Experiences Of First-year Students Research Articles

Pathways to engagement: a longitudinal study of the first-year student experience in the educational interface

Student engagement is critical to success in the first year of university, yet evidence about how and why various factors influence engagement remains relatively rare. This study addresses this gap combining an existing framework of student engagement (Kahu and Nelson, Higher Education Research and Development, 37(1), 58–71, 2018) with student narratives to provide a detailed understanding of students’ engagement throughout their first year. Weekly semi-structured interviews with 19 first-year students at an Australian university illustrate how student and university factors interact to influence engagement, as conceptualised in the framework. The findings provide empirical support for the framework of student engagement, offering a more nuanced understanding of the student experience within the framework’s educational interface. The importance of self-efficacy, belonging, emotions and wellbeing as interwoven pathways to student engagement is demonstrated and the contextual and dynamic nature of engagement highlighted. Further work is necessary to understand how this knowledge can best facilitate student engagement and perhaps reduce cycles of disengagement.

"I try to act like a nurse": A phenomenological qualitative study.

Practicums help nursing students to become familiar with nursing roles and to acquire a proper understanding of nursing behavior, functions, and values. Initial clinical practice experiences are highly important, especially for first-year nursing students, in terms of professional socialization. The aim of this study was to explore the initial experiences of first-year nursing students during clinical practices. This study was designed as a qualitative study based on Heidegger's hermeneutic phenomenological approach. The data were collected from diaries written by 12 first-year nursing students on their first clinical experiences. The obtained data were analyzed using van Manen's thematic analysis, the results of which helped to identify four themes: Conflict between feelings and professionalism, Trying to act like a nurse, Growth through challenges, and Care outcomes. Although the students experienced some emotional conflicts on the first clinical practice days, by the end of the term, they had achieved many accomplishments, including personal development, satisfaction with caring, and a feeling of belongingness. It was found that they needed support from the faculty and nurses to develop a caring vision and professional identity. While the students' initial nursing experiences seemed to be satisfactory, it can nonetheless be recommended that educators and nurses adopt approaches that serve to facilitate students' professional socialization.

Reducing practice-shock: First-year student teachers' experiences of a campus-based teaching practice model

Reducing practice-shock: First-year student teachers' experiences of a campus-based teaching practice model

Considerations for Orientation Programming

While many different college student populations have been studied in the college transition literature, there are few studies investigating homeschoolers' transition to college. This study reports findings from a qualitative study which investigated the experiences of first-year students who were homeschooled. Implications for those working in orientation and transition programming are discussed.

The Role of Faculty Guest Speakers and Research Lab Visits in STEM Major Selection: A Qualitative Inquiry

Science, Technology, Engineering, and Math (STEM) recruitment programs are growing at post-secondary institutions in response to the national shortage of trained workers in STEM fields. Many programs prove effective in recruiting students into STEM majors with research indicating the benefits of experiential learning activities in program outcomes. This study qualitatively examined the experiences of first-year undergraduate students in a STEM-focused career planning class within a STEM recruitment program. Findings illuminated the importance of STEM faculty guest lectures and research lab visits in providing meaningful opportunities to learn more about specific STEM fields and to make career decisions. Recommendations for programmatic improvements are also made based on critical feedback on the structure and content of these experiential activities.

The experiences of first-year students in mathematics in using an e-learning platform at a university of technology

Abstract Universities of technology in South Africa have been trying to provide effective and flexible learning experiences to cater for the influx of students enrolling in the institutions who come from diverse educational backgrounds. One of the challenges arising from their diverse educational backgrounds is their poor background in the use of technologies for teaching and learning. The teaching of mathematics, particularly, is made more difficult because of the large number of students who have many misconceptions as a result of problems from the basic education that they were part of, for a period of 12 years. Consequently, a number of them do not make it to the mainstream education system due to poor performance in first-year mathematics. The purpose of the study on which this article reports was to determine the impact that an e-learning platform could have on mathematics first-year students when used as a supplement to the traditional methods of teaching. The study utilised quantitative and qualitative methods, with the qualitative data being used to interpret and make sense of the quantitative data. Participants were 35 first-year students in the Department of Civil Engineering at a university of technology. Data were generated from questionnaires and focus group interviews. It was found that the actual use of the system is dependent not only on student behavioural intention to use the system, but external factors also contribute negatively to the actual system use. Some external factors that were identified include poor Internet connectivity, insufficient computers and an inflexible timetable. The study recommends that universities of technology should take greater care in designing their academic calendars, so that it alleviates instead of tighten the constraints under which students work.

Becoming agentic teachers: Experiences of the home group approach as a resource for supporting teacher students' agency

This study focuses on the experiences of first-year teacher students in a Finnish teacher education department regarding ways in which studying in stable “home groups” supported or restricted their agency. The findings of the interviews with 22 teacher students suggest that perception of home groups as emotionally safe and offering opportunities to break traditional authority relationship supported teacher students' agency, which was manifested in identity negotiations and active participation. Perception of inequality and tensions within home groups restricted students' agency. The findings underline the need for keen awareness of factors affecting teacher students' agency when applying the home group approach.

Is it worth the effort? Evaluating a Third Generation Research Method for a Third Generation Approach to the First Year Experience in Higher Education

The first year experience of students studying at higher education institutions has been intensively studied over the past forty years (Nelson & Clarke, 2014). Much has been learnt, but institutions are continuing to face unacceptable levels of student withdrawal. Concerns have been raised that the constructs on which previous studies have been based may be restricting researchers’ efforts to develop a deeper understanding of the first year phenomena (Kahu, 2013). There is strong support for new and creative ways to investigate the lived experience of first year students across their full first year of study. This paper details and discusses these issues and reports on a research approach using an Experience Sampling Method (ESM) with first year pre-service teachers that may better capture student perceptions of the factors they believe have a marked effect on their experiences. The authors contend the method is transferable to all first year university students. The ESM strategy applied to the first year university experience is explained in detail as well as the perceptions of the participants with regard to its effectiveness and impact. The results of the study provide a strong base for future discussions about third generation research methods and the use of an ‘insider researcher’ approach to investigating the first year experience.;

Trend analysis of first year student experience in university

Using the theoretical framework of Tinto (2013), the first objective of the current research was to establish the experience of first year students within the first few weeks of their studies in university, and the second objective addressed some of the problems they faced within those first few weeks. Based on the research objectives, a questionnaire was used as the data collection tool. The total number of participants in the survey was 4 020. This represented 27% (4020 out of 15 217) of all University of the Mega Don (pseudonym) first year students registered in 2014. With regards to disability, the survey results indicate that 34 (0.9%) of the surveyed students have disabilities. However, the majority (327 out of 338 (96.7%)) of these students are not registered with the disability office. More than half of students, especially those from low-income or disadvantaged backgrounds, dropout because they are unable to bear the direct and indirect costs of university attendance or are unable to continue attending when financial needs change. The results indicated that 1 001 (25.7%) of the surveyed students did not attend orientation due to late registration and other reasons. However, 1 604 (48.5%) of the surveyed students would like some orientation type activities to be repeated later in the year. The findings of this study show that 1 835 (47.3%) of the students did not know where the Student Development Support (SDS) was located on their campus. Almost half (47.5%) of the respondents indicated that they are not happy with where they live. The findings further show that 1 187 (31.8%) of the surveyed students have transport problems. The majority of the respondents 2 827 (74.9%) would choose University of the Mega Don again if they were rechoosing a higher education institution. The survey results indicate that most surveyed students, 58.3%, rated their experience at University of the Mega Don between good and very good.

Student time choices and success

ABSTRACTInternationally, first-year student experience surveys suggest that modern students are investing increasingly less time in their study at university, raising concerns about the impact this may have on their success. This paper describes a case study exploring student workload at a New Zealand university interested in understanding how student time allocation decisions are being made during actual weeks of study rather than hypothetical ‘typical’ weeks. The results show that the sampled students allocated time in line with university expectations. Time allocation on course work was significantly affected by assessment deadlines and by student achievement striving. Student grade point average was strongly correlated with time spent, and strongly influenced by students’ beliefs regarding their motivation and self-efficacy. Universities are encouraged to explore mechanisms that support students being better informed about the implications of their choices, actively influencing their sense of priorities and expectations regarding the effort needed to be successful in their studies.

What Enabled and Disabled First-year Pacific Student Achievement at University?

Identifying positive success factors and addressing the factors that impede academic success for minority students in higher education, is a priority for most countries that are experiencing rapid population diversity. This qualitative study explored the experiences of first-year Pacific students at a New Zealand university, and undertook a comparative analysis of factors from two groups of students; one that successfully passed 50% of their first-year papers compared with those students who did not pass at least 50% of their academic papers. Students who succeeded in the first year of study used Pacific-centric student support services, had family members who had been to University before, and had different study habits, learning strategies and expectations from their peers who struggled to achieve. This study identified important aspects of the first-year transition for Pacific students, upon which tertiary institutions can have some impact. As first-year academic success predicts University completion, this study recommends further effort in first year transition interventions to address the social and academic adaptations that Pacific students need to make in order to be successful at University study.

Motivation, Induction and Challenge: Examining the Initial Phase of International Students' Educational Sojourn

This study explores the initial higher education experiences of first-year international students in the UK. Questionnaires and semi-structured interviews were carried out with 20 new international students undertaking a business degree at a UK university. The students described the key motivating factors for studying abroad and the fundamental issues and challenges they encountered. The language barrier, academic skills and orientation were highlighted as being integral to their development. A comprehension of international students’ initial academic and social needs is important in enabling universities to develop systems that will meet the prevailing needs of these learners.

Ensuring College Student Success Through Mindfulness-Based Classes: Just Breathe

In this study, we investigate the experiences of first-year college students with Just BREATHE (JB), an eight-session voluntary mindfulness-based wellness program. We collected qualitative interview data from 26 participants selected as a convenience sample from the larger quantitative study at three points in time: pre-implementation, post-implementation, and one semester to 1 year post-implementation. During the interviews, participants described stressors, coping skills, their perceptions of JB, and changes resulting from the program. The interview data reveal that JB provides college students with coping strategies to combat common stressors and may help address underlying causes of stress. Students described changes in several areas: (a) improved organization and time management, (b) commitment to a healthy lifestyle, (c) improved emotional awareness and relationships, and (d) self-compassion. Our findings suggest that mindfulness programs could be utilized and incorporated into required first-year courses to promote the adaptive, social and emotional skills necessary for effective stress management.

Bridging the Cultural Gap: Relationships Between Programmatic Offerings and First-Generation Student Benchmarks

Inherent challenges affect first-generation students’ persistence from as early as the first college year. Using cultural capital as a guide, this study is unique in that it investigates the contribution of first-year policies and programs to the success of first-generation students in 57 bachelor’s degree–granting institutions across five states (California, Florida, Iowa, Texas, and Pennsylvania). We identified at least three policies that seem to hold promise toward improving the experience and outcomes for first-year first-generation college students. These policies were (a) residential life or campus support staff who are available and knowledgeable, (b) faculty who attend faculty orientation that includes information about first-year student experiences, and (c) faculty who attend first-year student orientation or attend first-year conferences or workshops. However, policies we might naturally expect to have been useful (e.g., information dissemination to parents, early alert intervention initiatives) showed no statistical significance. The article concludes with implications and recommendations.

Examining the experiences of first-year students with low tertiary admission scores in Australian universities

ABSTRACTThe previous two decades have seen much improvement in the first-year experience of students attending university. Yet for a significant proportion of students, coping with university study remains challenging. This is particularly the case for those students entering university with low tertiary admission scores. Although the higher education sector is now alert to the challenges facing these students and aware of the need for augmented support, our research shows that students entering Australian education with low tertiary admission ranks (ATAR) continue to be less prepared, less able to cope with study, less academically engaged than their peers, and are at greater risk of attrition. We argue that supporting low ATAR students’ transition into university means rethinking the role of preparatory programmes as well as supporting these students to develop personal objectives, new student identities, and feel a stronger sense of ‘belonging’ to their university community.

Lip Service or Actionable Insights? Linking Student Experiences to Institutional Assessment and Data-Driven Decision Making in Higher Education

ABSTRACTDespite an increasing focus on issues of accountability, assessment, and data-driven decision making (DDDM) within the postsecondary context, assumptions regarding their value remain largely untested. The current study uses empirical data from 114 senior administrators and 8,847 students at 57 institutions in five states to examine the extent to which institutional assessment and data-driven decision making shape the experiences of first-year students. Nearly all these schools regularly collect some form of assessment data, and more than half report using assessment data to inform decision making. However, the institutional adoption of policies related to the collection of assessment data or the application of data-driven decision making appears to have no relationship with student experiences or outcomes in the first year of college. Thus, findings from the current study are consistent with the small, but growing, body of literature questioning the effectiveness of accountability and assessment policies in higher education.

The Use of Softchalk Modules to Prepare First Year Medical Students for Upper Limb Cadaver Dissections

INTRODUCTIONAnatomical science is a staple of medical school education and, in many programs, the first foundational training students receive. At OUWB School of Medicine, students learn anatomy from two main components: didactic lectures and cadaver dissection. The lectures focus on function and clinical correlates, while the dissections enable students to learn anatomy in‐situ. While cadavers are considered the gold standard for anatomical sciences, a multi‐modal approach to learning is becoming the norm. Many schools use computer‐based‐learning, virtual dissectors, and models in addition to or instead of traditional dissection. While these resources are useful, they are inefficient and often misaligned with specific course content. This project is designed to create a series of Softchalk modules that align with course content and enhance the laboratory learning experience.METHODSFirst year medical students (n=126) in the Anatomical Foundations of Clinical Practice 1 course were selected for the study. Online modules were designed using Softchalk software. Each module expanded upon information in the students' cadaver dissector guide and integrated key elements from lectures. Each module used images, descriptive text, and interactive activities to help students better prepare for gross dissection. Students received modules for 2 of 4 upper limb dissections. For weeks without a module (2), students followed their normal routines. Following the unit, a survey was sent out to assess the perceptions of the optional Softchalk modules. Likert scale questions (19 questions, scored 0–100, strongly disagree‐strongly agree) were used to evaluate the amount of time spent on the module, usefulness, and comparison to the gross dissector guide.RESULTSA total of 43 surveys (34%) have been recorded. All participants were first year students, average age 23±1.4 years old. The majority were Caucasian (61%), female (65%), with no anatomy background (56%). For initial analysis we focused on questions testing time‐to‐completion and feelings of preparedness for gross dissection. Spearman correlations found no relationship between average time spent in minutes (31.2±15) and a question asking if the modules took an “appropriate amount of time” (avg. score=72/100). There was a weak correlation (R=0.43) between two questions testing feelings of preparedness and using modules for all dissections. A t‐test comparing the use of 1 module versus 2 modules found no significant change in any question response. When asked if modules increased understanding of the course content, respondents agreed (avg. score=79/100). While the data is premature, these modules could benefit medical student gross dissection learning.CONCLUSIONWhile data analysis is ongoing (December 2016), initial results indicate that the Softchalk modules were a positive experience for first year students and was helpful with dissection preparation. It was not perceived as a significant time burden by students. This pilot study shows opportunity for future, quantitative studies (impact vs. perception) as well as studies with modules for more than just the upper limb unit.Table 1 shows questions from the post‐module survey (used to assess the learning modules) and the subsequent average question scores with Standard Deviations (SD). The scoring for all questions ranged from 0–100, which correlated to Likert ratings: Strongly Disagree ‐Somewhat Disagree ‐ Neither Agree nor Disagree ‐ Somewhat Agree ‐ Strongly Agree. This data represents results from 43 first‐year medical students who completed either one or both learning modules. Questions Pertaining to Assessment of the Softchalk Modules Survey Questions Mean Score SD Q11 ‐ The learning modules(s) helped me prepare for cadaver dissection. 71.36 18.09 Q12 ‐ The learning module(s), allowed me to feel I had a better idea of what to expect during the upcoming dissection. 66.34 26.64 Q13 ‐ The learning module(s) confused me more than it helped me. 22.68 21.1 Q14 ‐ The learning module(s) took an appropriate amount of time to complete. 66.15 26.47 Q15 ‐ After completing the learning module(s), I DID NOT feel more prepared for the cadaver dissection. 22.7 23.15 Q16 ‐ The learning module(s) navigation was easy to use, clear, and simple. 67.43 30.04 Q17 ‐The learning module(s) helped me MORE THAN reviewing the Thieme Dissector alone. 65.82 28.28 Q18 ‐ I wish I had an online learning module(s) to prepare me fur ALL the cadaver 79.56 17.36 Q19 ‐The learning module(s) helped me better understand specific aspects of the upper 73.38 19.66 Q21 ‐ I felt that I DID NOT have enough time to complete the learning module(s) before the dissection. 54.73 26.67

Beyond orientation: Evaluation of student lifecycle activities for first-year Bachelor of Nursing students

BackgroundThe first year experience has been identified as a key indicator of student success in the higher education environment. Co-curricular activities that support the transition and engagement in university life are key to this, hence a number of initiatives are provided for students to engage in. MethodTo assess the value of co-curricular activities to support the first year student experience, an evaluation of Orientation and Common Time experience for Bachelor of Nursing students in a metropolitan university was undertaken using Lizzio’s Five Senses of Success as a framework. FindingsThe evaluation demonstrated that supporting students beyond the Orientation Day can significantly increase participating students’ confidence in their senses of resourcefulness, capability and academic culture. ConclusionThe ongoing integration of co-curricular initiatives into undergraduate programs is supported. Summary of relevanceThe orientation experience of first-year university students has been well explored, but little has been reported about the efficacy of a dedicated co-curricular program once study has commenced. This is particularly true for undergraduate students studying nursing at university. This paper evaluates the co-curricular activities of the Bachelor of Nursing program at an Australian university to support the transition of undergraduate students and their confidence in engaging in the tertiary environment.

Examining First-year Student Experiences: What Informs their Contraceptive Choices? A Case Study of the Durban University of Technology

South Africa’s record of poor contraceptive use among university students’ results in high levels of unplanned pregnancy, early child-rearing responsibilities, and HIV and other sexually transmitte...

The social and academic adjustment experiences of first-year students at a historically disadvantaged peri-urban university in South Africa

The goal of the research was to explore the social and academic experiences of first-year students at a peri-urban university in South Africa. Eighteen students (females = 50%, mean age = 19.88 years), participated in focus group discussions on their experiences of social and academic adjustment. Data were analysed using Thematic Content Analysis. The study found that first-year students reported both positive and negative adjustment experiences. Positive academic adjustment experiences included academic and financial support, and negative ones included unsupportive lecturers and departments, workload and lack of accommodation. Positive social adjustment experiences included social and emotional support and independence, while negative experiences were experienced as disintegration which included aspects of social isolation and homesickness. First-year students’ experiences carry both benefits and costs to their sense of well-being as learners.