Dissertations / Theses on the topic 'First-year students'
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Foley, Adam Michael. "Leadership Skills of First-Year Students." Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/31870.
Full textMaster of Arts
Amelink, Catherine T. "Predicting Academic Success among First-Year, First Generation Students." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/27094.
Full textPh. D.
Higgins, Margaret. "The first year experience." Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/3861.
Full textPurdie, 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 textThe 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.
Drake, Mary Elizabeth. "Listening to First-Year Community College Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1357.
Full textKopel, Jaclyn. "Personal Connections of First-Year College Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4865.
Full textHayes, 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 textBontrager, Karen Bernice. "Perceptions of Writing Process: A Study of First-Year Composition Students." OpenSIUC, 2009. https://opensiuc.lib.siu.edu/theses/61.
Full textvan, 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 textVawda, Aamena. "The learning styles of first year university students." Thesis, Nelson Mandela Metropolitan University, 2005. http://hdl.handle.net/10948/358.
Full textRaab, Marianne Fisher. "DO FIRST-YEAR COMPOSITION COURSES BENEFIT BUSINESS STUDENTS?" University of Dayton / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1295625271.
Full textRice'-Daniels, Patricia. "MULTICOMPETENCE, MULTIPLE INTELLIGENCES AND FIRST-YEAR COMPOSITION STUDENTS." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/786.
Full textNelson, Margaret Ann. "First-Year Students' Reasons for Withdrawing From College." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7048.
Full textHoward, Jeff S. "Student Retention and First-Year Programs: A Comparison of Students in Liberal Arts Colleges in the Mountain South." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/2270.
Full textClark, Renita Renee. "A Qualitative Exploration of the Experiences of College Students in a Skill-Building Course for First-Year Students." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245688404.
Full textLillard, Shanetta S. "What Drives Underprepared Students From the First Year On." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7160.
Full textBrozina, Stephen Courtland. "Learning Analytics: Understanding First-Year Engineering Students through Connected Student-Centered Data." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/77865.
Full textPh. D.
Adkins, Lisa Rene. "Impact of an Online Student Bridge Program for First-Year Nontraditional Students." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/36.
Full textMoleli, Malehlohonolo Florence. "Protective factors that could foster resilience in first year students." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
Full textTenser, Lori Ilene. "Stepping Off The Conveyor Belt: Gap Year Effects on the First Year College Experience." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104364.
Full textTaking a gap year between high school and college has become more common in the United States in recent years, yet little research attempts to describe or analyze the experience of the students who arrive on college campuses after such a year out. This qualitative study followed 12 first-year students attending highly-selective private institutions in the northeastern U.S. as they experienced the transitions from high school to gap year to college. With varying levels of family support and high levels of personal motivation, the students participated in a wide range of gap-year endeavors. The findings indicate that students were heavily influenced by their encounters during the gap year, leading to strong evidence of self-authorship among the participants, which in turn shaped the way students pursued their goals when they arrived at college. Particularly influential were encounters that involved independent problem-solving, participating in multigenerational relationships, and immersion in new cultural settings. The students' transitions to college during the first year were marked by patterns of Sovereign Engagement with regard to learning, relationships, and decision-making. Commonly marked by internalized goals, authenticity in relationships, and greater individual agency, "Sovereign Engagement" captures the self-authored perspective that these students brought to their college experience. Contrary to suggestions in the popular media, not all gap-year students found the transition to be seamless; nor were they uniformly motivated to earn good grades. As a summary of the findings, the Gap Year Impact Model provides an important frame of reference for understanding the experiences, needs, and sovereign decision-making patterns of gap-year students. The results offer students, parents, colleges and universities an introduction to the lived experiences of gap-year students, who are arriving on campus in increasing numbers each year
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Jorgenson, Jessica. "First-Generation Pedagogy: A Case Study of First-Generation College Students in First-Year Writing." Diss., North Dakota State University, 2016. http://hdl.handle.net/10365/25663.
Full textKhohliso, Sylvester Mziwonke. "Improving technological entrepreneurship of first-year students at universities." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/6476.
Full textWalton, Marguerite. "Mathematical requirements for first-year BCOM students at NMMU." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/886.
Full textWells, Jaclyn M. "Invisible conflict : working-class students in first-year composition /." Available to subscribers only, 2005. http://proquest.umi.com/pqdweb?did=1079657851&sid=26&Fmt=2&clientId=1509&RQT=309&VName=PQD.
Full textWright, SCD, and JE Maree. "First year Baccalaureate nursing students: Reasons for drop-out?" University of South Africa Press, 2007. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001041.
Full textGonzález, Lomeli Daniel, Figueiras Sandra Castañeda, and Noriega María de los Angeles Maytorena. "Learning styles and achievement in first-year university students." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/100927.
Full textSe presenta un modelo estructural de las valoraciones de 229 estudiantes acerca de sus estrategias de aprendizaje y el efecto en sus calificaciones escolares. Se realizó un análisis de ecuaciones estructurales que utilizó las respuestas a un inventario de estilos de aprendizaje y las calificaciones escolares del primer semestre. El modelo confirmó la presencia de estrategias de adquisición, de administración de recursos de memoria y de procesamiento de información, similar a lo propuesto por Castañeda (1995). Dado que el modelo explicó sólo 7% del aprovechamiento escolar, se discute la necesidad de modelar la variable dependiente como una variable latente conformada por un conjunto de indicadores que den cuenta cabal del logro escolar
Steinhauer, Heidi Marie. "Assessment of First-Year Engineering Students' Spatial Visualization Skills." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/37596.
Full textPh. D.
Allam, Yosef S. "Enhancing Spatial Visualization Skills in First-Year Engineering Students." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1259703062.
Full textPickett, Rachel Fabel. "Examining vocational exploratory behavior in first-year college students /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1460291791&sid=4&Fmt=2&clientId=1509&RQT=309&VName=PQD.
Full text"Department of Psychology." Keywords: Vocational psychology, Career development, First-year college students, Counseling psychology, Vocational, College students Includes bibliographical references (p. 124-140). Also available online.
King, Caitlin. "Thoughts of a first year teacher: Know Your Students." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/139.
Full textSmith, Dennell Lawrence. "Developmental Students' Perception of a First Year Learning Community." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1554.
Full textHope, Laura J. "Predicting Success in First-Year Associate Degree Nursing Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1604.
Full textCoetzee, Carla. "Mathematical thinking skills needed by first year programming students." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60991.
Full textDissertation (MEd)--University of Pretoria, 2016.
Science, Mathematics and Technology Education
MEd
Unrestricted
Freeman, Keri. "Investigating First Year Undergraduate EAL Students' Academic Literacy Experiences." Thesis, Griffith University, 2018. http://hdl.handle.net/10072/377655.
Full textThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School Educ & Professional St
Arts, Education and Law
Full Text
de, la Harpe Barbara I. "Design, implementation and evaluation of an in-context learning support program for first year education students and its impact on educational outcomes." Thesis, Curtin University, 1998. http://hdl.handle.net/20.500.11937/1319.
Full textStevens, Margaret Carnes. "The Impact of Service Learning on Students in a First-Year Seminar." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1179318210.
Full textDeAngelo, Angela. "Orientation Instructors and Undecided Students' Perceptions of Course Objectives." See Full Text at OhioLINK ETD Center (Requires Adobe Acrobat Reader for viewing), 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1083072363.
Full textTypescript. "A thesis [submitted] as partial fulfillment of the requirements of the Master of Education degree in Higher Eduction." Includes bibliographical references (leaves 65-69).
Havlik, Mary Kate. "An Assessment of a First-Year Leadership Program." Thesis, Virginia Tech, 2006. http://hdl.handle.net/10919/31969.
Full textMaster of Arts
Hunt, Allan James. "An Examination of the Narrative Development of First-Year Psychology Students." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/366339.
Full textThesis (Masters)
Master of Philosophy (MPhil)
School of Applied Psychology
Griffith Health
Full Text
O'Neill, Keith Brendan. "Changing Places: Narratives of Spiritual Conversion during the First College Year." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1395615005.
Full textLinder, Patricia L. "An Analysis of Self-Directed Learning of First-Year, First-Generation College Students." Thesis, University of South Florida, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3558620.
Full textThe purpose of this study was to examine the reflective essays of first-year, first-generation college students for evidence of self-directed learning at the conclusion of their first semester at the university. A phenomenological qualitative method was employed and a content analysis rating rubric used to identify and code evidence related to four themes: Self Awareness, Decoding and Pattern Fit, Autonomy/Responsibility, and Academic Success.
The study findings indicated that first-year, first-generation college students have the capacity to take ownership of their learning in ways exemplified by self-directed learners. Participants demonstrated deep reflection and metacognition and their essays revealed unexpected student vulnerability as they voiced fears and hopes with a nearly innocent transparency and candor. Study findings also emphasized the importance of a support system that includes coursework designed to facilitate understanding of individual learner characteristics, emphasize strategies to maximize learner efforts that lead to successful outcomes, and empower students to become more self-directed. This study also expands the field of adult education by providing evidence that learner control is a key component of self-direction and is positively correlated to academic success. Ample evidence related to metacognition, self-regulation, and learner control was identified in the essay data.
Linder, Patricia Lynne. "An Analysis of Self-Directed Learning of First-Year, First-Generation College Students." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4529.
Full textRuff, Chloe Besse. "Examining and Supporting Domain Identification and Student Interest in First Year College Students." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/52938.
Full textPh. D.
Kurtyka, Faith. "Rhetorics and Literacies of Everyday Life of First-Year College Students." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/217110.
Full textYates, Elizabeth Alice. "Factors Leading to Withdrawal Prior to the Second Year of College." Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/31659.
Full textMaster of Arts
Farrell, Cornelia A. "Experiences of First-Year Master's Degree Counseling Students: A Grounded Theory." Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1156276730.
Full textLippi, Angela Luisa. "Critical factors of success for first-year students in four-year institutions : a university, faculty and student initiative /." Abstract, 2009. http://eprints.ccsu.edu/archive/00000568/01/2008ABSTR.htm.
Full textThesis advisor: H. Jane Fried. "... in partial fulfillment of the requirements for the degree of Master of Science in Counseling." Includes bibliographical references (leaves 51-53). Abstract available via the World Wide Web.
Matshotyana, Ntombiyakhe Victoria. "Optimising the teaching-learning environment of first-year nursing students at a public nursing college." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/d1018274.
Full textBell, Aleece V. "Alcohol prevention a four-week seminar for first-year students /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/680.
Full textSobel, Karen D. "Promotion of Library Reference Services to First-Year Undergraduate Students." Thesis, School of Information and Library Science, 2007. http://hdl.handle.net/1901/441.
Full text