Relevant bibliographies by topics / First-year students

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'First-year students'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'First-year students.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "First-year students"

1

G, Deepa. "Stress and Sleeping Difficulties among First Year Medical Students." Journal of Medical Science And clinical Research 05, no. 03 (March 3, 2017): 18432–36. http://dx.doi.org/10.18535/jmscr/v5i3.26.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

G, Rupa. "Caffeinated Energy Drink Consumption among First Year Medical Students." Journal of Medical Science And clinical Research 05, no. 03 (March 3, 2017): 18437–43. http://dx.doi.org/10.18535/jmscr/v5i3.27.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Singh, Manmeet. "Assessment of Psychological Morbidity among First Year Medical Students." Journal of Medical Science And clinical Research 05, no. 06 (June 30, 2017): 24071–76. http://dx.doi.org/10.18535/jmscr/v5i6.208.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Dr. R S Sood, Dr R. S. Sood, and Dr A. Sood Dr. A. Sood. "Prevalence of anemia among the first year MBBS students." Indian Journal of Applied Research 4, no. 1 (October 1, 2011): 421–22. http://dx.doi.org/10.15373/2249555x/jan2014/128.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Burute, Pushpa, and Suruchi Singhal. "Histology: Perception and Attitude of First Year MBBS Students." Indian Journal of Anatomy 6, no. 2 (2017): 188–92. http://dx.doi.org/10.21088/ija.2320.0022.6217.17.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Kumar V, Vinay, Martin Lucas A, Vishal Kumar, and Pradeep Kulal. "ATTITUDE OF FIRST YEAR INDIAN MEDICAL STUDENTS TOWARDS CADAVER DISSECTION." International Journal of Anatomy and Research 3, no. 3 (August 31, 2015): 1255–58. http://dx.doi.org/10.16965/ijar.2015.196.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Трухан, Н. С., and Л. В. Мамедова. "Adaptation of first year students." Management of Education, no. 7(53) (August 30, 2022): 267–75. http://dx.doi.org/10.25726/b9553-3805-6569-r.

Full text
Abstract:
В научной литературе к проблемам, связанным с социально-психологической адаптацией студентов к условиям вуза, вопросы, связанные с определением психологических детерминант этого процесса изучены пока явно недостаточно. Вместе с тем, комплексная оценка факторов, определяющих успешность процесса адаптации студентов к условиям образовательного учреждения, позволяет прогнозировать возможные трудности адаптации и построить систему их профилактики, а также оказания своевременной психолого-педагогической помощи студентам. Социально-психологическая адаптация студентов представляет собой нетривиальный процесс, находящийся под влиянием многих факторов. Исследование факторов, оказывающих влияние на адаптивность студентов является не только научно востребованной темой, но и представляет практический интерес, ведь полученные знания можно использовать для прогнозирования и оказания влияния на процесс адаптации студентов. В данной статье нами был рассмотрен процесс адаптации студентов первого курса в государственном бюджетном профессиональном образовательном учреждении Республики Саха (Якутия) «Нерюнгринский медицинский колледж» Республика Саха (Якутия), г. Нерюнгри. Описана опытноэкспериментальная работа со студентами первого курса Нерюнгринского медицинского колледжа в г. Нерюнгри. По результатам первичной диагностики и обобщения педагогического опыта практиков образования РФ и РС (Я) нами было составлено календарно-тематическое планирование, в котором была отражена система тренинговых занятий. Данная система тренинговых занятий была создана с целью создания условий для успешной адаптации студентов первокурсников Нерюнгринского медицинского колледжа. Мы описали результаты констатирующего эксперимента, подтверждающие эффективность составленных и апробированных нами тренинговых занятий. In the scientific literature, the problems associated with the socio-psychological adaptation of students to the conditions of the university, the issues related to the definition of the psychological determinants of this process, have not yet been studied clearly enough. At the same time, a comprehensive assessment of the factors that determine the success of the process of students' adaptation to the conditions of an educational institution makes it possible to predict possible adaptation difficulties and build a system for their prevention, as well as providing timely psychological and pedagogical assistance to students. Socio-psychological adaptation of students is a non-trivial process, influenced by many factors. The study of factors influencing the adaptability of students is not only a scientifically demanded topic, but also of practical interest, because the knowledge gained can be used to predict and influence the process of students' adaptation. In this article, we have considered the process of adaptation of first-year students in the state budgetary professional educational institution of the Republic of Sakha (Yakutia) "Neryungri Medical College" Republic of Sakha (Yakutia), Neryungri. Experimental work with first-year students of the Neryungri Medical College in the city of Neryungri is described. Based on the results of the primary diagnostics and generalization of the pedagogical experience of the educational practitioners of the Russian Federation and the RS (Y), we compiled a calendar-thematic planning, which reflected the system of training sessions. This system of training sessions was created in order to create conditions for the successful adaptation of first-year students of the Neryungri Medical College. We described the results of the ascertaining experiment, confirming the effectiveness of the training sessions compiled and tested by us.
APA, Harvard, Vancouver, ISO, and other styles
8

Duffy, Jennifer O. "Teaching First-Year College Students." Journal of College Student Development 48, no. 4 (2007): 481–82. http://dx.doi.org/10.1353/csd.2007.0035.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Boyd-Byrnes, Mary Kate, and Dona McDermott. "Reaching First Year College Students." Public Services Quarterly 2, no. 4 (April 11, 2007): 1–22. http://dx.doi.org/10.1300/j295v02n04_01.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

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

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

Dissertations / Theses on the topic "First-year students"

1

Foley, Adam Michael. "Leadership Skills of First-Year Students." Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/31870.

Full text
Abstract:
Colleges and universities are focusing on graduating students who will succeed in careers (Braxton, Smart, & Thieke, 1991; Erwin, 1991; Quinn, 2004). Numerous skills have been identified as important to employers, including leadership skills (Gale, 2002; Gerber, 2003; Kerka, 1990; Stronge, 1998; Santosus, 2003). As a result, institutions have introduced programs designed to train students on those leadership skills (Freeman, Knott, & Schwartz, 1994; Posner & Brodsky, 1993; Riggio, Ciulla, & Sorenson, 2003). Despite the interest in leadership skills, very little research has been done to look at baseline leadership skills that students possess when they matriculate. The purpose of this study was to examine the pre-college leadership skills of first year students and examine differences by race and gender on eight distinct scales. These eight scales were defined by the Student Leadership Outcomes Inventory (SLOI) (Vann, 2000). A total of 550 participants of various racial and gender classifications were chosen to participate in the study from a population of all first-year students at a large, public, research institution in the United States. Participants reported moderately high levels of leadership skills on all eight scales. Differences by race were not revealed. However, differences by gender were found on the technology scale of the instrument. An interaction effect between race and gender was also revealed on the technology scale. Overall, it would seem that students matriculate with some intact leadership skills. Administrators might use this baseline skill level when designing leadership development opportunities for students.
Master of Arts
APA, Harvard, Vancouver, ISO, and other styles
2

Amelink, Catherine T. "Predicting Academic Success among First-Year, First Generation Students." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/27094.

Full text
Abstract:
Due to immigration the non-Hispanic White population continues to decrease and the population continues to change in regard to the ethnic and racial make-up. As these demographic changes take place higher education institutions will face increasing pressure from stakeholders to create environments that facilitate degree completion among mounting numbers of populations who are at risk in terms of academic success. First generation status denotes one group of students who are at risk in terms of persistence towards a bachelor's degree. The purpose of this study was to examine what factors predict the academic success of first year, full-time first generation students. Furthermore, this study examined whether there is a relationship between race, gender, financial need, and language ability and factors used to predict the academic success of first generation students. Factors were defined as variables measured by the 2002 Your First College Year Survey (YFCY) data (HERI, 2004a). Factors fell into five main areas: Student Background Characteristics, Agents of Socialization, Structural Characteristics, Institutional Environment, and Student Effort (Pascarella & Terenzini, 1991). The study was based on secondary analysis of the 2002 YFCY data provided by the Higher Education Research Institute at the University of California, Los Angeles. A combination of descriptive statistics, factor analysis, and logistic regression was used for this study. Findings revealed there are significant differences between academically more successful FGs and FGs who are academically less successful in relation to three factors: Institutional Environment, Student Effort, and Agents of Socialization. FGs are more likely to experience academic success in regard to variables associated with the factor Institutional Environment. There is a greater likelihood FGs will be academically less successful in relation to variables associated with the factors Student Effort and Agents of Socialization. When considering demographic variables in relation to the three significant institutional factors, FGs who are Asian American are more likely to experience academic success. Alternatively, FGs have greater odds of being academically less successful if they are male, African American, Mexican American, and non-native speakers of English.
Ph. D.
APA, Harvard, Vancouver, ISO, and other styles
3

Higgins, Margaret. "The first year experience." Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/3861.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Purdie, John R. "Examining the academic performance and retention of first-year students in living-learning communities, freshmen interest groups and first year experience courses." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4710.

Full text
Abstract:
Thesis (Ph. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 8, 2007) Vita. Includes bibliographical references.
APA, Harvard, Vancouver, ISO, and other styles
5

Drake, Mary Elizabeth. "Listening to First-Year Community College Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1357.

Full text
Abstract:
First-year community college students are often from underrepresented groups who are unaccustomed to voicing their needs or to being recognized for having more and varied needs than other groups. The purpose of this phenomenological study was to gain an understanding of the factors that may engender or prevent success through listening to what first-year community college students have to say. Research questions addressed what students identified as challenges and successes during their first year and how first person accounts can contribute to the information college personnel need to understand. Human development theories and models of student persistence informed this study. Semistructured interviews were conducted with 12 18 to 24 year-old first-year community college students from a midatlantic state in the United States. Data were analyzed for themes related to challenges of time management, academic expectations, and balancing the demands of school, life, and work. Students who were interviewed remained attached to their families, worked full or part time, may have had less than optimal learning skills for college material, and did not ask for help regarding academic or financial matters. This study contributes to positive social change by adding qualitative findings to the understanding of the multiple and complicated challenges that traditionally-aged community college students face in persisting in postsecondary education. Using this information, college personnel can design programs to introduce incoming students to services that will promote success.
APA, Harvard, Vancouver, ISO, and other styles
6

Kopel, Jaclyn. "Personal Connections of First-Year College Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4865.

Full text
Abstract:
A private, not-for-profit, 4-year urban university had been struggling to improve its 1st-year retention rate despite conducting previous studies and implementing various initiatives. This study explored the influence that students' personal connections to the study site had on their experience in their 1st year in college. Tinto's student integration models of attrition, Astin's theory on student involvement, and Berger and Milem's model of persistence served as the conceptual framework. A case study design was employed to examine faculty and staff members' beliefs on how the university established and maintained connections with its students and how faculty, staff, and students viewed 1st-year initiatives and retention in relation to personal connection. Individual interviews were conducted with 3 faculty members, 3 staff members, and 15 2nd-year students. The resulting data were coded both manually and using Microsoft OneNote and were analyzed for emerging themes. Some of the results that emerged from the study included that the study site had a difficult time establishing a connection with its students, 1st-year initiatives had mixed results, students stayed at the study site because of a personal connection, and urban institutions have a difficult time establishing a connection with students. These results shed light on a new area on which the university can focus its retention and 1st-year experience efforts. A white paper was written to offer possible solutions to administrators, including changes to the dormitories and a redesign of the 1st-year seminar course. Improvements to 1st-year retention will help promote positive social change by enabling more students to stay in college and graduate on time, which in turn enhances job opportunities and the potential for higher wages.
APA, Harvard, Vancouver, ISO, and other styles
7

Hayes, Kenneth J. II. "Socializing First Year Composition: A Study of Social Networking Sites' Impact on First Year Students." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1429104678.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Bontrager, Karen Bernice. "Perceptions of Writing Process: A Study of First-Year Composition Students." OpenSIUC, 2009. https://opensiuc.lib.siu.edu/theses/61.

Full text
Abstract:
AN ABSTRACT OF THE THESIS OF KAREN B. BONTRAGER, for the Master of Arts degree in ENGLISH, presented on June 18, 2009, at Southern Illinois University Carbondale. TITLE: PERCEPTIONS OF WRITING PROCESS: A STUDY OF FIRST-YEAR COMPOSITION STUDENTS MAJOR PROFESSOR: Dr. Lisa J. McClure The purpose of this exploratory study was to ascertain the perceptions of the composing process held by English 101 students at Southern Illinois University, Carbondale. Questionnaires were distributed to students in twenty sections of English 101 in the first few weeks and the last few weeks of the fall semester of 2007. The questionnaires invited students to reflect and report on their writing processes. Results of the study indicate that students' perceptions of the writing process are colored by the Current Traditional paradigm: students place a high value on the final product and understand writing as a linear process. There is also evidence that students' perceptions of their revising habits may differ from their actual practices.
APA, Harvard, Vancouver, ISO, and other styles
9

van, der Meer Jacques, and n/a. "Mapping first semester challenges : first-year students making sense of their teaching and learning environments." University of Otago. Department of Education, 2008. http://adt.otago.ac.nz./public/adt-NZDU20081029.154312.

Full text
Abstract:
This thesis investigates first-year students� challenges in making sense of the learning and teaching environment during their first semester at university. The aims for the research are threefold. Firstly, mapping the range of challenges students at one university faced in their learning and teaching environments in the first semester. Secondly, developing a greater understanding of those challenges. Thirdly, identifying what educational initiatives the university could consider that might assist students to meet those challenges. The challenges were examined in the context of changes in higher education. My interest and motivation for this research project concerns improved practices in the first-year teaching and learning environment, rather than improved students. This means that I did not look for deficits within students, but for indications of what helps or does not help students� introduction to the new environment of academia. By mapping students� challenges in the first semester, I hope to contribute to the understanding of academic staff of the range of challenges students have to deal with. The interpretation of the results and my line of argument are partly influenced and shaped by the theoretical framework of academic literacies, and the notion of de-familiarisation. For this project, two data sources were used. The first source was data from a survey carried out in May 2004 amongst students enrolled in 100-level courses. The second source was data from interviews conducted with first-year students in the same year. In considering the analysis as a whole, a number of key issues could be discerned. These related to communication, academic skills, access to resources and help, and engagement and connection. The results showed that some of these issues had less to do with educational practices, and more to do with contested understandings of the nature of university education, and the nature of students now entering university. I argue that underlying these issues there are contentious questions of who should adjust or adapt to whom: students to the university, or the university to students? Students� reported experiences further suggest that some teachers seemed more aware than others that first-year students face particular challenges. Students did not consider their experiences as reflective of the university as a whole. The university was experienced as an institution with divergent ways of organising courses, of valuing aspects of university learning, and of interpreting seemingly similar things. This suggests that where students experienced challenges, these were not necessarily a function of students� characteristics, or students� attitudes to studying, but of particular course environments. The overall picture that presents itself, then, is that there are challenges that could be considered unnecessary. Whereas few students would experience all of the challenges identified in the results chapters, I argue that there are some aspects that warrant improvement. Improvement initiatives in first-year education, however, are not necessarily considered important by all academic staff. This is another contested issue in universities. A more explicit introduction of first-year students to academia as a range of heterogeneous communities would respond to first-year students� needs for familiarisation and clarity, as well as reflect some of the values that universities could be said to espouse. Successful interventions in first-year education, however, will also depend on ongoing dialogue with staff about various contested issues, the changed and changing context of higher education, and related challenges and opportunities.
APA, Harvard, Vancouver, ISO, and other styles
10

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

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

Books on the topic "First-year students"

1

Erickson, M. H. A talk to first year students. 2nd ed. Milton Keynes: Ancient Lights Printing, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

1926-, Taylor Roy, ed. Structural engineering for first year students. London: McGraw-Hill Bk. Co., 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Ltd, Brierley Price Prior, ed. Accounting: [for first year degree students]. London: BPP Publishing, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Erickson, M. H. A talk to first year students. Birmingham: University of Birmingham, Educational Counselling Unit, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Learning and Teaching Support Network. Generic Centre., ed. Supporting the first year experience. York: Learning and Teaching Support Network (LTSN), 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

DaSilva-Gordon, Maria. Your first year of college: From classroom to dorm room. New York: Rosen Pub., 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Surviving your first year at university. 2nd ed. Richmond: Trotman Education, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

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

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Williams, Lauren. Surviving first year uni. Crows Nest, NSW: Allen & Unwin, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Uchic college girls: Real advice for your first year (and beyond). Naperville, Illinois: Sourcebooks, Inc., 2015.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "First-year students"

1

Twani, Malibongwe, Andre P. Calitz, and Margaret Cullen. "First-Year Students’ IT Career Awareness." In Communications in Computer and Information Science, 91–107. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-21076-1_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Guzmán, Georgina. "From First-Year Student to Professor." In Campus Service Workers Supporting First-Generation Students, 144–55. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003195917-19.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Moody, Kiley, Gregory Eiselein, Rebeca Paz, Tamara Bauer, and Kevin Cook. "Living Learning Communities for First-Year First-Generation Students." In Developing and Implementing Promising Practices and Programs for First-Generation College Students, 145–64. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003226321-13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Bush, Benjamin, and Chris Arnold. "“Grit” Assessment of First Year Design Students." In Advances in Industrial Design, 227–33. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51194-4_30.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

VanderPol, Diane, Emily A. B. Swanson, and Amy S. Kelly. "First Year Students and the Research Process: Hearing Students’ Voices." In Communications in Computer and Information Science, 565–72. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-03919-0_76.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Cinaglia, Carlo. "Navigating the First Year of Doctoral Study." In Doctoral Students’ Identities and Emotional Wellbeing in Applied Linguistics, 148–72. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003305934-13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Vaclavek, Jonas, Jakub Kuzilek, Jan Skocilas, Zdenek Zdrahal, and Viktor Fuglik. "Learning Analytics Dashboard Analysing First-Year Engineering Students." In Lifelong Technology-Enhanced Learning, 575–78. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98572-5_48.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Guznova, Alena, Olga Belousova, Valery Polyakov, Leonid Mikhailiukov, and Nikolay Mordovchenkov. "Work of First-Year Students with Terminological Units." In Integrated Science in Digital Age 2020, 252–62. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49264-9_23.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Norsworthy, Beverley. "Transformative Learning: Insights from First Year Students’ Experience." In Reimagining Christian Education, 91–101. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0851-2_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Molnar, Breanne, Cindy A. Bourne, and Tamara K. Freeman. "Learn Smart: Success Strategies for First-Year Students." In Active Learning in General Chemistry: Specific Interventions, 149–57. Washington, DC: American Chemical Society, 2019. http://dx.doi.org/10.1021/bk-2019-1340.ch010.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "First-year students"

1

Kakkonen, Marja-Liisa. "First-year business students’ entrepreneurial attitudes." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7973.

Full text
Abstract:
Entrepreneurial competences consist of attitudes, knowledge and skills. Several higher education institutions support and promote students' learning of entrepreneurial competences during their studies. In order to verify the development of these competences they should be first examined at the early phase of the studies. Therefore, in the autumn 2017 when a new curriculum was launched in the business department of a Finnish university of applied sciences, a follow-up study with three sub-studies was planned to annually survey students' attitudes towards entrepreneurship, generic competences and subject-specific competences of entrepreneurship.This paper presents the results of the first sub-study which examined the students' attitudes in the beginning of their studies. According to the findings, their attitudes towards entrepreneurship are quite positive. Although the aim is not to generalize the results of the study beyond this student group, the findings provide a solid starting point for the implementation of the curriculum in this higher education institution and thus, for the development of students' even more positive attitudes towards entrepreneurship during their studies.
APA, Harvard, Vancouver, ISO, and other styles
2

McCartney, Robert, and Kate Sanders. "First-year students' social networks." In the 14th Koli Calling International Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2674683.2674694.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Klante, Palle, Jens Kr�sche, Daniela Ratt, and Susanne Boll. "First-year students' paper chase." In the 12th annual ACM international conference. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1027527.1027740.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Sokolova, A. O. "Gender adaptation of first year students." In ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2019. http://dx.doi.org/10.18411/lj-01-2019-46.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

McCartney, Robert, Jonas Boustedt, Anna Eckerdal, Kate Sanders, and Carol Zander. "Can first-year students program yet?" In the ninth annual international ACM conference. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2493394.2493412.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Paepcke-Hjeltness, Verena. "Sketchnoting experience of first-year students." In LearnxDesign 2021: Engaging with challenges in design education. Design Research Society, 2021. http://dx.doi.org/10.21606/drs_lxd2021.01.258.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Hernandez, Noe Vargas, Arturo Fuentes, and Stephen Crown. "Effectively Transforming Students through First Year Engineering Student Experiences." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8658752.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Carbone, Angela. "A first year advanced students' project scheme." In the second Australasian conference. New York, New York, USA: ACM Press, 1996. http://dx.doi.org/10.1145/299359.299380.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Catarino, Paula, and Ana Paula Aires. "FEEDBACK OF FIRST YEAR STUDENTS’ TUTORING PROGRAM." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1229.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Vitalia, Ileana-Loredana. "Personal Development In First Year Psychology Students." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.252.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "First-year students"

1

Park, Jee-Sun, Huan-Jin Seo, and Kyu-Hye Lee. Successful Use of Newspapers in Curriculum Development for First-year College Students. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-772.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Munter, Leo. Differential Adherence to Community Mental Health Ideology Among First Year Social Work Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1774.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Сорочан, Л. Ф. Forming and Developing Reading Skills of the First Year Students at Pedagogical University. Криворізький державний педагогічний університет, 2004. http://dx.doi.org/10.31812/123456789/5580.

Full text
Abstract:
The article deals with main principles of reading process which enable a teacher to observe the students ’ steady progress toward skillful, independent reading. Some essential items of every reading lesson are pointed out and some pieces of advice are given to develop and improve reading habits in an easier and more efficient way. Special attention is given to different reading activities and strategies.
APA, Harvard, Vancouver, ISO, and other styles
4

Varina, Hanna B., Viacheslav V. Osadchyi, Kateryna P. Osadcha, Svetlana V. Shevchenko, and Svitlana H. Lytvynova. Peculiarities of cloud computing use in the process of the first-year students' adaptive potential development. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4453.

Full text
Abstract:
Technologies based on cloud computing is one of the demanded and actively developing areas of the modern information world. Cloud computing refers to an innovative technology that allows you to combine IT resources of various hardware platforms into a single whole and provide the user with access to them via a local network or the global Internet. Cloud services from various providers offer users access to their resources via the Internet via free or shareware cloud applications, the hardware and software requirements of which do not imply that the user has high-performance and resource-consuming computers. Cloud technologies represent a new way of organizing the educational process and offers an alternative to traditional methods of organizing the educational process, creates an opportunity for personal learning, collective teaching, interactive classes, and the organization of psychological support. The scientific article is devoted to the problem of integrating cloud technologies not only in the process of training highly qualified specialists, but also in the formation of professionally important personality traits. The article describes the experience of introducing cloud technologies into the process of forming the adaptive potential of students in conditions of social constraints caused by the COVID-19 pandemic.
APA, Harvard, Vancouver, ISO, and other styles
5

Youngs, Curtis R., Jie Sun, Don Whalen, Virginia C. Arthur, and Mary Jo Gonzales. Exploration of MAP-Works® as a Tool to Facilitate Success of First-Year College of Agriculture and Life Sciences Students. Ames (Iowa): Iowa State University, January 2012. http://dx.doi.org/10.31274/ans_air-180814-179.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Liu, Xian-Liang, Tao Wang, Daniel Bressington, Bróna Nic Giolla Easpaig, Lolita Wikander, and Jing-Yu (Benjamin) Tan. Influencing factors and barriers to retention among regional and remote undergraduate nursing students in Australia: A systematic review of current research evidence. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, June 2022. http://dx.doi.org/10.37766/inplasy2022.6.0087.

Full text
Abstract:
Review question / Objective: To explore the attrition problems, influencing factors and barriers to retention among regional and remote nursing students who enrolled in the undergraduate programs in Australia. Condition being studied: Student retention concerns an individual’s commitment to an learning goal. Low student retention has been a long-standing issue for nursing programs and it is an important threat to the future nursing workforce. Attrition is measured by the number of students enrolled in the first year who do not complete their study in the following year. With the growth of online programs, the issue of high attrition raises concern for students enrolled in these programs. Moreover, the social context of students may influence positive motivation and affect their decision to stay in their nursing programs.
APA, Harvard, Vancouver, ISO, and other styles
7

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

Full text
Abstract:
This practice brief describes the assessment project undertaken by the Sheridan Libraries at Johns Hopkins University as part of the library’s participation in ARL’s Research Library Impact Framework initiative to address the question “(How) do the library’s special collections specifically support and promote teaching, learning, and research?” The research team investigated how the Freshman Fellows experience impacted the fellows’ studies and co-curricular activities at the university. Freshmen Fellows, established in 2016, is a signature opportunity to expose students to primary-source collections early in their college career by pairing four fellows with four curators on individual research projects. The program graduated its first cohort of fellows in spring 2020. The brief includes a semi-structured interview guide, program guidelines, and a primary research rubric.
APA, Harvard, Vancouver, ISO, and other styles
8

Álvarez Marinelli, Horacio, Samuel Berlinski, Matías Busso, and Julián Martínez Correa. Research Insights: Can Training and Coaching Teachers and the Provision of Structured Materials Improve Early Literacy among First-Grade Students? Inter-American Development Bank, December 2022. http://dx.doi.org/10.18235/0004606.

Full text
Abstract:
AUTHORÁlvarez Marinelli, Horacio; Berlinski, Samuel; Busso, Matías; Martínez Correa, JuliánDATEDec 2022READ: English (4 downloads) View Online Download Spanish (5 downloads) View Online Download DOIhttp://dx.doi.org/10.18235/0004606A one-year teacher professional development program was effective at improving students literacy skills by the end of first grade (0.39 of a standard deviation in overall literacy proficiency). Literacy gains persisted through the second and third grades, even though teachers in those grades were not part of the program. Gains were homogeneous across students of different characteristics such as gender, socioeconomic status, and initial levels of literacy skills.
APA, Harvard, Vancouver, ISO, and other styles
9

Prokhorov, Оleksandr V., Vladyslav O. Lisovichenko, Mariia S. Mazorchuk, and Olena H. Kuzminska. Developing a 3D quest game for career guidance to estimate students’ digital competences. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4416.

Full text
Abstract:
This paper reveals the process of creating a career guidance 3D quest game for applicants who aim to apply for IT departments. The game bases on 3D model of computer science and information technologies department in the National Aerospace University “Kharkiv Aviation Institute”. The quest challenges aim to assess the digital competency level of the applicants and first- year students. The paper features leveraged software tools, development stages, implementation challenges, and the gaming application scenario. The game scenario provides for a virtual tour around a department of the 3D university. As far as the game replicates the real-life objects, applicants can see the department's equipment and class-rooms. For the gaming application development team utilized С# and C++, Unity 3D, and Source Engine. For object modeling, we leveraged Hammer Editor, Agisoft PhotoScan Pro, and the photogrammetry technology, that allowed for realistic gameplay. Players are offered various formats of assessment of digital competencies: test task, puzzle, assembling a computer and setting up an IT-specialist workplace. The experiment conducted at the open house day proved the 3D quest game efficiency. The results of digital competence evaluation do not depend on the testing format. The applicants mostly preferred to take a 3D quest, as more up-to-date and attractive engagement.
APA, Harvard, Vancouver, ISO, and other styles
10

Wachen, John, and Steven McGee. Qubit by Qubit’s Four-Week Quantum Computing Summer School Evaluation Report for 2021. The Learning Partnership, September 2021. http://dx.doi.org/10.51420/report.2021.4.

Full text
Abstract:
Qubit by Qubit’s Quantum Computing Summer School is a four-week summer course for high school and university students in their first or second year of studies. The aim of the summer school is to introduce the field of Quantum Information Sciences and Engineering (QISE), specifically quantum computing. Through the course, students learn about quantum mechanics, quantum computation and information (quantum gates, circuits, and algorithms and protocols, including Grover’s Algorithm and Quantum Key Distribution), applications of quantum computing, and quantum hardware. Students also learn how to program in Qiskit and basic mathematics for quantum, including matrices and vectors. The Quantum Computing Summer School program enrolled a diverse population of high school and undergraduate students with 48% of participants identifying at female or non-binary, 20% of students identifying as Hispanic, 17% identifying as Black, and 38% identifying as Asian. The program substantially increased participants’ knowledge about quantum computing, as exhibited by large gains on a technical assessment that was administered at the beginning and end of the program. On a survey of student motivation, students in the program showed a statistically significant increase in their expectancy of being successful in quantum computing and valuing quantum computing. From the beginning of the program to the end of the program, there was a statistically significant increase in students’ reported sense of belonging in quantum. Participation in the program increased students’ interest in pursuing additional coursework and careers in STEM generally and in quantum specifically.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'First-year students' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography