Education Commons^™

The First-Year Experience (Fye) And Freshmen Interest Group (Fig) Programs Compared: Fall, 2006, Course Offerings, Patricia M. Fabiano, Gary (Gary Russell) Mckinney, Chris Stark

Office of Institutional Effectiveness

1) The FYE seminars are stand-alone seminars, not linked to a GUR course as are the FIGs.

2) While the FIGs are taught by faculty and qualified staff, the FYE seminars are taught only be full-time faculty.

3) FYE seminars are offered in the fall, winter, and spring quarters, whereas the FIGs are available only in the fall of each year.

4) The FYE program does not have a mission statement that brings together a unified purpose for all the FYE seminars. Rather, each seminar is more closely aligned with disciplinary and / or departmental goals.

The First-Year Experience (Fye) Program Report: Course Offerings In Fall, 2006, Patricia M. Fabiano, Gary (Gary Russell) Mckinney, Chris Stark

Office of Institutional Effectiveness

1) The FYE seminars are stand-alone seminars, not linked to a GUR course as are the FIGs.

2) While the FIGs are taught by faculty and qualified staff, the FYE seminars are taught only be full-time faculty.

3) FYE seminars are offered in the fall, winter, and spring quarters, whereas the FIGs are available only in the fall of each year.

4) The FYE program does not have a mission statement that brings together a unified purpose for all the FYE seminars. Rather, each seminar is more closely aligned with disciplinary and / or departmental goals.

From The Web To Writing: The Role Of Collaboration In Providing First Year University Students With The Skills To Succeed, Sarah E. O'Shea, Julie Mundy-Taylor

Faculty of Education - Papers (Archive)

In contemporary university environments not only have student populations become more diverse, but also institutions have embraced technological advances to create new facets to the teaching and learning process. The challenges offered by virtual learning as well as the impact of email and e-learning remain largely under-researched both broadly and in relation to first year transition. First year students are now expected to not only acquire the implicit academic discourse in a timely fashion but also master the computing skills so central to contemporary university delivery. Skills central to effective and efficient academic research and writing are often perceived in …

Effective Pre-School And Primary Education 3-11 Project (Eppe 3-11): Influences On Children's Attainment And Progress In Key Stage 2: Cognitive Outcomes In Year 5, Pam Sammons, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford, Brenda Taggart, Yvonne Grabbe, Sofka Barreau

Faculty of Social Sciences - Papers (Archive)

Research Brief: Effective Pre-School and Primary Education 3-11 (EPPE 3-11) (2003-2008) builds on the work of the earlier Effective Provision of Pre-School Education (EPPE) project (1996-2003) which investigated the impact of pre-school provision on a national sample of young children in England between the ages of 3 and 7 years. EPPE 3-11 is following the same sample of around 2,500 children to age 11, the end of Key Stage 2. This Research Brief focuses on the relationships between various child, family, home, pre-school and primary school characteristics and measures of children's cognitive attainment in Year 5 of primary school (age …

Effective Pre-School And Primary Education 3-11 Project (Eppe 3-11): Influences On Children's Development And Progress In Key Stage 2: Social/Behavioural Outcomes In Year 5, Pam Sammons, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford, Brenda Taggart, Sofka Barreau, Yvonne Grabbe

Faculty of Social Sciences - Papers (Archive)

Research brief: The Effective Pre-School and Primary Education 3-11 project (EPPE 3-11) investigates the impact of pre-school provision on a national sample of young children in England between the ages of 3 and 11 years. This Research Brief focuses on the relationships between various child, family, home, pre-school and primary school characteristics and measures of children's social/behavioural development collected at age 10 in Year 5 of primary school. It compares the findings at age 10 with the influence of the same factors when the children were in Year 1 (age 6). The Brief also reports findings about the combined influence …

Influences On Children's Attainment And Progress In Key Stage 2: Cognitive Outcomes In Year 5, Pam Sammons, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford, Brenda Taggart, Yvonne Grabbe, Sofka Barreau

Faculty of Social Sciences - Papers (Archive)

This report presents the results of analyses related to the Key Stage 2 phase of a major longitudinal study investigating the influence of pre-school and primary school on children's cognitive and social/behavioural development (EPPE 3-11) in England. The study is funded by the Department for Education and Skills (DfES). The focus of this report is on children's cognitive attainments at the end of Year 5. A report on children's social/behavioural development at this age has been published separately. The original EPPE pre-school sample was recruited to the study at age 3 years plus and followed to the end of Key …

Contraception Use And Pregnancy Among 15-24 Year Old South African Women: A Nationally Representative Cross-Sectional Survey, Catherine L. Mac Phail, Audrey Pettifor, Sophie Pascoe, Helen Rees

Faculty of Social Sciences - Papers (Archive)

Background Adolescent reproductive health has not continued to receive the attention it deserves since the start of the HIV epidemic. In South Africa, high numbers of adolescent women report pregnancies that are unwanted and yet few have accessed available termination of pregnancy services. Enabling contraception use is vital for meeting the goals of HIV prevention. Methods A nationally representative survey of South African 15-24 year olds was undertaken. Participants completed a questionnaire on sexual behaviour and provided an oral fluid sample for HIV testing. Analysis of the data was restricted to women (n = 6217), particularly those who reported being …

Well I Got Here ... But What Happens Next? Exploring The Early Narratives Of First Year Female Students Who Are The First In The Family To Attend University, Sarah E. O'Shea

Faculty of Education - Papers (Archive)

There is much literature and research pertaining to the First Year Experience but little that acknowledges or explores how this varies between different cohorts of students. The so-called massification of higher education has led to what Rendon (1994) terms a ‘tapestry of differentiation’ (p.33) amongst students. No longer is the typical candidate a school leaver originating from predominantly white, middle class enclaves where the tradition of attending further education is well established. Instead, many students now access university through non-traditional modes of entry or may be the first in the family to attend such an institution and as such, may …

Supporting First Year Student Supporters: An Online Mentoring Model For Supplemental Instruction Leaders, Phillip Dawson, Lori Lockyer, Brian Ferry

Faculty of Education - Papers (Archive)

Supplemental Instruction (SI), or Peer Assisted Study Sessions (PASS) as it is commonly known in Australia, involves experienced senior student Peer Leaders who provide regularly scheduled peer learning sessions with students enrolled in university courses. Commonly implemented on first year subjects, the sessions integrate how to learn with what to learn, helping students achieve better grades and helping raise student retention rates. This paper discusses the challenges of supporting SI Leaders who are geographically dispersed across multiple campuses and considers the theoretical and empirical informs the development of an online mentoring model.