scholarly journals Latina First Year Experience: Factors that Contribute to Persistence from the First to the Second Year in Higher Education

2010 ◽  
Author(s):  
◽  
Guadalupe Rodriguez Corona
Keyword(s):  
Higher Education ◽  
First Year Experience ◽  
First Year ◽  
Second Year

scholarly journals Moving Beyond First Year: An Exploration of Staff and Student Experience

2021 ◽  
Vol 12 (1) ◽  
pp. 82-92
Author(s):  
David Birbeck ◽  
Lois McKellar ◽  
Kat Kenyon
Keyword(s):  
Higher Education ◽  
First Year Experience ◽  
First Year ◽  
Student Survey ◽  
Education Students ◽  
Study Staff ◽  
University Life ◽  
Second Year ◽  
The University ◽  
Support Students

Transition pedagogy has had a major impact on the first year experience for higher education students in Australia. Similarly, there has been a significant focus on transitioning students from their final year of study to employment. Considerably fewer studies have sought to understand the “middle child”; the years in between the first and final year of study. Staff at a metropolitan Australian university noticed an increase in students struggling with university life after the first year of their program, with students purposefully withdrawing from courses or their program entirely. This article reports on focus groups held with staff and feedback via a student survey. Findings suggest the challenges faced by students in second year are multi-faceted, and curriculum and delivery should be intentionally designed to support students through a series of transitions throughout the university journey.

scholarly journals Selective Planning of the First Year Experience in Higher Education: A Sweden-Australia Comparative Study of Support

2018 ◽  
Vol 7 (2) ◽  
pp. 128
Author(s):  
Michael Christie ◽  
Sorrel Penn-Edwards ◽  
Sharn Donnison ◽  
Ruth Greenaway
Keyword(s):  
Higher Education ◽  
First Year Experience ◽  
Fourth Generation ◽  
First Year ◽  
Policy And Practice ◽  
First Year Students ◽  
Satellite Campus ◽  
First Case ◽  
Research Findings ◽  
The University

Literature on the support of the First Year Experience (FYE) in institutions of Higher Education provides a range of modelled approaches. However, we argue that institutions still need to selectively plan which approach/es and attendant strategies are best suited to their particular contexts and institutional policy and practice frameworks and how their FYE is to be presented for their particular student cohort. This paper compares different ways of supporting students in their first year in two contrasting universities. The first case study focuses on a first year course at Stockholm University (SU), Sweden, a large, metropolitan, single campus institution, while the second investigates a strategy for supporting first year students using a community of practice at a satellite campus of the University of the Sunshine Coast (USC), a small regional university in South-East Queensland, Australia. The research contrasts a formal, first generation support approach versus a fourth generation support approach which seeks to involve a wider range of stakeholders in supporting first year students. The research findings draw conclusions about how effective the interventions were for the students and provide clear illustrations that selective planning in considering the institution’s strategic priorities and human, physical, and resource contexts was instrumental in providing a distinctive experience which complemented the institute and the student cohort. (212 words)

scholarly journals 9. Using Communities of Practice to Foster Faculty Development in Higher Education

2011 ◽  
Vol 4 ◽  
pp. 52 ◽  
Author(s):  
Christopher Teeter ◽  
Nancy Fenton ◽  
Karen Nicholson ◽  
Terry Flynn ◽  
Joseph Kim ◽  
...  
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Faculty Development ◽  
Communities Of Practice ◽  
First Year Experience ◽  
First Year ◽  
Learning Networks ◽  
Academic Communities ◽  
New Ideas ◽  
Faculty And Staff Development

Communities of practice are becoming more widespread within higher education, yet little research has explored how these social learning networks can enhance faculty development. The focus of this paper is to describe the first-year experience of a community of practice initiative at McMaster University that was designed to engage groups of faculty, staff, and students to share ideas and foster learning. Four communities were initiated: Teaching with Technology, Teaching Professors, Pedagogy, and First Year Instructors, all of which provided a forum of safety and support, encouraging new ideas and risk taking that in turn contributed to individual and collective learning. Though in its early days, we consider communities of practice an innovative way to regenerate current learning and surface teaching practices that can build dynamic academic communities to foster faculty and staff development. Communities of practice have enabled us to reach beyond formal structures (e.g., classrooms) to create connections amongst people from different disciplinary boundaries that generate learning and foster development.

scholarly journals Making the second year count: embedding learning development in a progressive student journey

2018 ◽  
Author(s):  
Pat Hill ◽  
Amanda Tinker
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Case Studies ◽  
First Year ◽  
Approach To Learning ◽  
Perceptions Of Students ◽  
Second Year ◽  
Learning Development ◽  
The Uk ◽  
Uk Higher Education

In over a decade of working on embedding skills within the curriculum, it became apparent to us that the second or intermediate year was rather neglected in terms of intervention.  Across the UK higher education sector, focus has been on supporting first year transition and final year projects (Yorke, 2015; Whittle, 2018). The aim of this paper is to explore a progressive approach to learning development within the curriculum which ensures that the second year is fully exploited in terms of bridging the gap between first and final years. Focus groups were used to investigate perceptions of students, subject specialists and learning developers and the subsequent issues are thematically analysed and discussed. Two case studies are then used to demonstrate the design of a curriculum which supports a collaborative and progressive approach to student learning in which learning developers can play a key role. 

scholarly journals Articulation and Continuities: First-Year Experience in Higher Education

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Birgit Schreiber ◽  
Thierry Luescher ◽  
Teboho Moja
Keyword(s):  
Higher Education ◽  
First Year Experience ◽  
First Year

The Impact of Curricular Interventions on Intended Second Year Re-Enrollment

2005 ◽  
Vol 7 (1) ◽  
pp. 61-89 ◽  
Author(s):  
Jennifer R. Keup
Keyword(s):  
Service Learning ◽  
Learning Communities ◽  
First Year Experience ◽  
First Year ◽  
Interactive Relationship ◽  
Second Year ◽  
First Year Seminars ◽  
Cooperative Institutional Research Program ◽  
The Impact ◽  
Curricular Interventions

Utilizing data from the national administration of a Cooperative Institutional Research Program (CIRP) baseline and follow-up survey of the first-year experience during the 2002–2003 academic year, this study explores the relationship between three curricular interventions—first-year seminars, service-learning, and learning communities—and the longitudinal process of first-to-second year retention. The findings from descriptive analyses showed that there are numerous positive relationships between these three interventions and integrative first-year experiences as defined by Tinto's (1987, 1993) longitudinal model of departure. Further, logistic regression suggests that service-learning courses have an indirect impact on the intent to re-enroll for a second year of college, while first-year seminars and learning communities may have an interactive relationship in their impact on the outcome measure.

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