Exploring Student Perceptions Of First Year In College
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| Author | : Jessia Bettencourt Wojciechowski |
| Publisher | : |
| Total Pages | : 130 |
| Release | : 2018 |
| Genre | : College freshman |
| ISBN | : |
This mixed methods study evaluated the perceptions, performance and retention of students participating in the inaugural year of a living-learning program designed to support the needs of underprepared students of color. A survey was distributed to 1,004 FTFT students (N = 278) taking first-year English followed by a focus group (N = 9) to further understand program participant experiences. Institutional data were used to analyze student performance and retention across three comparison groups. This student support program was designed to close the performance and persistence gap for underprepared students of color living in residence at a medium sized university in the California Central Valley. Program participants reported frequent use of professional academic advising and major advising, which had a positive effect on student performance. Utilization of support services, including the writing center, disability resources, peer mentoring, was high among program participants, a positive outcome from program participation. Results of the study indicate the program was successful in closing the gap between students participating in the program and comparable students not participating in the program. Students participating in the program reported higher rates of satisfaction with their support program compared to other students participating in programs without a residential component. Findings indicate faculty mentoring had a positive outcome on student success. Understanding program design and outcomes can inform practitioners of effective Student Affairs and Academic Affairs partnerships with positive impacts to students’ performance and decisions to persist.
| Author | : Tucker Lamar Jones |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2021 |
| Genre | : |
| ISBN | : |
Prior research has shown that instructors often engage in behaviors that (for better or worse) substantially impact their students' subjective experiences within the class. For example, recent research has shown that instructors' subjective experiences during class are likely to "trickle down" and influence the subjective experiences of their students which, in turn, can impact students' engagement and performance on assessments (Saucier et al., in press). Given the ease at which certain students (e.g., first-generation college students, students who feel like they do not belong in higher education) may be likely to misinterpret and react negatively toward common and unintentional instructor behaviors (e.g., low energy level, use of highly technical language), more research that explores the extent to which students' generational status (i.e., being a first-generation vs. a continuing-generation college student) and/or overall sense of belonging in higher education is related to their perceptions of and anticipated responses to various instructor behaviors is needed. As such, two studies were designed to systematically examine the extent to which students' generational status and/or the extent to which they feel like they do (or do not) belong in higher education is related to their perceptions of and anticipated responses toward various instructor behaviors. Study 1 examined the differences between first-generation and continuing-generation college students in their perceptions of and anticipated responses to instructor behaviors that are positive, neutral, or negative. Although there were no differences between these students in their perceptions of and anticipated responses toward the different instructor behaviors, the results from Study 1 clearly show the substantial impact that instructors' behaviors can have on their students' subjective experiences. Students in Study 1 tended to agree more strongly that they had especially favorable perceptions of and anticipated responses toward positive instructor behaviors than neutral or negative instructor behaviors. Study 2 examined the extent to which first-generation and continuing-generation college students' overall sense of belonging is related to their perceptions of the same instructor behaviors that were used in Study 1. The results from Study 2 generally replicated those from Study 1, but also showed that sense of belonging is significantly related to first-generation and continuing-generation college students' perceptions of and anticipated responses toward various instructor behaviors. More specifically, continuing-generation college students with a lower overall sense of belonging tended to rate positive instructor behaviors more negatively, whereas first-generation college students with a higher overall sense of belonging tended to rate negative instructor behaviors more favorably. Overall, the results from these studies contribute to the extant literatures on instructor behaviors, first-generation and continuing-generation college students, and students' sense of belonging within higher education. Further, by identifying the instructor behaviors that (for better or worse) impact students' subjective experiences during class, the results from the current investigation have the potential to inform professional development programs that will attempt to maximize positive instructor behaviors, minimize negative instructor behaviors, and, in doing so, enhance the subjective experiences for both students and instructors.
| Author | : Sara K. Kearns |
| Publisher | : |
| Total Pages | : |
| Release | : 2013 |
| Genre | : |
| ISBN | : |
The increasingly integrated presence of Information and Communication Technologies (ICTs) on university campuses in recent decades has prompted calls for a better understanding of how students use ICTs in higher education, including the transition to college. While research indicates that students with higher self-efficacy are more likely to persist in college, current research makes few connections between students' self-efficacy with ICTs and persistence. Additionally, researchers in the area of student retention call for educators to understand how their students perceive the college's cultural environment so as to help students fit in at an institution and persist. Exploration of ICTs as part of a student's social, academic, and cultural experiences at the university offers educators and administrators the possibility of modifying the college's cultural properties in response to student needs. This qualitative study investigated first-year college students and their use of technologies to address the following research question: How do first-year college students perceive their experiences using Information and Communication Technologies (ICTs) in the higher education environment? Employing interviews and a phenomenological approach, this study explored the experiences of 19 undergraduate students. Six faculty members or instructors were interviewed about their teaching experiences with first-year students and the extent to which ICTs were incorporated in those experiences in order to provide triangulation of data. Through the analysis of interview transcripts and open coding, three themes emerged regarding how students experience ICTs in higher education. Statements from students and faculty suggest that students experienced ICTs in higher education as: a process of academic integration; situations for which they held internal or external loci of control when using them for academic purposes; and tools to use when becoming socially integrated into the university. The findings of this study have the potential to assist university faculty, instructors, and other staff who are designing courses and services for first-year students. First, the study's findings indicate that instructors need to be as explicit as possible with their expectations of student use of technology. When students are expected to demonstrate certain behaviors with ICTs those behaviors should be both supported and modeled by faculty and instructors. Secondly, when using ICTs for academic purposes, faculty can help students feel more responsible for their learning by providing them with opportunities to make decisions about how ICTs are used or to incorporate their own problem-solving or learning techniques with ICTs when completing coursework. Finally, faculty, instructors, and other staff should be aware that when first-year students are using ICTs socially, they are trying to create and maintain in-person relationships. Faculty, instructors, and other staff can guide first-year students to events and resources that will help them meet people and locate a social group in which they feel like they fit in.
| Author | : Robert S. Feldman |
| Publisher | : Cambridge University Press |
| Total Pages | : 368 |
| Release | : 2017-12-28 |
| Genre | : Psychology |
| ISBN | : 1316821145 |
This book is premised on a very powerful social/educational concern about college retention rates: one-third of first-year students seriously consider leaving college during their first term, and only half of all students who start college ultimately graduate. This book examines the first year of college from a variety of perspectives to paint a comprehensive picture of the intersecting challenges facing today's students and higher education institutions. Technological advances, increases in college attendance costs, and increasing political pressure on colleges to prove their value have changed the landscape of the first year of college, but researchers have identified new approaches to improve student and institutional success that have shown considerable success and promise. In this comprehensive volume, top educational researchers explore topics of student success, persistence, and retention in the first year of college.
| Author | : Jeannine N. Belton Williams |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2023 |
| Genre | : Academic achievement |
| ISBN | : |
Research indicates there is a significant trend of African American male students’ inability to graduate once enrolled in the nation’s public colleges and universities. Persistently low graduation rates of African American male students in their first and second year of college are connected to both cultural and institutional barriers. The purpose of this qualitative case study is to explore the perceptions, attitudes, and lived experiences of 20 African American male first and second year college students at a Michigan four year public university regarding possible societal or institutional barriers to degree completion that they may have experienced or are experiencing and how those barriers have influenced their academic success. This study will be guided by two overarching research questions. First, what are the perceptions, attitudes, and lived experience of African American male students at the university? Second, what are the barriers they encountered that affected their persistence at the university? Results may provide specific recommendations for remedial efforts the university may consider utilizing to address African American male students’ persistence and societal or institutional barriers to their degree completion. The perceptions, attitudes, and lived experiences of these students may provide information that the university’s administrators can use to design policies and programs to help remedy the low persistence of the target participants in the study. Results may provide specific data with which to address this ongoing problem at the university.
| Author | : Micol Veronique Hutchison |
| Publisher | : |
| Total Pages | : 468 |
| Release | : 2015 |
| Genre | : First-generation college students |
| ISBN | : |
While quantitative research has determined that first-generation college students (FGS) are less likely to interact with faculty than are their non-FGS peers, this qualitative study examines how incoming first-year college students, both FGS and non-FGS, perceive faculty-student interaction and whether they consider it important. Addressing different types of interaction with college instructors, both in-class and out-of-class, participants across a range of FGS status shared their views through surveys, individual interviews, and focus groups. Focusing specifically on incoming first year students, this study also explores the motives for, impediments to, and encouragements to faculty-student interaction that students identify. Finally, the study examines the origins of students' perceptions of such interactions. It finds that FGS and non-FGS come to college with different cultural and social capital pertaining to this, and that non-FGS have a greater familiarity with the field and expected habitus of college. However, FGS demonstrate an ability to access their social capital in order to obtain valuable knowledge that informs their perceptions of college and of faculty-student interaction. Further, in the focus groups, FGS described emerging comfort with faculty over the course of their first months of college. The origins of students' perceptions often differed, as non-FGS were more likely to describe being influenced by family, while FGS more often explained how they accessed their social capital in order to obtain cultural capital and practical knowledge regarding college and faculty-student interaction. Meanwhile, FGS' and non-FGS' motives for interacting with faculty, and the impediments and encouragements they identified, were frequently similar. The motives included their desire to learn and share opinions, as well as their interest in obtaining letters of recommendation in the future, while comfort with classmates and faculty and interest in class were commonly named as encouragements to interact with faculty.
| Author | : Dyan Robinson |
| Publisher | : |
| Total Pages | : 296 |
| Release | : 2018 |
| Genre | : College freshmen |
| ISBN | : |
Almost half of the students who begin college are not retained at the institution in which they began. The purpose of this research was to explore the perceptions of first-year college students and the impact peer mentoring has on student success. This quantitative study utilized the College Student Mentoring Scale to measure perceptions of first-year students. The survey questions students on interrelated constructs which are, Psychological and Emotional Support, Degree and Career Support, Academic Subject Knowledge Support and The Existence of a Role Model. The research found that gender and academic background are factors that impact first-year students’ perceptions of a peer mentoring. Additional findings indicated that response levels were highest for the areas of Academic Subject Knowledge Support and The Existence of a Role Model. It is the intention that this study will add to the limited existent research on peer mentoring in higher education. Also, it will assist in future policies and practices by providing a foundation of the components that influence first-year student success through improving effectiveness of peer mentoring programs.
| Author | : National Center for Education Statistics |
| Publisher | : |
| Total Pages | : 148 |
| Release | : 1966 |
| Genre | : Education |
| ISBN | : |
| Author | : Craig McInnis |
| Publisher | : |
| Total Pages | : 67 |
| Release | : 2000 |
| Genre | : College students |
| ISBN | : 9780642448644 |
The conjunction of the pressures arising from the expansion in student numbers, innovations in teaching and learning, and intense market competition between universities, have changed the landscape of higher education. The context for undergraduate students commencing university has been changed with increased choice and flexibility in course design and modes of delivery, and the introduction of a range of institutional strategies to improve transition from school to university. The results reported in this study provide the basis for reflecting on developments and initiatives over the last five years aimed at improving the first year experience in Australian higher education. The data now provide an exceptionally strong basis for monitoring major changes in the student experience in the future. For the first time there is baseline data on the impact of new approaches to teaching and learning on the student experience, and on the changing nature of the relationship between students and universities.
| Author | : Keith Manning Miser |
| Publisher | : |
| Total Pages | : 414 |
| Release | : 1971 |
| Genre | : College freshmen |
| ISBN | : |
