scholarly journals Forging Faculty–Student Relationships at the College Level Using a First-Year Research Experience

2008 ◽  
Vol 85 (12) ◽  
pp. 1696 ◽  
Author(s):  
David C. Forbes ◽  
Patricia M. Davis
Keyword(s):  
First Year ◽  
College Level ◽  
Research Experience ◽  
Student Relationships ◽  
Faculty Student Relationships

Making Sense of “Outsiderness”: How Life History Informs the College Experiences of “Nontraditional” Students

2018 ◽  
Vol 25 (5) ◽  
pp. 500-512 ◽  
Author(s):  
Michael Lanford
Keyword(s):  
Nontraditional Students ◽  
Life Histories ◽  
Formal Education ◽  
College Experiences ◽  
First Year ◽  
College Level ◽  
Nontraditional College Students ◽  
Educational Trajectories ◽  
Making Sense ◽  
Return To College

This article presents the life histories of two “nontraditional” college students—Demetrius and Christine—as a means to explore the concept of “outsiderness” and its impact on undergraduate student success. Through multiple interviews and observations conducted over the course of a full year, the article first outlines the life circumstances that compelled both students to leave formal education during adolescence. Then, the article details how Demetrius and Christine managed to return to college despite formidable personal and financial challenges. Although both students demonstrate tremendous promise in their college-level coursework, they are wary of their own college readiness, primarily due to their “nontraditional” educational trajectories and a lack of clarity about instructors’ expectations. Hence, the article concludes by considering the forms of support that might help similar nontraditional students succeed in first-year coursework, and eventually graduate from college.

scholarly journals A study on the improvement of basic general mathematics according to changes in the basic mathematical ability of first-year college students in the fields of science and engineering

2021 ◽  
Vol 15 (5) ◽  
pp. 85-95
Author(s):  
Hye Yoon Choi ◽  
Sang Kil Shim
Keyword(s):  
Mathematics Education ◽  
Mathematics Curriculum ◽  
National Level ◽  
Academic Ability ◽  
Mathematical Ability ◽  
Policy Support ◽  
First Year ◽  
College Level ◽  
Science And Engineering ◽  
Ability Test

The objective of this study is to examine changes in the Mathematics Curriculum and the College Scholastic Ability Test that affect the changes in the Basic Mathematical Ability of students enrolled in Science and Engineering departments and to compare and analyze the educational contents of basic general mathematics completed by first-year students in science and engineering fields in order to provide improvement plans for basic general mathematics. In Korea, whenever the mathematics curriculum is revised, the content covered in the previous curriculum is deleted or weakened in order to optimize the educational content, and ‘Calculus’ and ‘Geometry’ are required for science and engineering students to choose in the college scholastic ability test. Thus, the basic academic ability of mathematics is lowered, and it is difficult to complete the basic general mathematics taught in the first year of university. In order to solve this problem, it is necessary to analyze the mathematics and curriculum to include deleted or weakened contents in the university's basic general mathematics, to understand the students' basic academic ability in mathematics, and to operate basic general mathematics by level or operate basic mathematics courses. In addition, when revising the mathematics both in curriculum and the university scholastic ability test, the opinions of professors in charge of basic general mathematics education at universities should be sufficiently reflected to minimize changes in key factors for students to complete basic general mathematics, and it is necessary to provide policy support at the national level for the development and operation of the curriculum for general mathematics education at a college level.

Addressing the divergence between health science students’ learning preferences and the way their teachers teach

The Advisor ◽  
2021 ◽  
Vol 41 (1) ◽  
Author(s):  
Una L. DeChellis
Keyword(s):  
Learning Preferences ◽  
Health Science ◽  
First Year ◽  
College Level ◽  
Science Students ◽  
Teaching Approaches ◽  
Science Courses ◽  
Anatomy And Physiology ◽  
Quantitative And Qualitative Research ◽  
The Relationship

Abstract Both the literature and personal experience show that attrition from prerequisite science courses for the health professions is significant. To examine one possible reason for that attrition, a study was designed to examine the relationship between the teaching approaches employed by college-level anatomy and physiology (A&P) instructors and the learning preferences of first-year health science (FYHS) students. Students and instructors of a first-year Anatomy and Physiology course at a small, private four year college in the Northeast participated in a combined quantitative and qualitative research protocol. Results showed that instructors’ teaching approaches met the participating FYHS students’ learning preferences in some areas but not all. The findings suggest that addressing the gap between FYHS students’ learning preferences and the teaching approaches of A&P instructors could lead to more successful academic outcomes.

Reengaging Texts, French, and Cultural Narratives

2016 ◽  
pp. 313-336
Author(s):  
Dane Stalcup
Keyword(s):  
College Students ◽  
Experiential Learning ◽  
Reflective Writing ◽  
First Year ◽  
College Level ◽  
Cultural Narratives ◽  
First Year College ◽  
First Year College Students ◽  
High Level ◽  
Global Travel

This chapter examines a course model through which first-year college students engage in advanced reflective communication (i.e. discussion, writing, field trip investigations) in order to embrace diverse voices, perspectives, and populations. To determine how freshmen can achieve a high level of multiculturalism and insightful expression at the same time, the author investigates the effectiveness of his freshman-only Reflective Tutorial, “Global Travel through Cultural Studies.” Drawing jointly from the Humanities and experiential learning, this course invites students to embrace conversations and research on global cultural narratives and to interact with spaces outside of the college classroom that both demonstrate and question these narratives. And by synthesizing reflective writing with experiential observation and analysis, the proposed course model promotes effective communication and awareness of diversity that will prepare students for the kind of crosscultural critical thinking that future experiences at the college level, but also the future itself will require.

scholarly journals Research activity of specialist registrars

2004 ◽  
Vol 28 (5) ◽  
pp. 180-182 ◽  
Author(s):  
Rachel Petrie ◽  
Kay Anderson ◽  
Elizabeth Hare ◽  
Neil Mayfield ◽  
Rebecca Tipper
Keyword(s):  
Research Work ◽  
Similar Proportion ◽  
First Year ◽  
Research Experience ◽  
Relevant Research ◽  
Research Activity ◽  
Specialist Registrar ◽  
Conducting Research ◽  
Published Research ◽  
And Training

Aims and MethodThere has been much discussion about the productivity and training value of protected research sessions at specialist registrar (SpR) level. We used questionnaire survey to investigate the research experience of senior psychiatric SpRs and first-year psychiatric consultants in Scotland.ResultsThe survey had an 80% response rate. Two-thirds of respondents were able to take protected research sessions, and a similar proportion had published research work during their higher training. Specific difficulties in conducting research are identified and discussed.Clinical ImplicationsScottish SpRs in psychiatry are usually able to protect research sessions, but experience difficulties with lack of experience, resources and supervision. Almost a third of those near the end of their training have published nothing. It is important to explore options other than research projects to gain relevant research experience.

Developing Covariational Reasoning Among Students Using Contexts of Formulas

2020 ◽  
Vol 02 (04) ◽  
pp. 2050016
Author(s):  
Andrzej Sokolowski
Keyword(s):  
Mathematical Knowledge ◽  
First Year ◽  
Mathematical Notation ◽  
College Level ◽  
Physics Students ◽  
First Year College ◽  
Covariational Reasoning ◽  
Standard Formula ◽  
Physically Identical

Multiple studies have been conducted to assess students’ ability to apply covariational reasoning to sketching graphs in physics. This study is supported by research on developing students’ skills in sketching functions in mathematics. It attempts to evaluate physics students’ ability to apply these skills to identify critical algebraic attributes of physics formulas for their potential to be sketched. Rather than seeking formulas’ physical interpretation, this study is posited to challenge students’ skills to merge their mathematical knowledge within physics structures. A group of thirty ([Formula: see text]) first-year college-level physics students were provided with two physically identical equations that described the object’s position. However, one equation was expressed in functional mathematical notation, whereas the other in a standard formula notation. The students were asked to classify the symbols in each formula as variables or parameters and determine these formulas’ potential to be graphed in respective coordinates. The analysis revealed that 93% of these students considered function notation as possessing sketchable potential against 13% who envisioned such potential in the standard formula notation. Further investigations demystified students’ confusion about the classification of the symbols used in the formula notation. These results opened up a gate for discussing the effects of algebraic notations in physics on activating students’ covariational skills gained in mathematics courses. Suggestions for improving physics instructions stemming from this study are discussed.

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