Krause, K. & Coates, H. (2008). Students’ engagement in first-year university. Assessment & Evaluation in Higher Education, 33(5), 493-505. Retrieved August 13, 2010
This article was written by two authors: Kerri-lee Krause and Hamish Coates. The article is directed to the Australian students during their experience in the first year of learning. The authors have made use of data that was collected from a national study. This data represented seven dimensions of engagement with the university study and the environment, and the dynamics of the distribution of these ideas among all the first years in the universities. The article underline that education is all about students defining and thereby having a construction of their own knowledge. This is based on some research which was done on a number of university students who were in their first year of study. The article relays that learning is a product of a number of things as the universities themselves and the nature of the staff. These are some of the conditions that influence student learning. Moreover, the article has taken more consideration of the kinds of engagements that students find themselves in. It says that it is not the academic factors alone that contribute to learning, but there are some social factors that are of use. The article is well written. Moreover, it is comprehensive to a learner who has a prior-knowledge of what is taking place in the learning institutions. However, the article focused on particular academic issues leaving alone some social concerns of the students. This article has assisted me to learn the nature of engagement and learning that takes place in the Australian universities.
Krause, K. L et, al. (2005). The first year experienc...
... middle of paper ...
...8). Students’ engagement in first-year university. Assessment & Evaluation in Higher Education, 33(5), 493-505. Retrieved August 13, 2010
Krause, K. L et, al. (2005). The first year experience in the Australian schools. Centre for the Study of Higher Education. Melbourne: University of Melbourne press
McKenzie, K. & Schweitzer, R. (2001). Who Succeeds at University? Factors predicting academic performance in first year Australian university students. Higher Education Research & Development, 20(1), 21-33. Retrieved August 13, 2010
Russell, J., Rosenthal, D., & Thomson, G.. (2010). The international student experience: three styles of adaptation. Higher Education, 60(2), 235-249. Retrieved August 13, 2010
Taylor, S. (1999). Better Learning through Better Thinking: Developing Students'
Metacognitive Abilities. Journal of college reading and learning. p34.
This text will examine the assessment for the Scott Cares program. Scott Cares is a program targeted towards students who are disengaged from school and learning. Student engagement, for the purpose of this program, is a multi-dimensional construct that is made up of behavioral, emotional and cognitive factors (Fredricks, Blumenfeld & Paris, 2004). Behavioral engagement rests on the idea of participation and involvement in academic, social, or extracurricular activities, thought to be critical to positive academic outcomes and drop-out prevention (Connell & Wellborn, 1991; Finn, 1989). Emotional engagement identifies positive and negative reactions to teachers, classmates, academics, and school. When students are positively engaged emotionally to school, it is presumed that the engagement will positively influence the students’ willingness to work (Connell & Wellborn, 1991; Finn, 1989). Cognitive engagement focuses on the student’s investment in learning, including thoughtfulness, and p...
Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: Volume 2, a third
I analyzed the identity of a "college student". In this article, the authors explain the perceptions of college academics and academic rigor among first-year students. The result obtained by the author is that students success in college depends on the mindset they had before starting their first semester, the authors take an in-depth look at students who believed college was as difficult, if not more than, their initial perceptions; students who believed college was less difficult than their perceptions; and students who expressed a neutral perception of college as "different than" prior perceptions. First-year students reported that their perceptions of the rigor of college academics and their actual experiences in college
Shoup, Rick. Kinzie, Julian. “Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence.” Journal of Higher Education. Sep/Oct2008, Vol. 79 Issue 5, p540-563. Web. 29 April 2014.
Engberg. M. E. (2007). The influence of first-year “success” courses on student learning and democratic outcomes. Journal of College Student Development, 48, 241-258.
Early Stage. In her familiar working class environment Rita is confident and assertive; however, when she enters Open University as a non-traditional learner she displays inferiority and a lack of confidence with the other students. Her underdeveloped academic abilities were challenged and met with disappointment when her work was measured against the other students. Prof Frank provided a safe learning environment and instructed Rita in literature analysis and critical thinking. He supported her novice efforts with constructive feedback, direction and expectations. “At this stage, a teacher best supports the learner by creating a reliable environment” (Brundage and MacKeracher, 1980).
Upon arrival at the State University for freshman orientation, students are immediately sorted into categories. One's dorm provides the initial identity as students march to countless events chanting the cheers that have been handed down from upperclassmen. However, these stereotypes are all in fun and are rather temporary as the welcomes fade and all begin to feel a part of the student bo...
However, delegates at the 2014 17th International First Year in Higher Education Conference provided positive feedback and expressed an interest in further researching this topic. In particular, the delegates expressed interest in a closer examination of the individual activities students engaged in, while studying a larger group and focusing on possible differences by gender.
Russell, Jean, Doreen Rosenthal and Garry Thomson. “The international Student Experience: Three Styles of Adaptation.” Higher Education 60.2 (2010): 235-249. Web. 25 April. 2014.
The National Survey of Student Engagement (NSSE) established in 1998 at Indiana University School of Education, to analysis student development (NSSE, 2017). However, the Community College Survey of Student Engagement (CCSSE) was not established until 2001 at University of Texas, Community College Leadership Program, working with a partnership of NSSE, CCSSE concentrates on community and technical colleges (CCSSE, 2017). The student engagement studies explore both in-classroom and outside class learning which has been proven to enhance a student all around success in achieving their goals.
Students typically enter college in the fifth stage of identity versus identity diffusion. Students are struggling to explore their independence and develop an idea of the self. This is the perfect opportunity for student affairs to develop learning activities that will engage students in the exploration of other cultures, beliefs, and ideas. Residence halls at larger institutions are crucial for fostering communications and relationships that will help students build an identity from. For community college without residential capabilities, it is important to establish activities that promote student bonding and relationships in a fun, stress-free setting. These relationships will become a part of the following stage of intimacy versus isolation. A strong sense of identity will lead to healthy relationships.
Bye, D., Pushkar, D., & Conway, M. (2007). Motivation, interest, and positive affect in traditional and nontraditional undergraduate students. Adult Education Quarterly, 57, 141-158. doi: 10.1177/0741713606294235
Milem, J., & Berger, J. (1997). A modified model of college student persistence: Exploring the relationship between Astin’s theory of involvement and Tinto’s theory of student departure. Journal of College Student Development, 38, 387- 400.
At the start of my undergraduate education, I was taken aback by what I had ahead of me. Now finally out of high school, a bevy of opportunities suddenly sprang themselves upon me. I was faced with the questions of what classes to take, what to study, what to participate in, how to fend for myself, how to accomplish my goals, and countless others. After struggling with these monumental questions, I realized that, in fact, nothing had changed. I was still the same person I had always been, only now presented with much more opportunity and room to grow. Thus, rather than continuing to flounder in grandiose thought, I began to experience what only a university can offer, by embracing the infinite potential presented to me.
O’brien, Eileen, and Mary Rollefson. “Extracurricular Participation and Student Engagement.” Extracurricular Participation and Student Engagement.U.S. Department of Education, June 1995. Web. 06 Feb. 2014.