scholarly journals Untangling the Factors that Affect Student Retention: A Quantitative Study of the Relationships among First-Year Seminar Program Characteristics and Instructor Type (Full-Time and Part-Time)

2020 ◽  
Author(s):  
Christina Shafer
Keyword(s):  
Student Retention ◽  
Quantitative Study ◽  
First Year ◽  
Full Time ◽  
Part Time ◽  
Program Characteristics ◽  
First Year Seminar

E-Learning at Politecnico di Torino

2013 ◽  
pp. 690-702
Author(s):  
Salvatore Barbagallo ◽  
Roberto Bertonasco ◽  
Fulvio Corno ◽  
Laura Farinetti ◽  
Marco Mezzalama ◽  
...  
Keyword(s):  
Distance Education ◽  
Large Scale ◽  
Sustainable Use ◽  
First Year ◽  
Preliminary Evaluation ◽  
Full Time ◽  
Large Scale System ◽  
Part Time ◽  
E Learning ◽  
Real Challenge

Politecnico di Torino has been actively experimenting distance education scenarios since 1992, through the development of innovative methodologies and tools. The real challenge today, however, is to move from small settings to a large-scale system able to suit the needs of a broad number of users belonging to different categories, from traditional students to part-time or full-time workers, from students living far from Torino to people with participation restriction due to disability. The emphasis then, is not only on the innovation of methodologies and technologies, but on their effective and economically sustainable use in a complex and multi-faceted setting. This chapter describes the services introduced in this direction and gives a preliminary evaluation after the first year of delivery.

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.

Academic Skills, Community Engaged, Leadership, and Global Themed First-Year Seminars: Comparisons in Student Success

2020 ◽  
pp. 152102512091269
Author(s):  
Lynn M. Boettler ◽  
Ruth A. Goldfine ◽  
Don W. Leech ◽  
Gerald R. (Jerry) Siegrist
Keyword(s):  
Academic Performance ◽  
Learning Community ◽  
Grade Point Average ◽  
Retention Rate ◽  
Analysis Of Covariance ◽  
First Year ◽  
Full Time ◽  
Grade Point ◽  
Part Time ◽  
First Year Seminars

In this study, retention and academic performance of students enrolled in four different versions of a first-year seminar at a large, public 4-year university were compared for a 2-year period. The first-year seminars examined were 3-credit courses with either traditional, global, community engagement, or leadership themes and were essentially required of all first-year, full-time students. Statistical analysis using logistic regression and analysis of covariance were employed to determine whether differences existed. In addition, the variables of gender, race, high school grade point average, American College Testing/Scholastic Aptitude Test scores, type of instructor (full time or part time), and enrollment in a learning community were considered covariates in data analysis. The study revealed no significant differences in first-year to second-year retention rate or in academic performance as measured by college grade point average for the four different versions of the seminar; however, enrollment in a learning community did have significant impact on retention, even after controlling for covariates known to strongly affect retention.

scholarly journals Wages, Hours, and the School-to-Work Transition: The Consequences of Leaving School in a Recession for Less-Educated Men

2016 ◽  
Vol 16 (1) ◽  
pp. 97-124 ◽  
Author(s):  
Jamin D. Speer
Keyword(s):  
Labor Market ◽  
School To Work ◽  
Transition Time ◽  
First Year ◽  
Full Time ◽  
Market Outcomes ◽  
School To Work Transition ◽  
Published Evidence ◽  
Work Transition ◽  
Part Time

Abstract Using the NLSY’s weekly work history data to precisely measure labor market outcomes and the school-to-work transition, I document severe but short-lived effects of leaving school in a recession for men with 9–12 years of education. I find significant effects of entry labor market conditions on wages, job quality, and the transition time from school to work. In contrast to published evidence on more educated workers, I also find large effects on work hours on both the extensive and the intensive margins. When workers leave high school in a recession, they take substantially longer to find a job, earn lower wages, and work fewer full-time weeks and more part-time weeks. A 4-point rise in the initial unemployment rate leads to an increase in the school-to-work transition time of 9 weeks, a 16% decline in year-one average wage, a 28% fall in hours worked in the first year, and a 45% decline in first-year earnings. However, effects of entry conditions are not persistent and are largely gone after the first year.

First Year Seminars Produce Long-Term Impact

2003 ◽  
Vol 4 (4) ◽  
pp. 377-391 ◽  
Author(s):  
Carolyn A. Schnell ◽  
Curt D. Doetkott
Keyword(s):  
Student Retention ◽  
Comparison Group ◽  
First Year ◽  
Comparison Groups ◽  
First Year Seminars ◽  
Long Term Impact ◽  
Matched Comparison ◽  
First Year Seminar ◽  
Insight Into

In an effort to provide insight into a strategy for increasing student retention, students enrolled in a first year seminar were paired with a matched comparison group, and retention of the 1,853 students in the two groups was compared over a period of four years. Results indicated significantly greater retention over a period of four years for students enrolled in the seminar. Review of the literature indicates that while such seminars are gaining in popularity, longitudinal studies of their effectiveness using matched comparison groups are lacking. In addition to expanding the research base of the first year seminars, this article also presents the background of the seminar and studies regarding the first year seminar that are relevant to retention.

scholarly journals IMPROVING ENGINEERING EDUCATION: TWO KEY AREAS TO FOCUS OUR ATTENTION

2021 ◽  
Author(s):  
Nancy Nelson ◽  
Robert Brennan
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Instructional Practices ◽  
Quantitative Study ◽  
Classroom Observations ◽  
Full Time ◽  
Engineering Programs ◽  
Undergraduate Engineering ◽  
Lesson Structure ◽  
Part Time

Engineering remains one of the most traditional and didactic disciplines in higher education.  There is low adoption of research-based instructional practices with many educators believing adherence to tried-and-true methods in undergraduate engineering programs outweigh the benefits any change to more active learning could bring. Surveys of student engagement consistently rank the effectiveness of the undergraduate engineering experience lowest among the disciplines, with classroom observations confirming that engineering educators score significantly lower in delivery, teaching, lesson elements, and diversity. This quantitative study sets out to determine in which, if any, specific areas engineering educators score differently than their colleagues in other disciplines. Using Draeger and his team’s model of academic rigour as a framework, this study examines institutional data collected during three years of mandatory teaching observations of new full-time and randomly selected part time educators.  The analysis shows that four key areas differentiate the teaching practices of engineering educators from their colleagues in other disciplines: (1) welcoming students, (2) explaining the lesson’s agenda, (3) the organization, pace, and planning of classes, and (4) the way material is presented to students.  It is proposed that the undergraduate engineering experience can be improved by making changes to lesson structure, and enhanced by including opportunities for meaningful active learning.

INTERNAL AND EXTERNAL MOTIVATION OF PROFESSIONAL ACTIVITY AMONG PSYCHOLOGY STUDENTS

2021 ◽  
Author(s):  
Зульфия Мухтаровна Гиниятова ◽  
Галина Фанилевна Тулитбаева
Keyword(s):  
Standard Deviation ◽  
Psychology Students ◽  
Arithmetic Mean ◽  
Professional Activity ◽  
First Year ◽  
Full Time ◽  
State University ◽  
Mathematical Apparatus ◽  
Part Time ◽  
External Motivation

Представлены данные исследования внутренней и внешней мотивации профессиональной деятельности у студентов, будущих психологов. Всего в исследовании участвовали 101 студентов (очного - 41чел., заочного - 60 чел.) первого курса факультета психологии Башкирского государственного университета. Использован следующий математический аппарат: анализ среднего арифметического и стандартного отклонения, непараметрические критерии U-Манна-Уитни и Н-Крускалла-Уоллиса. The data of the study of internal and external motivation of professional activity among students, future psychologists are presented. In total, 101 students (full-time - 41 students, part-time - 60 people) of the first year of the Faculty of Psychology of Bashkir State University participated in the study. The following mathematical apparatus was used: analysis of the arithmetic mean and standard deviation, nonparametric criteria of U-Mann-Whitney and N-Kruskall-Wallis.

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