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Journal articles on the topic 'First-Year Undergraduate/General'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

HUGHES, JAMES R. "FRACTALS IN A FIRST YEAR UNDERGRADUATE SEMINAR." Fractals 11, no. 01 (March 2003): 109–23. http://dx.doi.org/10.1142/s0218348x03001410.

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The study of basic fractal geometry can help build students' enthusiasm for learning early in their undergraduate careers. To most undergraduate students, fractals are new, visually appealing, useful, and mathematically accessible. As a result, fractals can be an effective vehicle for introducing and reinforcing multiple modes of learning, which at many institutions is one of the main goals of general first-year undergraduate education. This article describes how fractals are used in one institution's "Freshman Seminar" program to help accomplish these goals.

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Falzon, Brian G., and Clifford J. Brown. "Web-assisted first-year undergraduate teaching in engineering." Computer Applications in Engineering Education 13, no. 2 (2005): 125–32. http://dx.doi.org/10.1002/cae.20036.

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3

Shahabadkar, Pramod, Ajinkya Joshi, Vaishali Lele, and Vilas Patil. "Understanding Aspirations of First Year Undergraduate Engineering Students." Journal of Engineering Education Transformations 34 (January 31, 2021): 86. http://dx.doi.org/10.16920/jeet/2021/v34i0/157110.

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4

Fink, Angela, Regina F. Frey, and Erin D. Solomon. "Belonging in general chemistry predicts first-year undergraduates’ performance and attrition." Chemistry Education Research and Practice 21, no. 4 (2020): 1042–62. http://dx.doi.org/10.1039/d0rp00053a.

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Feeling a sense of belonging in a learning environment can have positive effects on student success. The impact of this psychosocial variable on undergraduates’ achievement and retention has been demonstrated in STEM disciplines, especially for women within physical sciences where large disparities in gender representation persist. The current study explores the relationship between belonging and student success in undergraduate chemistry, where greater gender parity has recently emerged. In particular, this research investigates the belonging of first-year students enrolled in a two-semester General Chemistry course sequence. The study begins by examining whether students’ early sense of belonging in the course, indexed by two survey measures (perceived belonging, belonging uncertainty) varies depending on their demographics and academic preparation. The belonging measures are then used as predictors of performance in General Chemistry 1 and 2 and attrition from one semester to the next. Paralleling research in other STEM disciplines, the results show that female students, especially those from underrepresented minority groups, reported lower belonging and higher uncertainty than male students within the first weeks of the course. After accounting for demographics, preparation, and participation in a course supplemental program, the belonging measures predicted performance and attrition for all students. These findings suggest that course-level belonging in General Chemistry can have practical consequences for student success, and early disparities in belonging may have downstream effects on the retention of women and other groups underrepresented in STEM. Strategies for creating an inclusive and engaging environment that supports the success of all students are discussed.

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Stefani, Lorraine A. J., and Vicki N. Tariq. "Running group practical projects for first-year undergraduate students." Journal of Biological Education 30, no. 1 (March 1996): 36–44. http://dx.doi.org/10.1080/00219266.1996.9655475.

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Kirsling, Robert A., Mahendr S. Kochar, and Carlyle H. Chan. "An Evaluation of Mood States among First-Year Residents." Psychological Reports 65, no. 2 (October 1989): 355–66. http://dx.doi.org/10.2466/pr0.1989.65.2.355.

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To examine the need for preventive and treatment interventions, a prevalence study was conducted to ascertain the rate of depressive symptomatology and other negative mood states among 112 first-year residents The participation rate was 54%. Subjects ( N = 61) were administered the Beck Depression Inventory and Profile of Mood States in personal interview sessions. The Profile measures five negative mood states, namely, “tension-anxiety,” “depression-dejection,” “anger-hostility,” “fatigue-inertia,” “confusion-bewilderment,” and one positive state, “vigor-activity.” A 15.5% rate of depression was found, which is lower than a rate of 23 5%, also measured by Beck's inventory, among a sample of university undergraduates and 19 9% among an adult sample from the general population. No differences were observed among residency programs or sex on Beck's scale; however, significantly higher scores were found for women on the “depression-dejection” dimension of the Profile. The mean scores on all negative mood dimensions of the Profile were below the mean for university undergraduate norms. Neither sleep nor hours worked over the past week were associated with increased Beck scores. These results indicate that sleep deprivation and long work hours did not contribute to depression among the subjects who participated in the study. Female interns, however, appear to be at increased risk of depression, and adequate support systems need to be provided.

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Timilsina, Sameer, Poojan Bhusal, Ram Lochan Yadav, Niraj Khatri Sapkota, and Md Nazrul Islam. "Physiology general concepts course for first year undergraduate medical students using team based learning: a descriptive study." Journal of Chitwan Medical College 10, no. 3 (October 13, 2020): 43–46. http://dx.doi.org/10.3126/jcmc.v10i3.32039.

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Background: Several teaching-learning methods are widely used in medical schools all over the world. Optimizing and promoting active student learning has been the fundamental goal of these strategies. Team-Based Learning (TBL) is a structured form of small-group learning which is a relatively new pedagogy in medical education. We aimed to introduce TBL in place of traditional lectures to teach physiology general concepts and evaluate its perception among undergraduate medical students at Chitwan Medical College. Methods: This was a cross-sectional descriptive study conducted among all 100 (95/100 respondents) year I undergraduate medical students. We requested the students to complete a Team- Based Learning- Students Assessment Instrument (TBL-SAI) to study the preference towards TBL after completing 12 weeks of TBL. Results: The study included 67 males and 28 females. Students reported agreement in TBL-SAI statements complementing and enjoying this newly introduced method. The overall mean TBL-SAI score was 111.55±11.05 (Range 78-128) which was above the defined threshold of 102 indicating favor to TBL over traditional lecture system. Sex, entry-type, and, past educational institutes were not associated with a preference of TBL. TBL-SAI is a reliable tool to use among undergraduate medical students in Nepal. Conclusions: The study demonstrates TBL could be an effective way of teaching physiology general concepts to undergraduate medical students.

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Hughes, Michelle, Audrey Kenmir, Jennifer Innis, Janet O'Connell, and Kayla Henry. "Exploring the Transitional Experience of First-Year Undergraduate Nursing Students." Journal of Nursing Education 59, no. 5 (May 1, 2020): 263–68. http://dx.doi.org/10.3928/01484834-20200422-05.

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9

Calvin, Jason J., Justin C. Ondry, Jakob C. Dahl, Adam B. Sedlak, Amy McKeown-Green, Xingzhi Wang, Michelle F. Crook, et al. "Research Group-Led Undergraduate Research Program: Analyzing and Improving a Versatile Springboard for First-Year Undergraduates." Journal of Chemical Education 99, no. 2 (December 22, 2021): 799–809. http://dx.doi.org/10.1021/acs.jchemed.1c01065.

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Ajayi, Tijani Ahmed, Obioma Vivian Ugwoke, Edith Ogomegbunam Onyeanu, Robinson Onuora Ugwoke, and Adaorah R. Onuorah. "Investigation of Financial Literacy and Money Attitudes Among First-Year Undergraduate Accounting Students: A Rational Emotive Behavior Therapy-Based Coaching Intervention." SAGE Open 12, no. 3 (July 2022): 215824402211177. http://dx.doi.org/10.1177/21582440221117795.

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As soon as they are admitted to a university, most students become responsible for their own finances, but because of a lack of parental supervision, they are more inclined to spend than to manage their money. A study of first-year undergraduate accounting students was conducted to examine the effects of rational emotive behavior therapy-based coaching (REBT-based coaching) intervention on their financial literacy and money attitudes. Thirty first-year undergraduates studying accounting at Nigerian public universities participated in this two-group randomized trial. About 15 first-year undergraduate accounting students participated in the online REBT-based coaching group, while 15 first-year undergraduate accounting students participated in the face-to-face control group. A repeated measures analysis of variance was performed on the study data at .05 probability level. The study found that the online REBT-based coaching intervention significantly improved the financial literacy and money attitudes of first-year undergraduate accounting students in a similar way to face-to-face REBT-based coaching intervention. The follow-up results for the online REBT-based coaching intervention 1 month later showed a similar trend of increasing students’ financial literacy and money attitude scores similar to what was observed in the face-to-face coaching group. There was no significant difference between students in the online and face-to-face modes regarding satisfaction with REBT-based coaching interventions they received. As a result of the findings, the researchers propose developing coaching approaches that can help students gain insight into their financial actions and knowledge, which will likely improve financial literacy and money attitudes in the future.

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Chester, Andrea, Lorelle J. Burton, Sophie Xenos, and Karen Elgar. "Peer mentoring: Supporting successful transition for first year undergraduate psychology students." Australian Journal of Psychology 65, no. 1 (February 5, 2013): 30–37. http://dx.doi.org/10.1111/ajpy.12006.

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Allan, Blake A., Rhea L. Owens, Taewon Kim, Richard P. Douglass, and James Hintz. "Strengths and satisfaction in first year undergraduate students: A longitudinal study." Journal of Positive Psychology 16, no. 1 (October 15, 2019): 94–104. http://dx.doi.org/10.1080/17439760.2019.1676458.

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Cabell, Grant Hayden, Isabel Prado, Meghan Price, Meghan Sullivan, Cecily K. Peterson, Anthony T. Fuller, Joseph P. Doty, and Dean C. Taylor. "The Assessment of Leadership Competencies in First-Year Undergraduate Medical Students." Journal of Education and Training 10, no. 1 (December 3, 2022): 124. http://dx.doi.org/10.5296/jet.v10i1.20355.

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This study aimed to assess the views and leadership competencies of incoming medical students and determine whether leadership traits predicted patient-centeredness in these students. Incoming medical students at one institution from 2017-2020 (N=428) completed a Leadership Needs Assessment assessing self-reported ability and the importance of competency in teamwork, selfless service, integrity, critical thinking, and emotional intelligence. Participants in the entering class of 2020 (n=92) also completed the Johns Hopkins University Patient-Centeredness Assessment to evaluate patient-centered attitudes. This cohort repeated both surveys at the completion of the first year to assess for changes in the perceived importance of leadership qualities, self-reported competencies, and patient-centeredness. Participants self-reported the highest competency (mean, SD) in integrity (7.92, 1.19) and the lowest in critical thinking (6.59, 1.12). Leadership Development Opportunity (difference between leadership expectation and self-reported ability) was largest in teamwork (2.31, 1.11) and smallest in integrity (0.97, 1.18). Post-first-year assessments were compared in the 2020 cohort, and statistically significant increases (mean, p-value) were found in critical thinking (0.31, p<0.01), emotional intelligence (0.18, p<0.03), and patient-centeredness (0.92, p<0.05). Patient-centeredness was positively predicted by integrity and negatively predicted by critical thinking. Incoming medical students highly value leadership and enter medical school with a robust self-reported ability level. Our data suggest that integrity may increase patient-centeredness and that incoming medical students perceive teamwork as the greatest area for leadership competency development. Further research is needed to determine the best curricula to develop leadership competencies and increase patient-centeredness.

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Chen, Wei. "Introduction to Research: A New Course for First-Year Undergraduate Students." Journal of Chemical Education 95, no. 9 (June 26, 2018): 1526–32. http://dx.doi.org/10.1021/acs.jchemed.8b00102.

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Shah, Sandip, Sarun Koirala, Laxman Khanal, and Presha Baral. "Impact of Human Body Dissection on First Year Undergraduate Medical Students." Journal of BP Koirala Institute of Health Sciences 4, no. 2 (December 31, 2021): 19–23. http://dx.doi.org/10.3126/jbpkihs.v4i2.36358.

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Background: The first contact with the dissection hall is an unforgettable, stressful but important step in the medical education. The present study aimed to assess the stress experienced just after one week of first dissection (IES1) and compare it with impact after 12 weeks (IES2) of first experience. Methods: In this prospective cohort study, we enrolled 100 first year medical students of B. P. Koirala Institute of Health Sciences attending the cadaveric dissection. The questionnaire for Impact Event Scale (IES) was administered on two separate occasions after the human body dissection. Along with overall score for impact event, we also assessed the sub-scores of Intrusion and Avoidance. Results: The percentage of students having clinically important reaction (a score of 20 or above) after one week of first cadaveric dissection in both sub-scales of Intrusion and Avoidance were 2% and 6% respectively but were found to be reduced to 1% each after 12 weeks. The overall scores indicating traumatic stress reaction was found to be reduced to 2% from 8%. The comparison between IES1 and IES2 using Wilcoxon signed ranked test showed statistically significant difference (p < 0.001). The bivariate correlation analysis between IES 1 and IES 2 showed positive correlation with statistically significant level (rs = 0.25; p < 0.001). Conclusion: Overall score in students having traumatic stress reaction dropped by 6% after 12 weeks. The stress related to the human body dissection with respect to both Intrusion and Avoidance sub-scales in medical students reduced after the period of 12 weeks of first cadaver dissection.

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Harvey, Alistair J. "The Merits of a General Numeracy Test as a Predictor of Undergraduate Statistics Performance." Psychology Learning & Teaching 8, no. 2 (January 1, 2009): 16–22. http://dx.doi.org/10.2304/plat.2009.8.2.16.

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The predictive power of an ad hoc, GCSE-based test of general numeracy on undergraduate statistics performance was investigated in a study of 146 undergraduate psychology students. Scores from the four numeracy test subcomponents (arithmetic; statistics; fractions, decimals and percentages; and algebra) served as predictor variables in a multiple regression analysis. First-and second-year statistics exam grades were used as the outcome variable. Results revealed that the numeracy assessment was not successful at predicting undergraduate statistics performance, thus raising questions over the use of GCSE maths grades as a prerequisite for undergraduate psychology enrolment.

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Miller-Rosser, Kolleen, Jann Fielden, and Elizabeth Emmanuel. "Academic integrity in first-year nursing students: An intergrative review." Journal of Nursing Education and Practice 12, no. 3 (October 25, 2021): 31. http://dx.doi.org/10.5430/jnep.v12n3p31.

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Introduction: Studies relating specifically to first-year nursing students’ breaches of academic integrity are not readily identified within the literature. While work has, over the years reported on breaches in academic integrity, it has done so with many disciplines and varied student cohorts. Nevertheless, those that specifically relate to first-year nursing students are sparse. First-year undergraduate nursing students are generally included with the entire student nurse cohort, and not necessarily identified independently. Therefore, the integrative review aimed to discover how or if the incidence of plagiarism/cheating, specifically within first-year undergraduate nursing students, was addressed.Methods: An integrative review of the literature, incorporating quantitative and qualitative literature was undertaken between January 2021 – April 2021 using electronic data bases.Results: Ten studies met the inclusion criteria. From the review, six main themes were extrapolated, (1) blurred boundaries of caring; (2) navigating the ethical highway; (3) factors influencing academic misconduct (4) early intervention (5) academic integrity policies and procedures and (6) inconsistencies amongst academics.Conclusions: The integrative review has identified a shortfall in research relating to how academic integrity has been addressed in first-year nursing students.

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Manrique, Carissa J., and Gene Giggleman. "Comparison of first-year grade point average and national board scores between alternative admission track students in a chiropractic program who took or did not take preadmission science courses." Journal of Chiropractic Education 34, no. 1 (March 1, 2020): 4–7. http://dx.doi.org/10.7899/jce-17-29.

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Objective: We compared first-year cumulative grade point average and a composite score on part I of the National Board of Chiropractic Examiners (NBCE) exam for first-year alternative admission track program (AATP) students who did and did not take three specific undergraduate courses: general chemistry, organic chemistry, and anatomy and physiology. Methods: All AATP students in 2015 (n = 50) were evaluated for the course history of general chemistry and anatomy and physiology compared to their first-year cumulative grade point average and NBCE part 1 scores using independent t-tests. Results: Students in the AATP who took general chemistry tended to score higher overall on the NBCE exams (p = .038, r = .229). Organic chemistry and anatomy and physiology had no statistical effect on improving board scores. First-year cumulative grade point average seemed to be unaffected by any of the undergraduate courses evaluated. Conclusion: There was a statistically significant difference in composite NBCE part 1 score between AATP students who had and had not taken general chemistry 1 before admission. There were no differences in first-year GPA between AATP students who had and had not taken undergraduate chemistry and A&P courses.

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Basnet, Bibhusan, M. Jaiswal, B. Adhikari, and PM Shyangwa. "Depression Among Undergraduate Medical Students." Kathmandu University Medical Journal 10, no. 3 (May 1, 2013): 56–59. http://dx.doi.org/10.3126/kumj.v10i3.8021.

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Background Psychological stress is common in medical school and associated with depression. Medical education is grooming in Nepal, but only few studies are done concerning mental health of medical students. Objective To assess the prevalence of depression among medical students at different levels of education and find about their stressors. Methods A cross sectional, questionnaire-based survey was carried out among the undergraduate medical students of B.P.Koirala Institute of Health Sciences, Nepal. 50 students each from Bachelor of Medicine and Bachelor of Surgery (MBBS) first and third year were enrolled in the study conducted between November 2008 to January2009. The depression levels were assessed using Zung depression scale. Students were asked to complete the questionnaire and then the depression levels calculated .The stress inducing factors during their course of medical education were also assessed. Results The overall prevalence of depression among the students was 29.78 percent. The prevalence of depression in first and third year was 36.74and 22.22 percent respectively. The prevalence of depression was 32.43 percent among female students versus 28.07 percent in male students. Both first and third year students gave high ratings to academic stress and hectic lifestyle as the main stress inducing factors. Conclusion The prevalence of depression is seen especially in the first year medical students. So, attempts should be made to alleviate the stressors right from the time they join medical school. Since academic stress proved to be one of the major factors, measures to make the academic curriculum more student-friendly are suggested. Kathmandu University Medical Journal | VOL.10 | NO. 3 | ISSUE 39 | JUL- SEP 2012 | Page 56-59 DOI: http://dx.doi.org/10.3126/kumj.v10i3.8021

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Osman, Afaf, and Iman Osman Mukhtar Ahmed. "Religious Orientation, Academic Stress and Religious Coping among First Year Undergraduate Students." IIUM Journal of Educational Studies 9, no. 2 (June 21, 2021): 123–40. http://dx.doi.org/10.31436/ijes.v9i2.244.

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The study aimed to assess the prevalence of religious orientation, academic stress, and the use religion as a means to cope with academic stress among first-year undergraduates. The sample consisted of 321 first year students from five faculties of a religiously oriented public university in Malaysia. The data were collected using three separated instruments: a Religious Coping Questionnaire, an Academic Stress Scale, and an Orientation Scale. Frequency analysis was used to examine the prevalence of stress, and religious orientation, while Pearson moment correlation was used to analyze the relationship among the three main constructs: religious coping, religious orientation and academic stress. The analysis ran an independent sample t-test to check for gender-differences in academic stress, religious coping and academic stress. The results showed high incidences of the religious orientation and religious coping among the sample of undergraduates, but no significant gender differences. The study substantiated that one of the means by which the first year students reduced their academic stress is through religious coping and religious orientation.

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Catling, Jonathan, Victoria Mason, and Tim Jones. "Predictors of psychology undergraduate success." Psychology Teaching Review 19, no. 2 (2013): 31–37. http://dx.doi.org/10.53841/bpsptr.2013.19.2.31.

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Undergraduate students may succeed or fail within their studies for a myriad of different reasons. Within this exploratory study we assess some of the academic, psychosocial and demographic predictors of student attainment. Using a questionnaire, first–year psychology undergraduates were assessed for a number of demographic, socioeconomic, academic, financial, and resilience factors and their general ‘well–being’ through the WHOQOL–BREF (UK Version; The WHOQOL Group). Using multiple regression analysis it was demonstrated that peer support and financial situation were significant predictors of failure rate, whilst peer support was shown to be the only significant predictor of average grade. These findings are discussed in relation to the implications for student retention.

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Bokosmaty, Rena, Adam Bridgeman, and Meloni Muir. "Using a Partially Flipped Learning Model To Teach First Year Undergraduate Chemistry." Journal of Chemical Education 96, no. 4 (March 18, 2019): 629–39. http://dx.doi.org/10.1021/acs.jchemed.8b00414.

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Lytle, Ashley, and Jiyun Elizabeth Shin. "Incremental Beliefs, STEM Efficacy and STEM Interest Among First-Year Undergraduate Students." Journal of Science Education and Technology 29, no. 2 (February 12, 2020): 272–81. http://dx.doi.org/10.1007/s10956-020-09813-z.

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Aloul, Fadi, Imran Zualkernan, Ghaleb Husseini, Ayman El-Hag, and Yousef Al-Assaf. "A case study of a college-wide first-year undergraduate engineering course." European Journal of Engineering Education 40, no. 1 (April 2014): 32–51. http://dx.doi.org/10.1080/03043797.2014.903229.

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Kao, Robert M. "Helping Students SOAR: Quizfolio Tips to Engage First-Generation, Under-Represented Minority Undergraduates in Scientific Inquiry." American Biology Teacher 80, no. 3 (March 1, 2018): 228–34. http://dx.doi.org/10.1525/abt.2018.80.3.228.

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Engaging and gauging (engauging) first-generation, under-represented minority undergraduate general biology students through processes of inquiry, critical thinking, and affective learning is vital as they develop their scientific identity. An important challenge is how we can establish communities of practice and instill in our first-generation students self-awareness and reflection as they apply, analyze, and evaluate data on biological principles. In my article, I describe an innovative weekly assignment for my first generation Hispanic and Native Indigenous students called Quizfolio: quiz and mini-portfolios on biological principles and themes outlined in Vision and Change. Within a SOAR framework that will be introduced in my article, quizfolios provide an active learning space for students to integrate inclusive student-centered, in-class discussions and longitudinal lab inquiries in a first-year undergraduate biology course through metacognition and reflection-in-action. This transformative, culturally responsive mentoring approach encourages first-generation undergraduates to bring self-awareness to unclear or confusing topics that are clarified at the start of class or lab settings, and provides future framework for long-term retention of biological concepts.

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Gnedykh, D. S., and Yu A. Khamaganova. "PERSPECTIVES OF SELF-DIRECTED LEARNING TRAJECTORY AMONG FIRST-AND FINAL-YEAR UNDERGRADUATE STUDENTS." Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 60, no. 2 (June 30, 2022): 118–31. http://dx.doi.org/10.25146/1995-0861-2022-60-2-338.

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Statement of the problem. The article is devoted to the problem of forming students’ representations about the trajectory of self-directed learning in order to increase their adaptability in a rapidly changing world. The need to increase students’ degree of its thoughtfulness is emphasized. This article emphasizes the need in independent and thoughtful construction of this trajectory by university students. The purpose of the article is to present the results of a study on creation of a technique identifying students’ perspectives of self-directed learning trajectory, as well as to report findings about features of these perspectives among first-and final-year undergraduate students. Research methods. To identify students’ perspectives of self-directed learning trajectory, a questionnaire was developed in accordance with the ideas of A.V. Hutorskiy, G.M. Kuleshova, E.A. Aleksandrova, Y.G. Yudina, S.V. Vdovina, I.S. Yakimanskaya, S.V. Yudakova, etc. The questionnaire identifies the following components for perspectives of self-directed learning trajectory: plans for self-directed learning, ideas about their implementations, and ideas about actions for achieving aims of self-directed learning. Research results. Statistically significant differences between perspectives of self-directed learning trajectory among first- and final-year students were revealed: the perspectives of self-directed learning trajectory and range of interests are clearer among final-year students than among first-year students. Additionally, self-directed learning motivation and time-management skills are higher in the group of final-year students in comparison with the group of first-year students. First-year students prefer workshops, lectures, conferences, summer or winter schools as ways to improve their knowledge and skills, while final-year students prefer to read books, take notes, and communicate with specialists. All students are characterized by a poor level of analysis of difficulties which they may encounter in the process of self-directed learning, and unwillingness to allocate fixed time for classes during self-directed learning. Conclusions. The guidelines for students in order to help them to build clear perspectives of self-directed learning trajectory were developed. The authors’ contribution consists in creation of the questionnaire for identification of students’ perspectives of self-directed learning trajectory and in conducting the study that expands knowledge about the psychology of students’ self-directed learning.

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Sari, Liliyana, Nurul Afifah, and Rozi Sastra Purna. "Peran Self-Efficacy Akademik terhadap Resiliensi Akademik pada Mahasiswa Tahun Pertama." Jurnal Consulenza : Jurnal Bimbingan Konseling dan Psikologi 5, no. 2 (September 30, 2022): 217–25. http://dx.doi.org/10.56013/jcbkp.v5i2.1526.

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Academic resilience becomes an important psychological factor that can help first-year undergraduate students in facing various challenges in the early period of university. Some researchers reported that self-efficacy has a role in the formation of resilience in individuals. The present study attempted to investigate the role of academic self-efficacy in academic resilience among the first-year undergraduate students. A total of 400 students (61.75% female) in Universitas Andalas were recruited as research subjects through the purposive sampling technique. Measures used in the study were the Academic Resilience Scale-30 (ARS-30) adapted from Cassidy (2016) and the Academic Self-efficacy Scale was constructed based on the theory of Bandura (1997). The simple linear regression analysis results showed that academic self-efficacy had a significant and positive effect on academic resilience by about 60.2%. Therefore, the level of academic self-efficacy among first-year undergraduate students had an important role in increasing the level of academic resilience in facing the university life. In addition, the current study also found that students in this research had a moderate level of academic self-efficacy and academic resilience. Keywords: Academic Resilience; Academic Self-Efficacy; First-Year Undergraduate Students

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Richards, Helen, Adam Polnay, Peter Wilkinson, Elizabeth Read, and Hilary Young. "Balint-style reflective practice groups in a year 4 undergraduate general practice attachment: experience of the first two years." Scottish Medical Journal 65, no. 2 (April 23, 2020): 52–59. http://dx.doi.org/10.1177/0036933020918056.

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Background and aims Many undergraduate medical curricula include reflective practice sessions based on traditional Balint-groups. Those sessions can help students to acknowledge that experiencing ‘negative’ feelings in relation to patients is normal and may contain important information about the clinical encounter. They may also help to protect students from some of the emotional challenges of studying medicine. The Edinburgh University scheme provides all students in their first clinical year with two dedicated reflective practice sessions. Here we report on experience of the first two years. Methods Students’ attitudes to the sessions were ascertained using a questionnaire, and views of the group leaders were assessed using a questionnaire and through informal verbal and email discussions. Practical difficulties were recorded as they arose. Results Students generally rated the sessions positively with regard to exploring relationships and self-reflection, and they found the sessions interesting and helpful. The sessions did not seem to affect career choice. The free-text comments suggested four positive themes and four areas for future modification. Conclusion We have succeeded in providing all undergraduate students with an opportunity to take part in a reflective practice. We have highlighted aspects which have been successful and suggested future improvements.

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Ashman, Katherine, Kristina Turner, and Dona Martin. "Engaging First Year Students in Assessment Rubrics: Three Personal Experiences." Australian Journal of Teacher Education 47, no. 2 (February 2022): 14–28. http://dx.doi.org/10.14221/ajte.2022v47n2.2.

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In a direct effort to build a greater understanding of higher education teaching and learning opportunities, this study shares the journey of three university lecturers working to ensure best practice outcomes from criterion-referenced assessment [CRA]. The work was built on a belief that our respective higher education undergraduate students did not fully value the design structure or feedback outcomes inherent in CRA. Using a collaborative autoethnographic lens we pooled experiences, outcomes, challenges, assumptions, and accounts of unconscious biases from across our different tertiary education schools and subjects. Our examination enriched our understanding, our teaching, and our student outcomes. In sharing our journey we offer three unique, yet jointly considered perspectives on using CRA to extend and enhance learning.

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Eastwood, Kathryn, Malcolm Boyle, Visal Kim, Nathan Stam, and Brett Williams. "Mathematical ability of first year undergraduate paramedic students—A before and after study." Nurse Education Today 35, no. 11 (November 2015): 1125–29. http://dx.doi.org/10.1016/j.nedt.2015.05.024.

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Dana-Picard, Thierry, Ivy Kidron, Meir Komar, and Joseph Steiner. "Undergraduate engineering—a comparative study of first year performance in single gender campuses." European Journal of Engineering Education 30, no. 4 (December 2005): 469–76. http://dx.doi.org/10.1080/03043790500212609.

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Parsons, Joshua R. McConnell, Jannell C. McConnell Parsons, Kathryn Kohls, and Jim Ridolfo. "Piloting an Oral History–Based CURE in a General Education Writing Course for First-Year Students." Scholarship and Practice of Undergraduate Research 4, no. 2 (February 1, 2021): 27–34. http://dx.doi.org/10.18833/spur/4/2/5.

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The authors of this study evaluate findings from a pilot implementation of a course-based undergraduate research experience integrated into a first-year general education writing classroom. In this initial pilot phase, two sections of the course were offered in fall 2018. Course partici-pants completed retrospective precourse and postcourse measures designed to assess the course’s impact on their acquisition of research skills and their confidence related to inquiry and research. Demographic data also were collected to explore outcomes of underrepresented minority and first-generation students. Findings show a statistically significant increase in perceived research skills and in confidence related to abilities as a researcher. Moreover, although there was not a large enough sample for statistical significance, first-generation students showed large gains in confidence.

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Dunnett, K., M. N. Gorman, and P. A. Bartlett. "Assessing first-year undergraduate physics students’ laboratory practices: seeking to encourage research behaviours." European Journal of Physics 40, no. 1 (December 7, 2018): 015702. http://dx.doi.org/10.1088/1361-6404/aaf13b.

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Shek, Daniel T. L., Lu Yu, Florence K. Y. Wu, and Wen Y. Chai. "Teachers’ views of a new general education program in Hong Kong: a qualitative study." International Journal of Adolescent Medicine and Health 29, no. 1 (February 1, 2017): 57–65. http://dx.doi.org/10.1515/ijamh-2017-3008.

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Abstract Under the new education reform in Hong Kong, The Hong Kong Polytechnic University (PolyU) has expanded its undergraduate education from 3 to 4 years since the 2012–2013 academic year. Along with the transition, the General University Requirements (GUR) has been developed as an integral part on general education of the new 4-year undergraduate curriculum of PolyU. The present study examined the implementation quality and effectiveness of the GUR in the 2012–2013 academic year based on focus group interviews with teachers. Twenty teachers who taught GUR subjects were interviewed for their perceptions and experiences about the GUR. Results revealed that the teachers generally had positive perceptions of the GUR in terms of its rationales, teaching and learning modes, and implementation quality. GUR subjects were also considered effective in helping students to develop in a holistic manner. The findings suggest that the first-year implementation of the GUR at PolyU was basically successful.

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Agingu, Eunice Atieno, Judith Anyango Owaa, and Pamela Raburu. "Relationship between Distraction and Academic Adjustment among First Year Undergraduate Students in Public Universities in Kenya." Global Journal of Educational Studies 8, no. 2 (December 25, 2022): 127. http://dx.doi.org/10.5296/gjes.v8i2.20505.

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First year undergraduate students (FYUS) arrive at the university having very different academic and social skills and from different backgrounds and cultures. Some students adjust easily and are set up for successful university study whereas others become disoriented from their studies, underperform academically or drop out completely. The current study explored the relationship between distraction during transition and academic adjustment among first year undergraduate students. The study was guided by Person-Centred and Schlossberg’s Transition Theory. The study population comprised 1,539 first year undergraduate students admitted at a public university in Kenya for the 2020/2021 academic year and 45 service providers. Stratified random sampling was used to select 306 students while purposive sampling was used to select 40 service providers for the study. Concurrent Triangulation Design was used within Mixed Methods Approach whereby data was collected using both quantitative and qualitative methods. Questionnaires for students and service providers together with interview schedules for service providers were employed. Focus Group Discussions were also held for 13 students divided into two groups. Internal consistency of the questionnaire yielded a Cronbach’s alpha α = .769. Quantitative data analysis was done on percentages, Pearson’s correlation and regression analyses using SPSS version 22 computer programme. Thematic Analysis approach was employed to analyse qualitative data. Results indicated a significant negative correlation between distraction and academic adjustment.

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Del Toro, Israel, Kimberly Dickson, Alyssa S. Hakes, and Shannon L. Newman. "Early Undergraduate Biostatistics & Data Science Introduction Using R, R Studio & the Tidyverse." American Biology Teacher 84, no. 3 (March 1, 2022): 124–29. http://dx.doi.org/10.1525/abt.2022.84.3.124.

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Increasingly, students training in the biological sciences depend on a proper grounding in biological statistics, data science and experimental design. As biological datasets increase in size and complexity, transparent data management and analytical methods are essential skills for undergraduate biologists. We propose that using the software R and RStudio are effective tools to train first- and second-year undergraduate students in data visualization and foundational statistical analyses. Here, we present the redesigned laboratory curriculum for our Experimental Design and Statistics course, a required course for all first- or second-year biology majors at Lawrence University, a small liberal arts institution in northeast Wisconsin. We include an example 10-week syllabus and eight laboratory exercises (as supplementary materials) for undergraduate institutions that aim to introduce and guide students through acquiring a basic understanding of biostatistical analyses and skills using R and RStudio. We also provide a flexible framework and examples that are easily modifiable and cover the essential biostatistics and data science skills needed for biology undergraduates. Finally, we discuss the potential pitfalls and obstacles as well as the intrinsic benefits and expected outcomes of our laboratories.

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Maymon, Rebecca, and Nathan C. Hall. "A Review of First-Year Student Stress and Social Support." Social Sciences 10, no. 12 (December 8, 2021): 472. http://dx.doi.org/10.3390/socsci10120472.

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The present paper reviews empirical literature on stress and social support relative to first-year post-secondary students, published between 1996 and 2020. Empirical studies included in the literature search focused on stress, coping, and social support specifically among first-year undergraduate students while studying in countries adopting North American higher education models comparable to the United States and Canada. This review examines contextual and psychological antecedents and correlates of stress, as well as associated demographic and achievement variables. Furthermore, this review extends to studies on social support categorized by source (peers, family, faculty, institution, and multiple sources of support). A synthesis and critique of the literature explores the themes in the empirical research presented, as well as considerations for future research.

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Boyes, Edward, and Martin Stanisstreet. "Misconceptions in first-year undergraduate science students about energy sources for living organisms." Journal of Biological Education 25, no. 3 (September 1991): 209–13. http://dx.doi.org/10.1080/00219266.1991.9655208.

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Akuma, S., and H. Abakpa. "Predicting Undergraduate Level Students’ Performance Using Regression." NIGERIAN ANNALS OF PURE AND APPLIED SCIENCES 4, no. 1 (August 19, 2021): 129–39. http://dx.doi.org/10.46912/napas.224.

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Students’ academic performance in the university environment changes from one academic year to another as they climb up the ladder of their academic programme. Predicting students’ academic performance in higher educational institutions is challenging due to the lack of a central database of students’ performance records. The other challenge is the lack of standard methods for predicting students’ performance and other moderating factors like physical, economic and health that affect students’ progress. In this work, we predicted students’ performance based on previous academic results. A model to predict students’ performance based on their Cumulative Grade Point Average (CGPA) was developed using Linear Regression Algorithm. A dataset of 70 undergraduate students studying Computer Science was analyzed and the results show that the model was able to predict the 4th year CGPA of the Students using the previous Cumulative Grade Point of the past three years with an accuracy of 87.84%, and a correlation of 0.9338. This study also identified students’ second semester CGPA in the first year and their first semester CGPA in the second year as the most important CGPAs that affect the accuracy

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Cervantes-Valencia, Jesus Lizbeth, and Robert M. Kao. "From Cancer Microenvironment to Myofibroblasts." American Biology Teacher 85, no. 1 (January 1, 2023): 12–16. http://dx.doi.org/10.1525/abt.2023.85.1.12.

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One of the important mechanisms in cancer cell metastasis is the cellular function of a specific cell type called myofibroblast cells. Myofibroblast cells are unique cell types that play an important role in the cancer cell microenvironment. As a step toward integrating the latest peer-reviewed cancer research findings into a general biology remote learning setting, we developed an innovative guest speaker talk to engage first-year undergraduates to develop a prediction on tumor microenvironment. In our article, we describe integrated remote approaches using Jamboard and reflective mentoring to validate and reflect on undergraduate team responses within an inclusive and equitable framework. These teaching and mentoring strategies provide a framework for senior undergraduates to be transformative role model scholars that inspire the next generation of Latinx and Native American undergraduates in important topics related to health and environment and the process of science for general biology undergraduates.

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Cook, Chad, Chalee Engelhard, Michel D. Landry, and Christine McCallum. "Modifiable variables in physical therapy education programs associated with first-time and three-year National Physical Therapy Examination pass rates in the United States." Journal of Educational Evaluation for Health Professions 12 (September 23, 2015): 44. http://dx.doi.org/10.3352/jeehp.2015.12.44.

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Purpose: This study aimed to examine the modifiable programmatic characteristics reflected in the Commission on Accreditation in Physical Therapy Education (CAPTE) Annual Accreditation Report for all accredited programs that reported pass rates on the National Physical Therapist Examination, and to build a predictive model for first-time and three-year ultimate pass rates. Methods: This observational study analyzed programmatic information from the 185 CAPTE-accredited physical therapy programs in the United States and Puerto Rico out of a total of 193 programs that provided the first-time and three-year ultimate pass rates in 2011. Fourteen predictive variables representing student selection and composition, clinical education length and design, and general program length and design were analyzed against first-time pass rates and ultimate pass rates on the NPTE. Univariate and multivariate multinomial regression analysis for first-time pass rates and logistic regression analysis for three-year ultimate pass rates were performed. Results: The variables associated with the first-time pass rate in the multivariate analysis were the mean undergraduate grade point average (GPA) and the average age of the cohort. Multivariate analysis showed that mean undergraduate GPA was associated with the three-year ultimate pass rate. Conclusions: Mean undergraduate GPA was found to be the only modifiable predictor for both first-time and three-year pass rates among CAPTE-accredited physical therapy programs.

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Chesser-Smyth, Patricia A., and Tony Long. "Understanding the influences on self-confidence among first-year undergraduate nursing students in Ireland." Journal of Advanced Nursing 69, no. 1 (April 4, 2012): 145–57. http://dx.doi.org/10.1111/j.1365-2648.2012.06001.x.

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McKenna, Lisa, Ted Brown, Brett Williams, and Rosalind Lau. "Empathic and listening styles of first year undergraduate nursing students: A cross-sectional study." Journal of Professional Nursing 36, no. 6 (November 2020): 611–15. http://dx.doi.org/10.1016/j.profnurs.2020.08.013.

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Aastha. "Introduction of Interactivity Using Quiz in Teaching Anatomy to First Year Undergraduate Medical Students." Journal of Medical Sciences and Health 8, no. 3 (December 15, 2022): 229–35. http://dx.doi.org/10.46347/jmsh.v8i3.22.183.

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Background: Long duration of continuous lectures make the students loose interest in the subject of anatomy. This in turn affects their learning and performance. So, there is a necessity to introduce interactive teaching method like quiz that will motivate them to become good learners. The purpose of interactive teaching methods is generation of interest in the subject and acquirement of more knowledge in general, active and participatory learning, development of life-long learning habits and attitudes, acquire, retain and apply the knowledge, active involvement of students and thorough understanding of the subject. Keeping this in view, we tried to implement quiz as an interactive teaching technique in Anatomy and evaluate their effectiveness and impact on learning of the students. Methods: Quiz was introduced as a teaching and learning method for two regions of Anatomy- Abdomen & Pelvis and Head & Neck. The students and faculty were asked to give their feedback after the Quiz sessions. The data generated from feedback form was tabulated and analyzed. Results: 4 faculty (n=5) and 132 students (n=144) are very positive and looking forward to use of Quiz as an interactive method of learning in the future. 124 students feel that this method will enhance their exam performances. 4 faculty and 125 students feel other subject teachers should also start using this method. Conclusions: Majority of students and faculty are enthusiastic about using Quiz as an interactive method of teaching and learning. Majority of students also stated that they feel their exam performance will also be increased by the use of this method. This will cause awareness among other subject teachers also and a broader administration of such methods will be seen in near future with an attempt to enhance motivation, learning and exam performance of our students. Keywords: Quiz, Interactivity, Medical students

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Casadonte, Dominick J. "Kinetics in Thermodynamic Clothing: Fun with Cooling Curves: A First-Year Undergraduate Chemistry Experiment." Journal of Chemical Education 72, no. 4 (April 1995): 346. http://dx.doi.org/10.1021/ed072p346.

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Clemons, Tristan D., Lise Fouché, Cara Rummey, Ryan E. Lopez, and Dino Spagnoli. "Introducing the First Year Laboratory to Undergraduate Chemistry Students with an Interactive 360° Experience." Journal of Chemical Education 96, no. 7 (June 7, 2019): 1491–96. http://dx.doi.org/10.1021/acs.jchemed.8b00861.

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Forest, Kaya, and Sierra Rayne. "Thinking Outside the Classroom: Integrating Field Trips into a First-Year Undergraduate Chemistry Curriculum." Journal of Chemical Education 86, no. 11 (November 2009): 1290. http://dx.doi.org/10.1021/ed086p1290.

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Hayes, Joseph M. "An Integrated Visualization and Basic Molecular Modeling Laboratory for First-Year Undergraduate Medicinal Chemistry." Journal of Chemical Education 91, no. 6 (April 15, 2014): 919–23. http://dx.doi.org/10.1021/ed400486d.

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Lytle, Ashley, and Jiyun Elizabeth Shin. "Correction to: Incremental Beliefs, STEM Efficacy and STEM Interest among First-Year Undergraduate Students." Journal of Science Education and Technology 29, no. 2 (February 18, 2020): 282. http://dx.doi.org/10.1007/s10956-020-09818-8.

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Atkinson, Sean R. "Elevated psychological distress in undergraduate and graduate entry students entering first year medical school." PLOS ONE 15, no. 8 (August 10, 2020): e0237008. http://dx.doi.org/10.1371/journal.pone.0237008.

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