scholarly journals Mathematics Performance and First Year Retention of Students in Engineering Learning Communities

2020 ◽  
Author(s):  
Yvette Weatherton ◽  
Andrew Kruzic ◽  
Beth Isbell ◽  
Lynn Peterson ◽  
Carter Tiernan ◽  
...  
Keyword(s):  
Learning Communities ◽  
Mathematics Performance ◽  
First Year ◽  
First Year Retention

Structuring First-Year Retention at a Regional Public Institution: Validating and Refining Bowman’s SEM Analysis

2020 ◽  
Author(s):  
Daniel Collier ◽  
Dan Fitzpatrick ◽  
Chelsea Brehm ◽  
Keith Hearit ◽  
Andrea Beach
Keyword(s):  
Sem Analysis ◽  
Public Institution ◽  
First Year ◽  
First Year Retention

PRIOR MATHEMATICS PERFORMANCE, STATISTICS ANXIETY, SELF-EFFICACY AND EXPECTATIONS FOR PERFORMANCE IN STATISTICS: A SURVEY OF SOCIAL SCIENCES STUDENTS IN A CARIBBEAN INSTITUTION OF HIGHER EDUCATION

2021 ◽  
Vol 20 (1) ◽  
pp. 4
Author(s):  
TALIA RANDA ESNARD ◽  
FAREENA MARYAM ALLADIN ◽  
KEISHA CHANDRA SAMLAL
Keyword(s):  
Social Sciences ◽  
Self Efficacy ◽  
Academic Discipline ◽  
Relative Effect ◽  
Mathematics Performance ◽  
First Year ◽  
Statistics Anxiety ◽  
Negative Effect ◽  
Performance Statistics ◽  
First Year University

The objectives of this study were to examine (i) the expectation for performance (EFP) in statistics of first year university students, (ii) the relative effect of previous mathematics performance (PMP), perceived statistical self-efficacy (SSE), and statistics anxiety (SA) for understanding these expectations, and (iii) whether students’ EFP scores differ based on sex and academic discipline. Findings point to average to high EFP in statistics, with no differences in these levels based on sex or academic discipline. PMP had little effect on students’ EFP, but, moderate effects on their levels of SA. While SSE positively affected both students’ SA, this measure produced a negative effect on their EFP in statistics. Both SSE and SA negatively affected students’ EFP in statistics, but with minimally higher levels for the latter.

scholarly journals Evaluation of a First-Year Retention Project: Findings at Halftime

2020 ◽  
Author(s):  
Alan Niemi ◽  
Matthew Green ◽  
Melanie Roudkovski
Keyword(s):  
First Year ◽  
First Year Retention

The Fairfield Makerspace

2019 ◽  
pp. 130-157
Keyword(s):  
Learning Communities ◽  
Transcendental Meditation ◽  
First Year ◽  
Community Practice ◽  
Sustainable Living ◽  
Green Belt ◽  
The University ◽  
The Town ◽  
University Community

The Fairfield Makerspace is located in the green belt corn growing area in the southeastern portion of Iowa, USA. The town hosts the Maharishi University of Management (MUM), which is unlike any university in the Midwest in that most members of the university community practice transcendental meditation (TM). This practice has led to a general misunderstanding between the university community and those that do not practice TM. MUM opened the Fairfield Makerspace in response to the mistrust between the town and the university. The role of the makerspace is to find commonality between communities in the areas of making and sustainable living. The space was finding its footing as it began their first year of operation. Learning communities are formed through workshops and special meetups called Transformation Tuesdays, where members upcycle items. This chapter explores the Fairfield Makerspace.

Connecting First Year Students to Formal and Informal Learning Experiences

2013 ◽  
pp. 51-67 ◽  
Author(s):  
Melissa L. Johnson ◽  
Laura Pasquini ◽  
Michelle R. Rodems
Keyword(s):  
Learning Communities ◽  
First Year ◽  
First Year Students ◽  
University Of Florida ◽  
Online Learning Communities ◽  
Formal And Informal Learning ◽  
Definition Of ◽  
The University ◽  
First Year Seminar

This case study, an honors first year seminar from the University of Florida, USA, demonstrates the benefits and challenges of these developments in education. The case expands the definition of formal, informal, and online learning communities in the context of a first year seminar.

Collegiate Recreation Participation and Retention

2013 ◽  
Vol 37 (2) ◽  
pp. 85-96 ◽  
Author(s):  
Stephen Kampf ◽  
Eric J. Teske
Keyword(s):  
Retention Rates ◽  
First Year ◽  
Campus Recreation ◽  
Bottom Line ◽  
Recruitment And Retention ◽  
Club Sports ◽  
First Year Retention ◽  
Recreation Participation ◽  
Relationship Of ◽  
Collegiate Recreation

Colleges and universities have been focusing on the rising costs to attend college and their impact on current and future students. Recruitment and retention of students is critical in justifying programmatic and academic offerings. In addition, recruitment and retention have an impact on the institution's bottom line. This article attempts to prove a correlation between a collegiate recreation program and retention. Specifically, first year retention rates were examined on students who participate in club sports, use the student recreation center, and are employed by the campus recreation department. The results of this study can be useful to the collegiate recreation practitioner to answer the question of “does your program have an impact on retention?” It is the hope that this study is duplicated to further emphasize the relationship of collegiate recreation programs and their positive relationship on retention.

A Multilevel Approach to Assessing the Interaction Effects on College Student Retention

2009 ◽  
Vol 11 (2) ◽  
pp. 287-301 ◽  
Author(s):  
Haiyan Bai ◽  
Wei Pan
Keyword(s):  
College Student ◽  
Social Integration ◽  
Student Retention ◽  
Interaction Effects ◽  
Retention Rates ◽  
First Year ◽  
College Student Retention ◽  
Multilevel Approach ◽  
The Social ◽  
First Year Retention

The present study utilizes a multilevel approach to assess the effects of four different types of intervention on college student retention, focusing on the interaction effects between the student characteristics and the types of intervention. The program effects on a 3-year trend are also explored. The findings of the present study reveal that the social integration programs improved the first-year retention rates for female students, the advising programs and the social integration programs worked better in the first year for students from more selective colleges within the university, and the first-year experience programs had a significant lasting effect across the 3 years on retention for elder students and male students. It is also found that the advising programs were significantly more effective on the first-year retention rates than the general orientation programs. This study provides empirical evidence for researchers and administrators in higher education to improve the effectiveness of intervention programs for students with specific characteristics.

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