scholarly journals The Effect of First-Year Seminar Classroom Design on Social Integration and Retention of STEM First-Time, Full-Time College Freshmen

2021 ◽  
Vol 2021 ◽  
pp. 1-9
Author(s):  
Miriam Leary ◽  
Alexander Tylka ◽  
Victoria Corsi ◽  
Randy Bryner
Keyword(s):  
At Risk ◽  
Social Integration ◽  
Social Life ◽  
Flipped Classroom ◽  
First Year ◽  
Classroom Design ◽  
Full Time ◽  
Second Year ◽  
Student Composition ◽  
First Year Seminar

Classroom design is related to student satisfaction and learning, but its effect on student retention is unknown. This exploratory study compared the impact of classroom design on social integration and retention among STEM first-time, full-time college freshmen in a first-year seminar course by comparing classroom sizes (large (LL) vs. small (SL) lecture), classroom formats (lecture (SL) vs. flipped classroom (FC)), and classroom student composition of students at risk of attrition based on low math placement scores (combined low math (CLM) vs. separated low math (SLM)). To capture social integration of freshman after their first semester, students completed a survey for course credit. Retention rates of freshman returning to the university for their second year were included. Almost all students in all classrooms had made friends in college; most had made friends with peers in the course and were spending time with them outside of class. Compared with LL students, SL reported lower satisfaction with their overall social life. More FC students were satisfied with their social life, and fewer found making friends to be harder than expected. These findings showed even greater disparities between groups for at-risk students. SLM students exhibited lower social integration than CLM students. The CLM flipped classroom retained the highest percentage of students at the university into the second year. Findings from the present study suggest that integrating at-risk students into a first-year seminar flipped classroom that matches student composition of the major benefits social integration and retention into the second year, for all students as well as those with low math scores.

Study of Discontinuing Students at Macquarie University

1976 ◽  
Vol 20 (1) ◽  
pp. 105-106 ◽  
Author(s):  
Neil Baumgart
Keyword(s):  
First Year ◽  
Full Time ◽  
Process Variables ◽  
Design Problems ◽  
First Year Students ◽  
Part Time Students ◽  
Part Time ◽  
Discriminant Analyses ◽  
Males And Females ◽  
Second Year

In a study of discontinuing students at Macquarie University major analyses were based on a sample of 444 students divided into four categories: students still persisting in Term 3 of second year, students who discontinued during first year, students who voluntarily discontinued after first year, and students excluded because of failure at the end of first year. Multiple discriminant analyses were used to relate potential predictors to category membership. Predictors included both entry and process variables. Results are reported separately for full-time and part-time students, and for males and females within these categories. The major findings carry implications for those who need to make management decisions in relation to higher education. Additionally, the paper attempts to highlight some of the design problems inherent in correlational studies and to present selected methodological strategies used in this study to minimize the effects of these problems.

scholarly journals “A little flip goes a long way” The impact of a ‘partial’-flipped classroom design on student performance and engagement in a first year undergraduate economics classroom

2020 ◽  
Author(s):  
Nadia Singh
Keyword(s):  
Student Performance ◽  
Flipped Classroom ◽  
Control Group ◽  
First Year ◽  
Classroom Design ◽  
Final Exam ◽  
Traditional Lecture ◽  
Traditional Lectures ◽  
Undergraduate Economics ◽  
The Impact

The flipped classroom is gaining prominence as an active learning pedagogy to engage a new generation of students. However, all courses do not lend themselves to a fully flipped design and instructors are often reluctant to flip lectures. In this study, I experimented with a “partial” flipped classroom design in a first-year undergraduate economics course. In this partial flipped format, traditional lectures were substituted with micro-lectures and the remaining class time was devoted to activities like quizzes, group work and student presentations. The full lectures were panopto recorded and put up on the e-learning site, Blackboard. This format enabled me to combine the benefits of a traditional lecture with a flipped classroom design. In order to evaluate the effectiveness of the partial flipped classroom format, I compared the final exam scores of students in the partial flipped classroom with those in the control group, which followed a traditional lecture-based approach. The key results from the analysis revealed that students in the partial flipped classroom performed better in the final exams vis-à-vis students in the traditional classroom format. Furthermore, the partial flipped classroom format was associated with lower odds of students failing in the module. This format also resulted in better student engagement, more flexibility and enhanced student-tutor interaction within the classroom.

scholarly journals Flipped Classroom and Aronson´s Puzzle: a Combined Evaluation in the Master´s Degree in Preuniversitary Teaching

2021 ◽  
Vol 22 ◽  
pp. e23617
Author(s):  
Carlos Lázaro-Carrascosa ◽  
Isidoro Hernán-Losada ◽  
Daniel Palacios-Alonso ◽  
Ángel Velázquez-Iturbide
Keyword(s):  
Cooperative Learning ◽  
Programming Languages ◽  
Vocational Training ◽  
Flipped Classroom ◽  
The Other ◽  
First Year ◽  
Group Practice ◽  
Web Pages ◽  
The Subject ◽  
Second Year

This article presents a double evaluation carried out in the subject Complements for disciplinary training II: Computing, corresponding to the Master's degree teacher training in secondary education, baccalaureate, vocational training and languages taught by the Universidad Rey Juan Carlos. The students of the subject had to learn how to prepare simple web pages, using HTML, CSS and JavaScript programming languages. To this end, the flipped classroom technique was used to present the necessary contents, combined with the adaptation of Aronson's cooperative learning puzzle technique, used to carry out a group practice that reflected the knowledge acquired. It is worth mentioning, as a complement to the two techniques used, the use of an adapted assessment rubric, which was provided to the students at the beginning of the teaching block. The evaluation was carried out during two consecutive academic years, 2018/2019 and 2019/2020. There were important differences between the two studies: in the first study, the students' previous self-assigned level was much higher (2.8 points as opposed to 1.4 points on a scale of 1 to 5). The other difference, even more relevant, was that in the second year all teaching was done at home, in a non-attendance format, on a mandatory basis, due to the period of confinement decreed by the state of alarm at that moment, because of the pandemic caused by the SARS-CoV-2 virus, popularly known as coronavirus. At the end of the experience, the students expressed their satisfaction with the learning acquired and with the tasks performed, in both cases. The techniques used were well-appreciated, in the first year more than in the second, and especially flipped classroom. The scores obtained were, in addition, always very relevant.

scholarly journals “A Little Flip Goes a Long Way”—The Impact of a Flipped Classroom Design on Student Performance and Engagement in a First-Year Undergraduate Economics Classroom

2020 ◽  
Vol 10 (11) ◽  
pp. 319
Author(s):  
Nadia Singh
Keyword(s):  
Active Learning ◽  
Flipped Classroom ◽  
Traditional Classroom ◽  
Control Group ◽  
First Year ◽  
Classroom Design ◽  
Final Exam ◽  
Traditional Lectures ◽  
Undergraduate Economics ◽  
The Impact

The flipped classroom is gaining prominence as an active learning pedagogy to engage a new generation of students. However, all courses do not lend themselves to a fully flipped design and instructors are often reluctant to flip lectures due to the additional time and effort involved, especially so in case of technical subjects such as economics. This study experiments with a flipped classroom design in a first-year undergraduate economics course. The research was motivated by the fact that many undergraduate economics students do not engage with traditional lectures. They fail to acquire critical thinking, data handling and reasoning skills, which are thought to be at the core of the economics curriculum. In this flipped classroom format, traditional lectures were substituted with micro-lectures and the remaining class time was devoted to active learning pedagogies including quizzes, group work and student presentations. The full lectures were panopto recorded and put up on the e-learning site, Blackboard. In order to evaluate the effectiveness of the flipped classroom format, I compared the final exam scores of students in the flipped classroom with those in the control group, which followed a traditional lecture-based approach. The key results from the analysis revealed that students in the flipped classroom performed better in the final exams vis-à-vis students in the traditional classroom format. Furthermore, students in the flipped classroom format were 1.61 times less likely to fail in the module as compared to students in a traditional classroom format. This format also resulted in better student engagement, more flexibility and enhanced student–tutor interactions within the classroom.

scholarly journals The Second-Year Retention Effect of Early Enrollment in a First-Year Seminar

2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Tyrone E. McKoy
Keyword(s):  
Community College ◽  
Positive Impact ◽  
Average Treatment Effect ◽  
Retention Rates ◽  
First Year ◽  
First Semester ◽  
Percentage Point Increase ◽  
Second Year ◽  
New Community ◽  
First Year Seminar

Is early enrollment in a qualified first-year seminar (FYS) positively associated with second-year retention rates of new community college students? A large mid-Atlantic community college (MAC) believes that it is, and this belief is the basis for the hypothesis being tested in this research. Beginning in 2010, new first-time college and degree-seeking students were required to enroll in the newly developed FYS course in the first semester of attendance. Students who complied with this policy over the years 2010-2013 were matched on an array of observable and unobservable variables with similar students from the prior years 2006-2009 using the propensity-score matching (PSM) method. Using a logistic regression model, it was estimated that average treatment effect was a statistically significant positive impact of a 6.07 percentage-point increase in the likelihood of being retained into the second year. This result is in line with a common, but not universal, belief in the theory and other research that suggests that enrollment in a FYS would have such an effect. Although there are clear limitations to this result, the implications are positive for the community college that adopted this new policy and for the students it serves. 

An inevitable crisis? From first to second year in counsellor training

2020 ◽  
Vol 5 (1) ◽  
pp. 74-89
Author(s):  
Hugh Crago
Keyword(s):  
Right Hemisphere ◽  
Training Programme ◽  
First Year ◽  
Training Experience ◽  
Counsellor Training ◽  
Student Dropout ◽  
Second Year ◽  
Neurological Research ◽  
First Year Of Life ◽  
And Control

In a seminal 1973 paper, Robert Clark described the very different “cultures” of the first and second year students in a four year clinical psychology PhD programme. The author applies Clark’s template to his own experiences as trainee or trainer in five different counsellor education programmes, one in the US and four in Australia. Each of the programmes, to varying degrees, demonstrates key features of the pattern identified by Clark, where the first year is “therapeutic” and other-oriented, the second is “professional” and self-focused. The author concludes that all the surveyed programmes exhibited some level of “second year crisis”, in which a significant number of students felt abandoned, dissatisfied, or rebellious. The author extends and refines Clark’s developmental analogy (first year = childhood; second year = adolescence) to reflect recent neurological research, in particular, the shift from a right hemisphere-dominant first year of life, prioritising affiliative needs, to a left hemisphere-dominant second year, prioritising autonomy and control. This shift is paralleled later by a more gradual move from a protective, supportive childhood to necessary, but sometimes conflictual, individuation in adolescence. The first two years of a counsellor training programme broadly echo this process, a process exacerbated by the second year internship/placement, in which students must “leave home” and adjust to unfamiliar, potentially less nurturing, authority figures. Finally, the author suggests introducing more rigorous “academic holding” into the first year, and greater attention to “therapeutic holding” of dissident students in the second, hopefully decreasing student dropout, and achieving a better balanced training experience.

Implementation of the Second-year course in an Engineering Professional Spine

2018 ◽  
Author(s):  
Umar Iqbal ◽  
Deena Salem ◽  
David Strong
Keyword(s):  
Learning Outcomes ◽  
Research University ◽  
Engineering Students ◽  
Employability Skills ◽  
First Year ◽  
Computer Engineering ◽  
Core Courses ◽  
Second Year ◽  
First Time ◽  
Academic Year

The objective of this paper is to document the experience of developing and implementing a second-year course in an engineering professional spine that was developed in a first-tier research university and relies on project-based core courses. The main objective of this spine is to develop the students’ cognitive and employability skills that will allow them to stand out from the crowd of other engineering graduates.The spine was developed and delivered for the first time in the academic year 2010-2011 for first-year general engineering students. In the year 2011-2012, those students joined different programs, and accordingly the second-year course was tailored to align with the different programs’ learning outcomes. This paper discusses the development and implementation of the course in the Electrical and Computer Engineering (ECE) department.

Exploring the Implementation of Early Math Assessments in Kindergarten Classrooms: A Research-Practice Collaboration

2020 ◽  
Author(s):  
Jennifer McDonald ◽  
Rebecca Merkley ◽  
Jacqueline Mickle ◽  
Lisa Collimore ◽  
Daniel Ansari
Keyword(s):  
Mathematical Thinking ◽  
Math Education ◽  
Kindergarten Students ◽  
First Year ◽  
Research Practice ◽  
Early Numeracy ◽  
Future Directions ◽  
Collaborative Project ◽  
Practice Gap ◽  
Second Year

Research in cognitive development has highlighted that early numeracy skills are associated with later math achievement, suggesting that these skills should be targeted in early math education. Here we tested whether tools used by researchers to assess mathematical thinking could be useful in the classroom. This paper describes a collaborative project between cognitive scientists and school board researchers/educators implementing numeracy screeners with kindergarten students over the course of three school years. The Give-A-Number task (Wynn, 1990) was used with first-year kindergarten students and the Numeracy Screener [BLINDED] with second-year kindergarten students. Results indicated that educators (N = 59) found the tools feasible to implement and helpful for exploring their students’ thinking and targeting instruction. The Educators’ feedback also helped inform improvements to the implementation of the tools and future directions for both the schools and the researchers. This work emphasizes the importance of transdisciplinary collaboration to address the research-practice gap.

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