Results of a short first-year college course for students who have had high school chemistry

1935 ◽  
Vol 12 (7) ◽  
pp. 323 ◽  
Author(s):  
Lyle O. Hill
Keyword(s):  
High School ◽  
First Year ◽  
High School Chemistry ◽  
First Year College ◽  
College Course

College Adjustment Experiences of First-Year Students: Disengaged Athletes, Nonathletes, and Current Varsity Athletes

NASPA Journal ◽  
2007 ◽  
Vol 44 (3) ◽  
Author(s):  
John R. Lubker ◽  
Edward F Etzel
Keyword(s):  
High School ◽  
College Adjustment ◽  
Academic Adjustment ◽  
Athletic Identity ◽  
Total Sample ◽  
First Year ◽  
First Year Students ◽  
Freshman Year ◽  
First Year College ◽  
Varsity Athletes

The freshman year of college is usually acknowledged as a stressful time of social and academic adjustment. During this period, first-year students face many social and intellectual challenges. For high school athletes, the combined impact of college transition plus disengagement from sport can further complicate first-semester adjustment and may also affect first-year retention. Together, this complex phenomenon may diminish self-concept, challenge one’s felt sense of being an athlete, and elicit emotional responses usually associated with college and elite athlete disengagement resulting in a negative adjustment to the college environment. The purpose of this investigation was to examine the differences in the reported athletic identity and college adjustment patterns of first-year college males and females (N = 317) and how disengagement from sports may affect these variables. Three status groups were used in this study: disengaged athletes (DAs; n = 133), high school senior nonathletes (n = 106), and current first-year college varsity athletes (n = 78). Significant differences were observed between groups in reported level of athletic identity where disengaged high senior athletes had significantly different scores than both college athletes and high school nonathletes. This finding may warrant an investigation on how we conceptualize the terms “athlete” and “nonathlete.” The investigation into college adjustment patterns found that first-year females reported higher academic adjustment to college than males in the total sample. Specifically in the DA athlete group, significant differences in college adjustment for both gender and level of athletic identity were found. For this group, significant differences in college adjustment were found related to the nature of disengagement and perceived level of social support. Potential applications of these findings for college personnel and future directions related to research are explored.

First-Year Engineering Students’ Conceptualization of Entrepreneurial Mindset

2021 ◽  
pp. 251512742110292
Author(s):  
Darby R. Riley ◽  
Hayley M. Shuster ◽  
Courtney A. LeMasney ◽  
Carla E. Silvestri ◽  
Kaitlin E. Mallouk
Keyword(s):  
High School ◽  
College Student ◽  
Engineering Students ◽  
Educational Experiences ◽  
Multidisciplinary Design ◽  
First Year ◽  
First Semester ◽  
First Year College ◽  
Starting Point ◽  
Reflection Prompts

This study was conducted to examine how first-year engineering students conceptualize the Entrepreneurial Mindset (EM) and how that conceptualization changes over the course of their first semester of college, using the Kern Entrepreneurial Engineering Network (KEEN)’s 3Cs as a starting point. Students enrolled in an introductory, multidisciplinary design course responded to biweekly reflection prompts on their educational experiences (either in high school or as a first-year college student) and related this experience to one of the 3Cs of EM: Curiosity, Connections, or Creating Value. Results indicate that students’ conceptualization of the 3Cs often align with definitions of EM from KEEN, as well as foundational works in the entrepreneurship field, and that their interpretation of each of the 3Cs does change during their first semester in college. For instance, students were less likely to write about curiosity and more likely to write about creating value at the end of the semester compared to the beginning.

Taking Psych 101: A View from the Back of the Room

1988 ◽  
Vol 15 (2) ◽  
pp. 101-103 ◽  
Author(s):  
Linda L. Johnson
Keyword(s):  
Study Skills ◽  
Multiple Choice ◽  
Introductory Psychology ◽  
First Year ◽  
Single Source ◽  
Multiple Choice Tests ◽  
First Year College ◽  
College Course ◽  
Choice Tests ◽  
Main Ideas

Hoping to refresh my memory on how students might study for a first-year college course, I took introductory psychology. I found that certain study skills, such as identifying main ideas and using the SQ3R system, were of little benefit. Information from a single source, either the textbook or the lectures, was often insufficient for adequate comprehension. With only the vaguest understanding of important concepts, it was possible to perform well on multiple-choice tests. Based on my experience in this course, I offer some suggestions for helping students to learn introductory psychology.

From Literati to Digirati: The Experiences of College Freshmen

2021 ◽  
Vol 3 (8) ◽  
pp. 22-28
Author(s):  
Jennifer C. Lajera ◽  
Rex Argate ◽  
Delfin T. Cabañero ◽  
Rosella A. Villahermosa
Keyword(s):  
High School ◽  
Computer Literacy ◽  
Senior High School ◽  
First Year ◽  
First Year College ◽  
Job Opportunities ◽  
Interview Guide ◽  
First Year College Students ◽  
Microsoft Office ◽  
Enhanced Learning

The main intent of the study was to explore the experiences of first-year college students in their computer literacy subjects in their senior high school. Specifically, this study answered the following subproblems: the positive experiences of the informants in enhancing their academic performance through computers and the constraints they experienced in the implementation of the ICT curriculum during their senior high school.  This study employed a qualitative method of research with the aid of an interview guide to inquire about the students’ experiences in computers during their senior high school. Twenty informants were interviewed individually. The researcher utilized an interview guide and audiotaped with the informants' consent. Thematic analysis was utilized to interpret data and identify meaningful information and organize it into themes. Based on the findings, six themes emerged: Enhanced Learning in Microsoft Office Tools, Practical Application of Knowledge, Better Job Opportunities, Inadequate Number of Computers and Slow Internet Connectivity, Ineffective Teaching Strategies, and Unqualified Teachers.

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