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Journal articles on the topic 'First-Year Undergraduate'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Bage, Grant. "Putting research first? Perspectives from academics and students on first-year undergraduates learning research." Student Success 10, no. 1 (March 7, 2019): 73–86. http://dx.doi.org/10.5204/ssj.v10i1.1149.

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Exploring the place and potential of ‘research’ in undergraduate degrees has stimulated higher-educational debate for decades, strongly influencing policies, practices and structures. This article’s consideration of some problems associated with teaching and learning about research during the first year of undergraduate degrees, helps throw that debate into a sharper light. Should first-year undergraduates be asked to learn from their own or others’ research, and what difficulties might they experience? What relevant previous learning about research, or lack of it, might they bring with them into their degree? Working with empirical data from across one English university, and literature from universities across the world, these questions are discussed by exploring first-year undergraduate teaching and learning, through the lenses of critical inquiry and constructivist grounded theory.

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2

Parlette, Melanie, and Vivian Howard. "Pleasure Reading Among First-Year University Students." Evidence Based Library and Information Practice 5, no. 4 (December 17, 2010): 53. http://dx.doi.org/10.18438/b8c61m.

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Objectives – This study examines the reading habits and experiences of first-year undergraduate students at Dalhousie University and the University of King’s College in Halifax, Nova Scotia, Canada. Methods – First-year undergraduate university students (aged 18 to 20) were recruited to take part in focus group discussions and responses were analysed to examine the following topics: (1) the role of reading in their lives, both academic and personal; (2) the development of reading habits from childhood; (3) reading engagement strategies; and (4) selection strategies. Results – This study suggests that reading for pleasure is a well-established habit amongst many first-year undergraduate students. First-year undergraduates primarily read for pleasure in order to relax but also recognize that pleasure reading can play a positive role in their academic performance, enhancing their range of background knowledge as well as their active vocabulary. Conclusions – The conclusions of this research provide recommendations for librarians and university administration to engage students and increase rates of retention in postsecondary institutions. In particular, recommendations related to the importance of pleasure reading collections, campus reading programs, book clubs, readers’ advisory services and quiet and comfortable reading areas in academic libraries are provided.

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3

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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4

Evans, Warwick, Jean Flower, and Derek Holton. "Peer tutoring in first-year undergraduate mathematics." International Journal of Mathematical Education in Science and Technology 32, no. 2 (March 2001): 161–73. http://dx.doi.org/10.1080/002073901300037609.

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5

Towers, David A., and Peter R. Turner. "A flexible first year undergraduate mathematics curriculum." International Journal of Mathematical Education in Science and Technology 20, no. 3 (May 1989): 469–73. http://dx.doi.org/10.1080/0020739890200318.

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6

Flierl, Michael, Heather Howard, Wei Zakharov, Dave Zwicky, and Sharon Weiner. "First-Year International Undergraduate Students and Libraries." portal: Libraries and the Academy 18, no. 3 (2018): 535–58. http://dx.doi.org/10.1353/pla.2018.0032.

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7

Williams, Daniel J., Benjamin E. Huck, and Angus P. Wilkinson. "First-Year Undergraduate Laboratory Experiments with Zeolites." Chemical Educator 7, no. 1 (February 2002): 33–36. http://dx.doi.org/10.1007/s00897020533a.

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8

Ramanathan, Vijaya, Pananghat A. Kumar, and Anand Ramanathan. "A STUDY ON PREDICTING ACADEMIC PERFORMANCE OF THE FIRST YEAR MEDICAL UNDERGRADUATE STUDENTS." International Journal of Anatomy and Research 4, no. 4.3 (December 31, 2016): 3215–20. http://dx.doi.org/10.16965/ijar.2016.441.

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9

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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10

Bourner, Jill, Mark Hughes, and Tom Bourner. "First-year Undergraduate Experiences of Group Project Work." Assessment & Evaluation in Higher Education 26, no. 1 (January 2001): 19–39. http://dx.doi.org/10.1080/02602930020022264.

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11

Peckham, Gavin D., and Ian J. McNaught. "Teaching Intermolecular Forces to First-Year Undergraduate Students." Journal of Chemical Education 89, no. 7 (April 18, 2012): 955–57. http://dx.doi.org/10.1021/ed200802p.

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12

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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13

Murugiah, Logasvathi, ., and . "Malaysian Undergraduates Financial Literacy and Financial Education: a Study in Universiti Utara Malaysia." International Journal of Engineering & Technology 7, no. 3.30 (August 24, 2018): 325. http://dx.doi.org/10.14419/ijet.v7i3.30.18271.

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Financial literacy is becoming increasingly important not only for investors but also for individual in planning his or her day to day budget. Hence, recent development in financial education has highlighted the increasingly important to be financial healthy. Hence, the objectives of this study are (i) to investigate the level of UUM undergraduates’ in financial literacy and (ii) to assess UUM undergraduates’ preferable method in learning financial education. Questionnaires were distributed to 400 undergraduate in UUM, age ranging 20 to 28 years old in 2017. The finding of this study revealed that female have a better saving knowledge compare to male respondents. Furthermore, this study concluded that first year undergraduate’s saving knowledge is slightly better. Meanwhile, final year undergraduates are better in spending and budgeting knowledge. Besides, business programme undergraduate showcase a good financial literacy knowledge. This study also find that preference method in learning financial knowledge are website / internet / online followed by workshop / seminar / talks / conferences and finally social network / social media. Meanwhile, preferable personal financial topic that undergraduate would like to enroll and learn are budget planning or expenses management, followed by debt management and lastly about insurance.

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14

Krause, Kerri-Lee. "Supporting First-Year Writing Development Online." Journal of General Education 55, no. 3-4 (January 1, 2006): 201–20. http://dx.doi.org/10.2307/27798052.

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ABSTRACT It is imperative to identify the impact of technological advancements on the quality of student learning. This article reports first-year undergraduate students' perceptions of and experiences with a Web-based writing support program. The findings have implications for institutional leaders, policy makers, academics, and designers of online instructional materials.

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15

Krause, Kerri-Lee. "Supporting First-Year Writing Development Online." Journal of General Education 55, no. 3-4 (January 1, 2006): 201–20. http://dx.doi.org/10.2307/jgeneeduc.55.3-4.0201.

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ABSTRACT It is imperative to identify the impact of technological advancements on the quality of student learning. This article reports first-year undergraduate students' perceptions of and experiences with a Web-based writing support program. The findings have implications for institutional leaders, policy makers, academics, and designers of online instructional materials.

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16

S, Dadwani Roma. "A Study on Knowledge, Attitude and Practice on Blood Donation among First Year Undergraduate Students." International Journal of Preventive, Curative & Community Medicine 05, no. 02 (September 6, 2019): 4–9. http://dx.doi.org/10.24321/2454.325x.201908.

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17

Murtagh, S., A. Ridley, D. Frings, and S. Kerr-Pertic. "First-year undergraduate induction: Who attends and how important is induction for first year attainment?" Journal of Further and Higher Education 41, no. 5 (April 13, 2016): 597–610. http://dx.doi.org/10.1080/0309877x.2016.1159288.

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18

Farooque, Ibrahim, Shoeb Mustafa, and Fateh Mohammad. "LEARNING STYLE PREFERENCES OF FIRST YEAR UNDERGRADUATE MEDICAL STUDENTS." Journal of Evidence Based Medicine and Healthcare 1, no. 11 (November 15, 2014): 1445–52. http://dx.doi.org/10.18410/jebmh/2014/215.

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19

Sobel, Karen. "Promoting Library Reference Services to First-Year Undergraduate Students." Reference & User Services Quarterly 48, no. 4 (March 1, 2009): 362–71. http://dx.doi.org/10.5860/rusq.48n4.362.

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20

Ismayilli Karakoç, Aynur, Rachael Ruegg, and Peter Gu. "Beyond comprehension: Reading requirements in first-year undergraduate courses." Journal of English for Academic Purposes 55 (January 2022): 101071. http://dx.doi.org/10.1016/j.jeap.2021.101071.

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21

Ambler, Trudy, Ian Solomonides, Andrew Smallridge, Trish McCluskey, and Lyn Hannah. "Professional learning for academics teaching first-year undergraduate students." Professional Development in Education 46, no. 5 (July 26, 2019): 845–57. http://dx.doi.org/10.1080/19415257.2019.1647272.

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22

Guo, Xulin, Kara Loy, and Ryan Banow. "Can first-year undergraduate geography students do individual research?" Journal of Geography in Higher Education 42, no. 3 (March 23, 2018): 412–26. http://dx.doi.org/10.1080/03098265.2018.1455173.

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23

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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24

Dhawan, Amrita, and Ching-Jung j Chen. "Library instruction for first-year students." Reference Services Review 42, no. 3 (August 5, 2014): 414–32. http://dx.doi.org/10.1108/rsr-04-2014-0006.

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Purpose – This paper aims to discuss the background, design and implementation of the new library instruction. When a new core curriculum for first-year students was adopted at the City College of New York in the fall of 2008, the City College Library took this opportunity to establish a new approach to teach library research to freshmen. Two library workshops were embedded into a six-credit combined content and writing course. Design/methodology/approach – This paper documents the process by which the City College Library successfully transitioned to the new system and also reflects on the theory and practice of teaching information literacy in an academic setting. Findings – Library workshops embedded within the new core curriculum have clear advantages over previous library instruction. By designing and implementing library workshops to blend with the new course, the Library has become a partner in an innovative first-year program. Practical implications – This study will provide useful information on the teaching and assessment of embedded library instruction and stimulate further thought on the role of information instruction in furthering the mission of undergraduate education. Originality/value – This paper presents opportunities to expand library instruction to the first-year seminar, the most commonly implemented curricular intervention designed for freshman students. By taking part in this important project, the Library becomes an integral participant in the initiative for retention and success for undergraduate education.

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25

Maunder, Rachel E., Jessica Gingham, and Jenine Rogers. "Transition in Higher Education: Exploring the experiences of first and second year psychology undergraduate students." Psychology of Education Review 34, no. 1 (2010): 50–54. http://dx.doi.org/10.53841/bpsper.2010.34.1.50.

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This paper describes an ongoing research project exploring how psychology undergraduates experience the process of transition in higher education. The study is unusual because it is being conducted primarily by students themselves through an institutional bursary scheme which provides undergraduates with the opportunity to work as researchers on a pedagogic project. To date, seven first and second year full-time undergraduate psychology students have participated in individual semi-structured interviews and a focus group about their experiences of transition. Thematic analysis of the data collected so far has identified themes around students’ development of personal and social identity and their need for preparedness. Proposals for how the work will be further developed are discussed.

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26

Bury, Sophie, Dana Craig, and Sarah Shujah. "Celebrating Undergraduate Students’ Research at York University." Journal of Information Literacy 11, no. 2 (December 3, 2017): 4. http://dx.doi.org/10.11645/11.2.2219.

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This article analyses the information literacy (IL) competencies of high-achieving undergraduate students through the lens of undergraduate research celebrations in a North American University. This article focuses on York University’s Undergraduate Research Fair, and shares findings from an analysis of students’ IL award submissions including lower-year (first and second year of university) and upper-year (third and fourth year of university) applicants. Submissions are analysed using a qualitative content analysis approach. The study’s findings point to the positive value of both IL and reference help in building high-achieving undergraduate students’ IL skills. Results indicate important future directions for IL instruction, such as the role of the flipped classroom, and the critical importance of embracing the Association of College and Research Libraries’ (ACRL) Framework for Information Literacy for Higher Education to engage undergraduates with high-order IL concepts.

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27

Levitan, Gina, and Jennifer Rosenstein. "Sustainability in the first-year experience: Taking library orientation online." College & Research Libraries News 80, no. 6 (June 4, 2019): 350. http://dx.doi.org/10.5860/crln.80.6.350.

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Since 2012, Pace University in New York City has used a library scavenger hunt for the required library orientation for first-year undergraduates. As detailed in a 2013 article in C&RL News, the scavenger hunt replaced library tours and classroom sessions as undergraduate enrollment grew and individual class visits were no longer feasible. As student enrollment continued to increase each year, it became less manageable and more wasteful to conduct a paper scavenger hunt. Each fall, more than 1,000 students collected five separate sheets of paper in order to complete the activity. Not only was this a waste of library resources and an unacceptable environmental impact, it also required a great deal of Jennifer Rosenstein’s time to print the volume of clues and complete the data entry for the surveys. For fall 2016, she was determined to make the scavenger hunt as close to paperless as possible.

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28

Cutright, Marc. "What Are Research Universities Doing for First-Year Students." About Campus: Enriching the Student Learning Experience 7, no. 4 (September 2002): 16–20. http://dx.doi.org/10.1177/108648220200700404.

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Do research universities really care about their undergraduate population? What steps are being taken to create supportive environments? A new study looks at what these universities are doing for first-year students.

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29

De Rezende, Helena. "Using Instant Messages to Support First-Year Undergraduate Nursing Students." Nurse Educator 46, no. 4 (January 20, 2021): 260. http://dx.doi.org/10.1097/nne.0000000000000972.

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30

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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31

Roy, Priya P. "Depression, anxiety and stress among first year undergraduate medical students." Asian Journal of Biomedical and Pharmaceutical Sciences 05, no. 45 (June 22, 2015): 37–38. http://dx.doi.org/10.15272/ajbps.v5i45.716.

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32

Mittermeyer, Diane. "Incoming first year undergraduate students: How information literate are they?" Education for Information 23, no. 4 (December 16, 2005): 203–32. http://dx.doi.org/10.3233/efi-2005-23401.

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33

Durkin, Kathy, and Andrew Main. "Discipline-Based Study Skills Support for First-Year Undergraduate Students." Active Learning in Higher Education 3, no. 1 (March 2002): 24–39. http://dx.doi.org/10.1177/1469787402003001003.

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34

Price, Robin, Karen Becker, Lynette Clark, and Sue Collins. "Embedding information literacy in a first-year business undergraduate course." Studies in Higher Education 36, no. 6 (September 2011): 705–18. http://dx.doi.org/10.1080/03075071003725350.

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35

Carver, Tracey L., and Amanda Stickley. "Teamwork in First Year Law Units: Can It Work?" Journal of University Teaching and Learning Practice 9, no. 2 (April 1, 2012): 35–66. http://dx.doi.org/10.53761/1.9.2.4.

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There is an abundance of literature on the importance of teamwork in undergraduate degrees; how to teach it, how to assess it and how to manage it. However, there is also much recorded about students’ dislike of teamwork, especially where an early experience is unsatisfactory and builds resistance against such assessment. Accordingly, despite the revolution of embedding skills into undergraduate university courses, this article commences by examining the issues which commonly arise as impediments to implementing teamwork in this environment – both generally, and in the context of the particular discipline of law. It then examines how the teaching and assessment of teamwork was embedded into a first year law unit at the Queensland University of Technology (‘QUT’). Finally, student perceptions of the model implemented are described. These show that, despite the odds, students generally considered that the model had an effective and positive influence upon their learning experience and outcomes.

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36

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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37

Hutchison, Aaron R., and David A. Atwood. "Research with First- and Second-Year Undergraduates: A New Model for Undergraduate Inquiry at Research Universities." Journal of Chemical Education 79, no. 1 (January 2002): 125. http://dx.doi.org/10.1021/ed079p125.

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38

Harpain, Harpain, Dameria Magdalena Sidabalok, Margaretha Audrey Stefani Cahyani, and Yulfriwini Yulfriwini. "Developing Instructional Design Model of Speaking Skill for First Year Undergraduate Students." Journal of Language Teaching and Research 10, no. 6 (November 1, 2019): 1225. http://dx.doi.org/10.17507/jltr.1006.10.

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This study was conducted to search for Contextual Teaching and Learning model suitable for developing English speaking skill for first-year students of undergraduate study of Teacher Training and Education Faculty of Universitas Bandar Lampung. In teaching speaking, especially for Second Language and Foreign Language Learners, it was assumed that learning speaking by using tailored instructional design model could accelerate student speaking development. The result of this study should construct a model which is suitable for developing English speaking skill in the first year of undergraduate study.

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39

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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40

Fielding, Jennifer, Julia Hans, Frank Mabee, Kisha Tracy, Annamary Consalvo, and Layne Craig. "Integrated Information Literacy and Student Outcomes in Foundational First-Year Writing." Journal of Assessment and Institutional Effectiveness 3, no. 2 (April 2013): 106–39. http://dx.doi.org/10.5325/jasseinsteffe.3.2.106.

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Abstract Information literacy is becoming widely established as an assessed and reportable student learning outcome in higher education, yet it is often poorly integrated into the undergraduate curriculum at points where applied knowledge in particular is measured. The current study discusses a collaboration between a librarian and several English Studies faculty to integrate information literacy content more thoroughly into an undergraduate foundational writing course and to assess information literacy outcomes in student artifacts from a pilot group versus a control group using an information literacy rubric. The results indicate that significant gains occurred in all aspects of information literacy when these concepts were broadly integrated into course content and reinforced at multiple points in the course.

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41

Yung, Kevin Wai-Ho, and Natalie Fong. "Learning EAP at university: perceptions of high-achieving first-year ESL undergraduates." ELT Journal 73, no. 3 (June 5, 2019): 306–15. http://dx.doi.org/10.1093/elt/ccz019.

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AbstractThis study focuses on the perceptions of learning EAP of first-year undergraduates with high ESL proficiency admitted to an English-medium university in Hong Kong. Two in-depth individual interviews were conducted with nine participants and their written assignments were analysed. The data reveal several challenges facing the high achievers in learning EAP. One evident aspect is how to properly cite academic sources. The participants struggled with selecting suitable texts from sources, paraphrasing them, and using them to support their arguments. They also perceived a need to abandon the recited formulaic expressions which may have helped them score highly in the secondary school examination. This study reveals gaps between the English learnt in secondary school and EAP and offers insight into what first-year students need when they transition from secondary school to university studies. It argues that EAP should be made an essential component of first-year undergraduate programmes.

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42

Alex, Deepa, Yatinesh Kumari, and Amudha Kadirvelu. "An Experiential Aged Care Module for First-Year Undergraduate Medical Students." Education Sciences 11, no. 10 (September 22, 2021): 565. http://dx.doi.org/10.3390/educsci11100565.

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A rapid demographic transition to aging populations is imminent over the next decade, especially in Southeast Asian countries. An aging population presents a host of medical challenges, such as multimorbidity; chronic illnesses; and geriatric syndromes, such as frailty, falls, dementia, and incontinence. In order to tackle such issues efficiently, there is an urgent need to train future doctors in geriatric medicine. Aged care is a specialty in medicine that was not traditionally part of the undergraduate medical curriculum. With the changing demographic, aged care content needs to be integrated into the existing curriculum for undergraduate medical students. In this paper, we present an introductory novice level geriatric module that was developed for first-year medical undergraduate students in Monash University, Malaysia. The module consisted of collaborative active learning sessions on healthy aging, interaction with older adults from the community, and a simulated experiential activity. Feedback was collected from students on module completion. The immediate impact of the module was positive from the student responses. The findings from this study will be useful to inform the development and implementation of future educational interventions for aged care, as well as to support the establishment of a vertically integrated aged care curriculum, in order to prepare future doctors to provide healthcare for the ageing Asian population.

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43

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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44

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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45

Zupan, Simon, and Michelle Gadpaille. "Cultural Awareness among First-Year Undergraduate Students of English and Translation." ELOPE: English Language Overseas Perspectives and Enquiries 17, no. 2 (May 26, 2020): 239–54. http://dx.doi.org/10.4312/elope.17.2.239-254.

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The article presents the results of a culture quiz that was administered among undergraduate students of English and Translation at the University of Maribor in 2019. Comprising twenty items from five domains of culture that the respondents had to identify, the results of the quiz showed that that the students were most familiar with items from the domains of technology and its closely related vocabulary, followed by sports, politics and high culture (drama, literature, ballet). The study also suggested some differences based on respondents’ gender and their high school grade performance in English. The results partly overlap with the results of a similar study from 2007, corroborating that popular culture remains the most recognizable cultural domain among the surveyed students.

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., Raghvendra Omprakash Singh. "THE DEMONSTRATION OF FOURIER SERIES TO FIRST YEAR UNDERGRADUATE ENGINEERING STUDENTS." International Journal of Research in Engineering and Technology 03, no. 05 (May 25, 2014): 501–3. http://dx.doi.org/10.15623/ijret.2014.0305092.

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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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Olashore, Anthony A., Philip R. Opondo, John A. Ogunjumo, and James O. Ayugi. "Cannabis Use Disorder Among First-Year Undergraduate Students in Gaborone, Botswana." Substance Abuse: Research and Treatment 14 (January 2020): 117822182090413. http://dx.doi.org/10.1177/1178221820904136.

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Cannabis use disorder (CUD) poses major clinical and public health concerns globally. It is a growing problem among the youth in Botswana, yet little research has been done on this subject. The present study hoped to address this gap in knowledge by determining the prevalence and associated factors of CUD among first-year university students in Botswana. A cross-sectional study was conducted among 410 first-year university undergraduates, using a modified version of the 37-item World Health Organization (WHO) drug questionnaire and DSM-5 criteria for CUD. The mean age of the respondents was 20.8 (SD = 1.5) years, and the male to female ratio was 1:1.1. Of the 401 students whose responses were analyzed, 37(9,2%) had used cannabis at least once in the last 12 months, but only 19 (4.7%) met the DSM-5 criteria for CUD. After binary regression analysis, difficulty in coping with the new environment/academic activities, receiving more than 150 USD monthly were positively associated with CUD, while regular participation in religious activities was negatively associated. CUD was found among the first-year undergraduates studied. Promoting protective activities such as religious activities and strengthening programs that teach students how to cope with academic stress and a new environment would be helpful.

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Bence, David, and Ursula Lucas. "The use of objective testing in first-year undergraduate accounting courses." Accounting Education 5, no. 2 (June 1996): 121–30. http://dx.doi.org/10.1080/09639289600000014.

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Powell, Rita Manco. "Improving the persistence of first-year undergraduate women in computer science." ACM SIGCSE Bulletin 40, no. 1 (February 29, 2008): 518–22. http://dx.doi.org/10.1145/1352322.1352308.

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