Saved in:
| Main Authors: | , |
|---|---|
| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2008
|
| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=EJ794107 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
Table of Contents:
- Evaluating the First Year Experience: Students' Knowledge, Attitudes, and Behaviors Schrader, P. G. Brown, Scott W. College Freshmen Academic Persistence Longitudinal Studies Student Needs Postsecondary Education Student Adjustment Knowledge Level Student Attitudes Student Behavior Program Effectiveness Attitude Change Gender Differences Skill Development Student Participation First Year Experience (FYE) programs have been implemented in universities and colleges to address the emergent needs of matriculating students. It is well documented that many students are not prepared for the rigors of postsecondary education and FYE programs are designed to supplement the necessary academic and life skills. These academic and life skills range from knowing the location of the library to seeking out appropriate personnel when personal issues arise. Evaluating programs developed to address such a wide range of knowledge and skills is an obvious challenge, especially when each FYE is customized for each corresponding university or college. In the case of one FYE program at a large university, evaluation of student Knowledge, Attitudes, and Behaviors (KAB) provided a conceptual model to examine the program as a whole. This particular study revealed the following about the FYE program: (1) The KAB approach is pragmatic and efficient; (2) FYE programs are capable of increasing knowledge, which is a principle objective of the courses; (3) The FYE program impacted attitudes associated with academic and life skills; (4) Males and females participate and respond to the FYE differently. For example, females reported significantly higher attitudes than males; and (5) The study of FYE Programs overall is highly complex. Further longitudinal studies focusing on retention and attrition are needed.(Contains 8 tables and 2 figures.)