Relevant bibliographies by topics / First year university students

Academic literature on the topic 'First year university students'

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

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Journal articles on the topic "First year university students"

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Krause, Kerri‐Lee, and Hamish Coates. "Students’ engagement in first‐year university." Assessment & Evaluation in Higher Education 33, no. 5 (September 12, 2008): 493–505. http://dx.doi.org/10.1080/02602930701698892.

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Erickson, Sheri L., and Mary F. Stone. "First Year Experience Course: Insights From The First Two Years." American Journal of Business Education (AJBE) 5, no. 2 (February 9, 2012): 139–48. http://dx.doi.org/10.19030/ajbe.v5i2.6816.

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Retention rates of students in a business school Freshman Year Experience (FYE) course were compared to overall University retention rates for two successive years. Slightly higher retention was experienced by the business FYE students than for the University overall. Student responses to exit survey questions were compared to retention activity to assess any potential relationships. Contrary to existing theoretical models, no significant correlations existed between measures of academic skill building and retention, and between student connectedness and retention. Significant correlation did exist between student academic expectations and intention to return.
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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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Alkhateeb, Haitham M. "University Students' Conceptions of First-Year Mathematics." Psychological Reports 89, no. 1 (August 2001): 41–47. http://dx.doi.org/10.2466/pr0.2001.89.1.41.

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The 1998 Crawford, Gordon, Nicholas, and Prosser Conceptions of Mathematics scale was administered to 156 first-year university students at a large public university in the midwestern United States. The scale represented fragmented and cohesive conceptions of mathematics. The reliability estimated as internal consistency had a Cronbach alpha of .80 for the fragmented scale and .87 for the cohesive scale. Factor analysis of the intercorrelations indicated the same two factors of fragmented and cohesive as in the original and other replicating studies. Students' conceptions of mathematics in this study were comparable to those reported in the original study.
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Del Puerto, L. G., C. Thoms, and E. Boscarino. "Reading comprehension of first year university students." Revista Científica de la UCSA 5, no. 2 (August 30, 2018): 11–25. http://dx.doi.org/10.18004/ucsa/2409-8752/2018.005(02)011-025.

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Sofo, Francesco, and Michelle Berzins. "Learning Transfer amongst First Year University Students." Journal of the World Universities Forum 1, no. 3 (2008): 89–98. http://dx.doi.org/10.18848/1835-2030/cgp/v01i03/56886.

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OZTAS, Haydar. "FIRST-YEAR UNIVERSITY STUDENTS’ MISCONCEPTIONS ABOUT DIGESTIVE." TIIKM Journal of Education 1, no. 1 (December 13, 2015): 119–23. http://dx.doi.org/10.17501/je.2448-9336.1.1115.

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Wiener, C., T. Radnai, and P. Tasnádi. "Investigation of first-year university students’ performance." Journal of Physics: Conference Series 1929, no. 1 (May 1, 2021): 012089. http://dx.doi.org/10.1088/1742-6596/1929/1/012089.

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Ventä, Irja, Ani Lakoma, Sauli Haahtela, Jaakko Peltola, Pekka Ylipaavalniemi, and Lauri Turtola. "Oral piercings among first-year university students." Oral Surgery, Oral Medicine, Oral Pathology, Oral Radiology, and Endodontology 99, no. 5 (May 2005): 546–49. http://dx.doi.org/10.1016/j.tripleo.2004.08.015.

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Lynch, D. P. "Oral Piercings Among First-Year University Students." Yearbook of Dentistry 2006 (January 2006): 211–12. http://dx.doi.org/10.1016/s0084-3717(08)70169-7.

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

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

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There has been a shift in the South African education system from a purely grade-oriented system to that of a learner-centred outcome-based system of education which challenges higher educational institutions and their faculties to adjust their goals to this system. In South Africa there is evidence of poor academic performance at higher education institutions. Among other things, noncognitive factors may be important mediators of academic success. With the expansion of higher education and the increased emphasis on access, retention and life-long learning, it is a good reason to explore the nature of different learning styles (Healey & Jenkins, 2000). Learning styles and personality types has been identified as significant predictors of academic performance. The present study aimed to contribute to this body of research in general and to Kolb’s (1981) theory of experiential learning and his conceptualisation of learning styles in particular. The aims of the study were to explore and describe the learning styles of first year university students (Aim 1), to explore and describe the learning styles of first year university students per faculty (Aim 2), and to explore the relationship between learning styles and academic performance for students in the various faculties (Aim 3). The study used an explorative descriptive and correlational research method and was conducted within a quantitative framework. Participants were selected using a non-probability convenience sampling technique. The sample was comprised of 391 first year university students to whom Kolb’s Learning Style Indicator was administered as part of the Explore programme during orientation week. Descriptive statistics were used in order to explore and describe the learning style of the learners for the sample as a whole and per faculty. Data for the learning styles and academic performance categories were cross tabulated so as to comment on the relationship between learning styles and academic performance per faculty. Small cell sizes made it impossible to analyse the latter data statistically. Across the six faculties the Accommodator learning style was the most represented, followed by the Diverger learning style. No significant relationship was found between learning styles and academic performance. The implications of the findings for counselling and teaching students are highlighted and suggestions to expand the research through using larger samples are also made.
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González, Lomeli Daniel, Figueiras Sandra Castañeda, and Noriega María de los Angeles Maytorena. "Learning styles and achievement in first-year university students." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/100927.

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A structural model of students' appraisals about their own learning strategies and the effects of these strategies on their school scores is presented. Self-reports of 229 new first-year-students of a public university were analized using a structural equations method. Participants responded to a learning-style questionnaire, and their final first semester course scores were also recorded. The measurement model confirmed the existence of acquisition, memory resources managing, and information processing strategies, very much alike those proposed by Castañeda (1995). Since the model explained only the 7% of the school achievement, the modeling of the dependent latent variable, conformed by a set of observed variables, is stressed and debated.
Se presenta un modelo estructural de las valoraciones de 229 estudiantes acerca de sus estrategias de aprendizaje y el efecto en sus calificaciones escolares. Se realizó un análisis de ecuaciones estructurales que utilizó las respuestas a un inventario de estilos de aprendizaje y las calificaciones escolares del primer semestre. El modelo confirmó la presencia de estrategias de adquisición, de administración de recursos de memoria y de procesamiento de información, similar a lo propuesto por Castañeda (1995). Dado que el modelo explicó sólo 7% del aprovechamiento escolar, se discute la necesidad de modelar la variable dependiente como una variable latente conformada por un conjunto de indicadores que den cuenta cabal del logro escolar
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Essendrup, Eugene. "Patterns of risk-taking behaviour of first year university students." Thesis, University of Fort Hare, 2008. http://hdl.handle.net/10353/135.

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This study investigated risk-taking behaviours among 244 first year students (Male=52 and Female=192). The risk-taking behaviours of the students were grouped into Risky and Violent Behaviour, Tobacco Use, Alcohol and Drug Use, Risky Sexual Behaviour and Unhealthy Dietary Behaviour subscales. Statistically significant correlations were found among all the risk-taking behaviour subscales other than Unhealthy Dietary Behaviours, which did not correlate with the other risky behaviours. Statistical significant sex differences were found regarding risk-taking behaviour that implicated males as higher risk-takers than females.
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McCune, Velda. "The development of first-year university students' approaches to studying." Thesis, University of Edinburgh, 2001. http://hdl.handle.net/1842/23115.

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Mydin, Kutty Faridah. "First-generation student transition to university : an exploratory study into the first-year experience of students attending University Kebangsaan Malaysia." Thesis, University of Southampton, 2014. https://eprints.soton.ac.uk/364628/.

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Transition is the movement, the passage of change from one role to another. This research offers an in-depth understanding of how the transition to university is experienced by first-generation students. To explore and understand the process of change underlying the transition process, this research uses qualitative research methods, semi-structured interviews and journal writing. Drawing from the data, a longitudinal case study followed the 16 students’ transition experiences for nine months, from the first semester to the end of the second semester of the first year. The research focused on three fundamental issues: higher education aspirations and decisions, the challenges encountered in the initial week of first year and the adjustment process, arguing that an understanding of these three aspects is necessary for a better understanding of the formation of learner identity. The research findings demonstrate that in the early weeks of university students experienced disjuncture between expectations held prior to commencing university and the reality they encounter. These phases are characterized as experiencing conflict with their new role and anxieties with their ability to manage the academic demands and expectations. Based on the evidence gathered, this is caused by inaccurate information they receive from third parties and during their prior educational experience. Early experience, whether positive or negative, is an important phase within this movement. Students become more active agents by being engaged and identifying difficulties and finding solutions. Student engagement both in class and out-of-class provides them with more accurate information on the knowledge and skills for their learning identity. Academic and non-academic support received both on and off campus comes from a range of sources including lecturers, peers and seniors, parents and family members, all of whom are identified as important contributors to the adjustment process of these first-generation students.
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Hunt, Allan James. "An Examination of the Narrative Development of First-Year Psychology Students." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/366339.

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Emerging adulthood is defined largely by two factors: its changeability and the focus on identity construction. The current trend towards increasing frequency of post-secondary education means that a major event in which these factors manifest with regard to is attending university. University is a time of increasing personal independence and identity development. Despite its contribution to individuation, university has come to be seen by many as the default, with alternative choices often being viewed in contrast with this default option—“if not university, then what?” At the same time, the negotiation of university has implications for future earning potential. Stories provide a unique and useful perspective for understanding the role of university studies in adult development. Stories are inherently about transition, as well as simultaneously being a thing-in-themselves and a metaphor. As a result, the study of the fluid, contradictory, metaphorical yet real, transitional yet discrete, stage of life development associated with commencing university studies is particularly well-suited to being studied through the stories individuals and groups tell about themselves and their experiences.
Thesis (Masters)
Master of Philosophy (MPhil)
School of Applied Psychology
Griffith Health
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Barnes, Naomi Joy. "Facebook Status Updates about the First Year at University: How Student Experience Informs a Learner Centred Transition Curriculum." Thesis, Griffith University, 2015. http://hdl.handle.net/10072/365933.

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A learner centred first year transition curriculum is central to a university adapting to global shifts in higher education. Universities are under pressure to graduate highly skilled workers to cope with the demands of a highly technological society. Over the past fifty years, higher education practitioners have: identified the first year of higher education (FYHE) as being critical to the successful completion of undergraduate degrees; implemented programs for improving the co-curricular and curricular experiences of first year university students; and articulated pedagogical practices that should inform the design of institution-wide transition curricula. While there is a rich tradition of research that concentrates on how the experiences of first year students can be improved, only a small portion of the research centralises student voices. Political and cultural forces are demanding a shift in the conceptualisation of university in the twenty-first century. Recent research suggests that to address the shift, pedagogy should be the focus of academic professional development. This thesis argues that the shift should not be to pedagogy but to learning, and this study conceptualises ways in which this shift can be achieved. This thesis acknowledges the necessity for creating a transition curriculum that helps a university reach these goals, but argues that while past research is highly valuable, building on ideas that were developed in a different communicative, technological and social context will only provide a partial understanding of the needs of contemporary first year students.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Practice
Arts, Education and Law
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Lippi, Angela Luisa. "Critical factors of success for first-year students in four-year institutions : a university, faculty and student initiative /." Abstract, 2009. http://eprints.ccsu.edu/archive/00000568/01/2008ABSTR.htm.

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Thesis (M.S.) -- Central Connecticut State University, 2009.
Thesis advisor: H. Jane Fried. "... in partial fulfillment of the requirements for the degree of Master of Science in Counseling." Includes bibliographical references (leaves 51-53). Abstract available via the World Wide Web.
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Abubu, Janiere. "Experiences of first-year University of the Western Cape nursing students during first clinical placement in hospital." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5115_1363011548.

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In nursing education the clinical component comprises an important part of the students&rsquo
training. Clinical teaching and learning happens in simulated as well as real world settings. First&ndash
year students spend the first quarter of their first year developing clinical skills in the skills laboratory. In the second-term they are placed in real service settings. This study was aimed at exploring the experiences of first year nursing students of the University of the Western Cape (UWC) during their first clinical placement in the hospital. A qualitative phenomenological exploratory study design was used and a purposive sample of twelve nursing students was selected to participate in the study. The research question was &ldquo
Describe your experiences during your first placement in hospital?&rdquo
Written informed consent was given by every participant and ethical approval was obtained from the relevant UWC structures. In-depth, face-to-face interviews were conducted, audio taped and transcribed verbatim. Transcripts were coded and sub-categories, categories, and themes were extracted during the data analysis process. Trustworthiness of the data collection and data analysis processes were ensured. Many of the first year nursing students described theirexperience in hospital as being stressful. However, the first placement in hospital allowed them to work with real patients and provided them an opportunity to develop a variety of clinical skills. Even though the hospital environment was unfamiliar and the ward staff unwelcoming, the patients&rsquo
acknowledged and valued their contribution to patient care. Students tend to seek support from family members and lecturers. It is recommended that first year nursing students be prepared adequately for their first placement in hospital as well as to 
provide practical and emotional support to students during their hospital placement

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Dassanayake, B. M. C. Kannitha Chamroonsawasdi. "Factors related to smoking status among first year male students in Mahidol University Salaya Campus Thailand /." Abstract, 2003. http://mulinet3.li.mahidol.ac.th/thesis/2546/4537466.pdf.

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Books on the topic "First year university students"

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

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

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Salih, Abdulgalil. An Investigation of First Year University Students Writing Errors. Saarbrücken: LAP LAMBERT Academic Publishing, 2017.

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Andreatta, Britt. Navigating the research university: A guide for first-year students. [Southbank, Victoria], Australia: Thomson Wadsworth, 2006.

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Andreatta, Britt. Navigating the research university: A guide for first-year students. 2nd ed. Boston, MA: Thomson Wadsworth, 2009.

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Navigating the research university: A guide for first-year students. 3rd ed. Boston, MA: Wadsworth/Cengage Learning, 2012.

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Grayson, J. Paul. Who leaves science?: The first year experience at York University. [Toronto, Ont.]: Institute for Social Research, York University, 1994.

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Grayson, J. Paul. Improving first year science education in a commuter university. North York, Ont: Institute for Social Research, York University, 1993.

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Grayson, J. Paul. Comparative first year experiences at York University: Science, arts, and Atkinson. [Toronto, Ont.]: Institute for Social Research, York University, 1994.

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Hein, Barbara Pauline. Laurentian students' expectations and experiences in their first year of university study. Sudbury, Ont: Laurentian University, Department of Psychology., 1989.

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Book chapters on the topic "First year university students"

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Cooper, Naomi. "Introducing first year music students to the community choir experience." In Teaching and Evaluating Music Performance at University, 132–44. [1.] | New York : Routledge, 2020. | Series: ISME global perspectives: Routledge, 2020. http://dx.doi.org/10.4324/9780429328077-9.

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Dallas, Andrea, and Mary Hatakka. "A Positive Intervention: Personal Responsibility Among First-Year, L2 University Students." In Second Language Learning and Teaching, 115–31. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32954-3_7.

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Gallardo-Echenique, Eliana, Luis Marqués-Molías, Oscar Gomez-Cruz, and Byron Vaca-Barahona. "Communication Preferences of First-Year University Students from Mexico and Spain." In Communications in Computer and Information Science, 85–93. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-66919-5_9.

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Ruiz-Galende, Patricia, Mónica Montoya, Iciar Pablo-Lerchundi, Patricia Almendros, and Fabio Revuelta. "Teaching Physics to First-Year University Students with the Flipped Classroom." In Trends on Active Learning Methods and Emerging Learning Technologies, 185–201. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-7431-1_11.

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Aristeidou, Maria. "First-Year University Students in Distance Learning: Motivations and Early Experiences." In Technology-Enhanced Learning for a Free, Safe, and Sustainable World, 110–21. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86436-1_9.

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Fox, Janna, John Haggerty, and Natasha Artemeva. "Mitigating Risk: The Impact of a Diagnostic Assessment Procedure on the First-Year Experience in Engineering." In Post-admission Language Assessment of University Students, 43–65. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39192-2_3.

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Campagni, R., D. Merlini, and M. C. Verri. "The Influence of First Year Behaviour in the Progressions of University Students." In Communications in Computer and Information Science, 343–62. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94640-5_17.

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Konnova, Larisa P., Alexander A. Rylov, and Irina K. Stepanyan. "Propaedeutics of Professional Digital Skills for First-Year Students at an Economic University." In Knowledge in the Information Society, 230–44. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65857-1_20.

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Heck, André, Marthe Schut, and Nataša Brouwer. "Design and Implementation of an Inquiry-Based Mathematics Module for First-Year Students in Biomedical Sciences." In Inquiry in University Mathematics Teaching and Learning, 215–34. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.m210-9983-2021-12.

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Shabana, Noha Omaya. "Topical Structure Analysis: Assessing First-Year Egyptian University Students’ Internal Coherence of Their EFL Writing." In Assessing EFL Writing in the 21st Century Arab World, 53–78. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64104-1_3.

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Conference papers on the topic "First year university students"

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Rimkuvienė, Daiva. "ICT COMPETENCIES OF FIRST-YEAR UNIVERSITY STUDENTS." In International Conference on Education and New Developments 2020. inScience Press, 2020. http://dx.doi.org/10.36315/2020end102.

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Sánchez Lasheras, Fernando, and Manuel José Fernández Gutiérrez. "MATHEMATICAL DIFFICULTIES OF FIRST YEAR UNIVERSITY STUDENTS." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1390.

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Butrime, Edita, and Vaiva Zuzeviciute. "FIRST-YEAR UNIVERSITY STUDENTS’ ATTITUDE ON COMMUNICATION IN UNIVERSITY’S INTRANET." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2404.

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Alvarez-Huerta, Paula, Iñaki Larrea, Alexander Muela, and José Ramón Vitoria. "Self-efficacy in first-year university students: a descriptive study." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9226.

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The study and analysis of the self-efficacy beliefs of students has become an important line of educational research. The purpose of this study, conducted at the University of Mondragon (Spain), is to explore the different perceptions concerning the creative and entrepreneurial self-efficacy of students on their entrance to university. Results revealed clear patterns with regards to discipline and gender. Students commencing their degrees in social sciences show lower creative and entrepreneurial self-efficacy perceptions than their peers in other disciplines. Women show lower scores than men across different disciplines with the exception of women commencing engineering studies. Self-efficacy has been related to student motivation and learning and has been found influential in the choice of the professional career. The high significance of this construct in education makes the results of this study have clear implications for the development of learning environments that address the differences found between gender and disciplines. Directions for future research are also indicated.
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Kakkonen, Marja-Liisa. "First-year business students’ entrepreneurial attitudes." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7973.

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Entrepreneurial competences consist of attitudes, knowledge and skills. Several higher education institutions support and promote students' learning of entrepreneurial competences during their studies. In order to verify the development of these competences they should be first examined at the early phase of the studies. Therefore, in the autumn 2017 when a new curriculum was launched in the business department of a Finnish university of applied sciences, a follow-up study with three sub-studies was planned to annually survey students' attitudes towards entrepreneurship, generic competences and subject-specific competences of entrepreneurship.This paper presents the results of the first sub-study which examined the students' attitudes in the beginning of their studies. According to the findings, their attitudes towards entrepreneurship are quite positive. Although the aim is not to generalize the results of the study beyond this student group, the findings provide a solid starting point for the implementation of the curriculum in this higher education institution and thus, for the development of students' even more positive attitudes towards entrepreneurship during their studies.
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Thalluri, Jyothi, and Joy Penman. "Sciences come alive for first-year university students through flipped classroom." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5169.

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This paper discussed an initiative implemented for on-campus first-year nursing and midwifery students studying Human Body, which covered core Anatomy and Physiology, at a South Australian university. The initiative implemented was flipping the classroom with the objective of facilitating active learning. Formal lectures were replaced by student-centred activities that encouraged studying the topics before coming to class, discussing their understanding and misconceptions, and determining the new learning that was achieved during class. A post-flip classroom survey was used to gauge the impact of the initiative on students. Of the 532 students enrolled in the science class, 188 students completed the questionnaire for a 35% response rate. The survey queried students’ views about the flipped classroom, their experience/s with the teaching format, the learning that transpired, engagement with content and study materials, what they liked about it, impact on their test scores, and areas to improve the initiative. Findings showed 60% preferred the flipped classroom approach,.Students were actively engaged with and challenged by the content. They actively participated and learned, and found the flipped classroom to be interactive,enjoyable and fun. In fact, 77% of respondents recommended flipped classroom to future students.
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Berg, Veslemøy, Patric Wallin, and Torstan Bolstad. "First year engineering students’ internal and perceived expectations." In SEFI 50th Annual Conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1363.

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First-year students’ expectations when entering the university play a central role in how they experience higher education. While there has been a significant number of studies on first-year students’ experiences, much less is known about which role expectations play on a qualitative level. In this study, we will approach the question; How students’ expectations of higher education shape and are shaped by their experiences of entering the university. By drawing on a qualitative thematic analysis of nine interviews with first-year students in an electrical engineering program, we found that students’ expectations to themselves and perceived expectations from others, are key elements in experiencing the learning environment and culture at the university. Grounded in the empirical material and in light of the contemporary research literature on first-year students, learning environments and university pedagogy, we explore students’ positions and aim to better understand the social mesh that they interact within during their first year at the university.
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Sugano, Masashi, and Aya Akasaka. "Factors Related to Eating Habits of First-Year University Students." In 2013 IEEE International Conference on Healthcare Informatics (ICHI). IEEE, 2013. http://dx.doi.org/10.1109/ichi.2013.67.

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Saleh, Jeehan, Lowri Evans, Helen Rigg, Hassan Burhan, Nadja Van Ginnekin, Ian Sinha, Gareth Jones, Diane Exley, and Theresa Nuttal. "Baseline Control and Management of First Year University Students‘ Asthma." In ERS International Congress 2017 abstracts. European Respiratory Society, 2017. http://dx.doi.org/10.1183/1393003.congress-2017.pa664.

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Gerodetti, Natalia, and Darren Nixon. "Beyond Attrition and Retention: Working With Students to Enhance the First Year Experience." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9435.

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Student retention and attrition rates have been established as Key Performance Indicators (KPIs) for course teams in the Higher Education landscape in the UK. Against this quantified (and neoliberal) auditable undertaking, in this paper we offer an examination of a set of alternative qualitative efforts which are intended to improve the first year student experience by helping students transition into their course, and university life more generally. Working with students to enhance the first year experience is at the centre of our ontological position and we draw heavily on the idea of a “long thin” induction which continues throughout the first year at university. We explore the benefits of facilitating ‘students as producers’ and incorporating ‘student intelligence’ into university teaching and learning practices before presenting a series of activities that are designed to help students transition successfully and build a strong course identity. Having offered students different ways of structured integration into the course we reflect on how these activites can help first-year students develop the kinds of skills and knowledge base that contributes to a better experience of the transition and acculturation into university life in all of its facets.
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Reports on the topic "First year university students"

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

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The article deals with main principles of reading process which enable a teacher to observe the students ’ steady progress toward skillful, independent reading. Some essential items of every reading lesson are pointed out and some pieces of advice are given to develop and improve reading habits in an easier and more efficient way. Special attention is given to different reading activities and strategies.
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Burri, Margaret, Joshua Everett, Heidi Herr, and Jessica Keyes. Library Impact Practice Brief: Freshman Fellows: Implementing and Assessing a First-Year Primary-Source Research Program. Association of Research Libraries, July 2021. http://dx.doi.org/10.29242/brief.jhu2021.

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This practice brief describes the assessment project undertaken by the Sheridan Libraries at Johns Hopkins University as part of the library’s participation in ARL’s Research Library Impact Framework initiative to address the question “(How) do the library’s special collections specifically support and promote teaching, learning, and research?” The research team investigated how the Freshman Fellows experience impacted the fellows’ studies and co-curricular activities at the university. Freshmen Fellows, established in 2016, is a signature opportunity to expose students to primary-source collections early in their college career by pairing four fellows with four curators on individual research projects. The program graduated its first cohort of fellows in spring 2020. The brief includes a semi-structured interview guide, program guidelines, and a primary research rubric.
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Prokhorov, Оleksandr V., Vladyslav O. Lisovichenko, Mariia S. Mazorchuk, and Olena H. Kuzminska. Developing a 3D quest game for career guidance to estimate students’ digital competences. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4416.

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This paper reveals the process of creating a career guidance 3D quest game for applicants who aim to apply for IT departments. The game bases on 3D model of computer science and information technologies department in the National Aerospace University “Kharkiv Aviation Institute”. The quest challenges aim to assess the digital competency level of the applicants and first- year students. The paper features leveraged software tools, development stages, implementation challenges, and the gaming application scenario. The game scenario provides for a virtual tour around a department of the 3D university. As far as the game replicates the real-life objects, applicants can see the department's equipment and class-rooms. For the gaming application development team utilized С# and C++, Unity 3D, and Source Engine. For object modeling, we leveraged Hammer Editor, Agisoft PhotoScan Pro, and the photogrammetry technology, that allowed for realistic gameplay. Players are offered various formats of assessment of digital competencies: test task, puzzle, assembling a computer and setting up an IT-specialist workplace. The experiment conducted at the open house day proved the 3D quest game efficiency. The results of digital competence evaluation do not depend on the testing format. The applicants mostly preferred to take a 3D quest, as more up-to-date and attractive engagement.
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Wachen, John, and Steven McGee. Qubit by Qubit’s Four-Week Quantum Computing Summer School Evaluation Report for 2021. The Learning Partnership, September 2021. http://dx.doi.org/10.51420/report.2021.4.

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Qubit by Qubit’s Quantum Computing Summer School is a four-week summer course for high school and university students in their first or second year of studies. The aim of the summer school is to introduce the field of Quantum Information Sciences and Engineering (QISE), specifically quantum computing. Through the course, students learn about quantum mechanics, quantum computation and information (quantum gates, circuits, and algorithms and protocols, including Grover’s Algorithm and Quantum Key Distribution), applications of quantum computing, and quantum hardware. Students also learn how to program in Qiskit and basic mathematics for quantum, including matrices and vectors. The Quantum Computing Summer School program enrolled a diverse population of high school and undergraduate students with 48% of participants identifying at female or non-binary, 20% of students identifying as Hispanic, 17% identifying as Black, and 38% identifying as Asian. The program substantially increased participants’ knowledge about quantum computing, as exhibited by large gains on a technical assessment that was administered at the beginning and end of the program. On a survey of student motivation, students in the program showed a statistically significant increase in their expectancy of being successful in quantum computing and valuing quantum computing. From the beginning of the program to the end of the program, there was a statistically significant increase in students’ reported sense of belonging in quantum. Participation in the program increased students’ interest in pursuing additional coursework and careers in STEM generally and in quantum specifically.
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Berggren, Erik, ed. Master in Ethnic & Migration Studies: Migration from Ukraine. Linköping University Electronic Press, September 2022. http://dx.doi.org/10.3384/9789179295103.

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This report is made by students at the International Master’s Programme in Ethnic and Migration Studies (EMS), Campus Norrköping, Linköping University (LiU). Every Spring we give the first-year students the task to apply their knowledge in migration and ethnic relations on a chosen topic. The report is produced during few weeks by the students themselves. This is the sixth issue of REMS – Reports from the Master of Arts program in Ethnic and Migration Studies. This year we focus on the ongoing war in Ukraine and specifically its consequences for Ukrainian refugees fleeing the war, as well as on the Swedish and European reception of refugees. We cover far from all, but some important, aspects of the ongoing catastrophe this war entails for everybody involved. Despite a feeling of powerlessness and despair when war takes over and seem to block our capacity to think and act, it is even more important that intellectuals, researchers, and students, stick to the pens and insist on trying to understand, continue to analyse and investigate what is going on.
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Mahat, Marian, and Vivienne Awad. The 2022 Sophia Program. University of Melbourne, February 2023. http://dx.doi.org/10.46580/124373.

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The Sophia Program is a one year professional learning program established by Sydney Catholic Schools in collaboration with the University of Melbourne. The professional learning program is unique, in that it not only involves the acquisition of knowledge and theory of school learning environments but also action-oriented evidence-based research within a professional learning community where groups of educators work collaboratively at the school- and system-level to improve student outcomes. Thirty five participants from six Sydney Catholic Schools participated in the 2022 program. This report provides a summary of aggregated findings around teacher efficacy, teacher mind frames, student learning and student engagement, perceptions of students on the prototype learning environments and furniture, as well as overall evaluation of the program by participants in the inaugural cohort. Lessons learnt from the Sophia Program have found seven important characteristics of effective professional learning. In summary, effective professional learning is one that is: ● contextualised, i.e. aligned with school goals, priorities and values, and addresses the learning needs of staff and students. ● includes the engagement of a strong leader with a committed group of educators. ● is longer in duration, reinforced over a longer period of time. ● includes establishing a prototype that enables educators and students to test and evaluate both design and pedagogy. ● includes multiple forms of active learning. ● includes forms of action research that enable evidence-based improvements. ● can be delivered virtually and face-to-face. In essence, the world-first Sophia program illustrates what a high-quality professional learning could look like—one that is ongoing, connected to both content knowledge and teacher practice, incorporates active learning and research-based practices, and encourages networking, collaboration, mentoring and time for practice, feedback, and reflection. The report concludes with directions for future practice that provides important school- and system-level implications.
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Vakaliuk, Tetiana A., Dmytro S. Antoniuk, and Vladimir N. Soloviev. The state of ICT implementation in institutions of general secondary education: a case of Ukraine. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3855.

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The use of digital technology in various fields of education today is one of the most important trends in the educational process in the world. The article presents the results of the analysis of the current state of implementation of ICT in the educational process of institutions of general secondary education in Ukraine. For this purpose, a survey was conducted among students of the first year of the Zhytomyr Polytechnic State University, within which 17 questions were asked to students related to the use of information and communication technologies in the educational process. As a result of the research, the introduction of the discipline “Educational technologies and digital education” into the training of future information technology specialists was substantiated, as well as the certification educational program “Information systems and cloud technologies in the educational process”, designed for general education teachers, educators for higher education institutions, experts in the field of additional educational services, and other professionals.
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Blakeley, John. Development of Engineering Qualifications in New Zealand: A Brief History. Unitec ePress, February 2016. http://dx.doi.org/10.34074/ocds.027.

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Post 1840, New Zealand’s early engineers had mainly trained in Britain prior to emigrating. The need for educating and training young engineers was soon recognised. This was initially done by means of a young engineer working under the close supervision of an older, experienced engineer, usually in a cadetship arrangement. Correspondence courses from the British engineering institutions became available from 1897. Several technical colleges in New Zealand implemented night classes to assist students who were preparing for the associated examinations. The first School of Engineering was established at Canterbury University College in 1887. Teaching of engineering, initially within a School of Mines, commenced at Auckland University College in 1906. Engineering degrees did not become available from other universities in New Zealand until the late 1960s. The New Zealand Certificate in Engineering (NZCE) was introduced as a lower level of engineering qualification in the late 1950s and was replaced by a variety of two-year Diploma in Engineering qualifications from 2000, now consolidated together and known as the New Zealand Diploma in Engineering (NZDE) and taught at fifteen institutions throughout New Zealand from 2011. At an intermediate level, the three-year Bachelor of Engineering Technology degree qualification (BEngTech) was also introduced from 2000 and is now taught at seven institutes of technology and polytechnics, and the Auckland University of Technology.
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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.
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Park, Jee-Sun, Huan-Jin Seo, and Kyu-Hye Lee. Successful Use of Newspapers in Curriculum Development for First-year College Students. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-772.

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