improves student motivation and learning. The empirical…
Atkins, Laura; Cole, Carey
The need for collaboration skills in today's market is increasing, with more businesses looking for ways to streamline communication, improve innovation, and share corporate knowledge. Students at the beginning of their college careers have had numerous opportunities to work in groups, but very few opportunities to engage in true collaboration.…
Schneider, Kimberly R.; Bickel, Amelia; Morrison-Shetlar, Alison
Retaining college-level science, technology, engineering, and mathematics (STEM) students remains a priority in higher education. A variety of methods have been shown to increase retention, including mentorship, tutoring, course enhancements, community building, and engagement in high-impact practices such as undergraduate research. In 2011, an…
One of the most sought after abilities in matriculating engineering students is the ability to negotiate cultural differences and build sustainable partnerships with others. This core attribute of the National Academy of Engineers' Engineer of 2020 is one of the least researched areas in engineering education literature. The ABET Engineering…
Diefes-Dux, Heidi A.; Dyehouse, Melissa; Bennett, Deborah; Imbrie, P. K.
There is a great need for professionals trained to work in the field of nanotechnology, particularly in food and agriculture. However, the general public knows very little about nanotechnology; therefore, few students entering college seek out educational opportunities that will lead to careers with a focus on nanotechnology. This study was…
Dagley Falls, Melissa
This investigation looks at the relationship between a STEM learning community's co-curricular activities and students' perceived sense of community (SOC) to determine which activities most influence SOC and, in turn, retention. This investigation shows that SOC can be impacted by a multitude of factors found within the college environment. The…
Evenbeck, Scott E.; Jackson, Barbara; Smith, Maggy; Ward, Dorothy
Organizing for Student Success draws on data from more than 50 institutions to provide insight into how university colleges are organized, the initiatives they house, and the practices in place to ensure their effectiveness. Twenty case studies from 15 different campuses offer an in-depth understanding of institutional practice. Ultimately,…
Rayle, Andrea Dixon; Chung, Kuo-Yi
In this study, Nancy Schlossberg's (1989) theory of college students' mattering to others was revisited. Mattering is the experience of others depending on us, being interested in us, and being concerned with our fate. The relationships of gender, mattering to college friends and the college environment, and friend and family social support with…
Betts, Lucy R.; Bostock, Stephen J.; Elder, Tracey J.; Trueman, Mark
There is growing concern among many regarding plagiarism within student writing. This has promoted investigation into both the factors that predict plagiarism and potential methods of reducing plagiarism. Consequently, we developed and evaluated an intervention to enhance good practice within academic writing through the use of the plagiarism…
Drobnic Vidic, Andreja
Mathematics-related beliefs play an important role in the willingness to engage in academic activities in mathematics education. Such beliefs might not be consistent with the beliefs students hold about context problems that require sufficient mathematical knowledge and the application of such knowledge to various real-life situations. This study…
Mammen, K. J.; Mjojo, C. C.
A study at the University of Transkei (South Africa), a historically black university, examined whether student efforts to work through class assignments promoted academic achievement. Results showed that of 65 subjects, those who completed the assignments regularly were the highest performers. The latter group generally failed in tests but showed…