Achievement in first year college chemistry related to high school preparation

1957 ◽  
Vol 34 (11) ◽  
pp. 562 ◽  
Author(s):  
Robert C. Brasted
Keyword(s):  
High School ◽  
First Year ◽  
College Chemistry ◽  
First Year College ◽  
High School Preparation ◽  
School Preparation

The relation of high-school preparation to college chemistry grades

1953 ◽  
Vol 30 (6) ◽  
pp. 311 ◽  
Author(s):  
E. H. Hadley ◽  
R. A. Scott ◽  
K. A. Van Lente
Keyword(s):  
High School ◽  
College Chemistry ◽  
High School Preparation ◽  
School Preparation

scholarly journals Content and Structure of the Distance Course on the Formation of the Information and Library System Literacy of Future Musicians-Teachers in the Process of High School Preparation

2020 ◽  
Vol 8 (1) ◽  
pp. 164-177
Author(s):  
Marya N. Svirina
Keyword(s):  
High School ◽  
Music Education ◽  
Fine Arts ◽  
First Year ◽  
State University ◽  
First Year Students ◽  
High School Preparation ◽  
School Preparation ◽  
Music Faculty ◽  
University Training

The article presents the experience of creating and testing a distance learning course aimed at developing information and library literacy of future musicians-teachers in the process of high school preparation. There are contradictions between the demands of the modern information society and the content of educational programs in higher educational institutions of music and pedagogical profile, which do not currently include courses on the formation of information and library literacy of students. Possible solutions to this problem are considered: holding master classes for first-year students during extracurricular time to get acquainted with the library as a structural unit of the institutions; preparing virtual literature reviews with information about access to new collections on music art and music education in electronic library systems; creating a distance course in the electronic information environment of the institution for self-education of first-year students. The results of implementation of the developed system in the content of university training of musicians-teachers at the music faculty of the Institute of Fine Arts of the Moscow Pedagogical State University are presented.

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.

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