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Contents contributed and discussions participated by Lisa Lehman

Lisa Lehman

Social Adjustment of College Freshman: The Importance of Gender and Living Environment - 0 views

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    This article discusses a study that was done to test the level of social adjustment of college freshmen and the relationship between their living environment and gender. Some of the students in the study were in first year experience resident halls and others were not. The study found that males overall had a more successful adjustment no matter what their living environment was and that all students, male and female, in the first year experience halls had successful transition. Also the students in the first year experience halls had an overall better social experience than those who were not in first year experience halls.
Lisa Lehman

A Social Support Intervention to Ease the College Transition: Exploring Main Factors an... - 0 views

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    This study focuses on colleges with first year experience programs and whether or not having these programs be main faculty led is beneficial. It explores the idea that have upper classmen take part in the first year experience by interacting with freshmen would make the transition process easier because the first year students would connect more with peers than teachers. In the introduction it says that 'more than 68% of 2005 high school graduates entered some form of post-secondary education within 4 months of graduation' but more than 40% of these students fail to complete college and that most students will drop out within the first 6 weeks.
Lisa Lehman

Pathways to College Access and Success - 0 views

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    This article discusses the different types and the effectiveness of Credit Based Transition Programs or CBTPs. CBTPs are programs that allow high school students to take college level courses and earn college credit. Some of the programs even help the students apply and transition into college life. CBTPs are very widespread and common because in the "2002-2003 school year, 71% of public high schools reported students took courses for dual credit". The debate now, which the article focuses on, is whether or not to make CBTPs more accessible to middle and low achieving high schools. Since these programs have proved to be very beneficial and highly used, policy makers are currently discussing how to implement them in the majority of public high schools. Implementing CBTPs programs in middle and low achieving high schools would give more students the opportunity to go to and succeed in college.
Lisa Lehman

Collaborations for Success: High School to College Transitions. - 0 views

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    This article discusses a program used by Kent State University to help high school students transition to college through an initiative that introduces the students to collegiate level academic libraries while they are still in high school. This program was started in an attempt to help college freshman succeed and to increase the retention rate at the university. In the program, high school seniors take field trips to the Kent State Library and are introduced to higher levels of research and the workings of a collegiate library. There are also online resources that are available to those outside of the immediate Kent State University area. The initial results of this program have been very positive and students have been succeeding at a higher rate. The librarians believe that college freshmen can be overwhelmed with everything a college library has to offer them and may be hesitant to ask questions, so they simply give up instead. But if they are introduced to the system when they are still in high school and excited about everything college has to offer, they are more likely to succeed when they finally reach the college level.
Lisa Lehman

Self-concept as a predictor of college freshman academic adjustment. - 0 views

  • One important individual disposition is the student's intentions for going to college, including the extent to which the student has set educational and occupational goals and made some career decisions
  • Another important disposition is the student's commitment to meet individual goals and the willingness to comply with the academic and social demands of the institution.
  • The interactional factors, experiences the student has after entering the institution, include the quality of individual interactions with other members of the institution (social supports) and the extent to which these interactions are perceived by the individual to meet his or her needs and interests.
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  • A second interactional factor is the degree to which the student was socially integrated into the college community.
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    This article reviews how college freshmen's self-perception influences their transition into college life and their academic success. This relates to my research question because I am curious about how freshman transition from a typical high school mindset to a successful college lifestyle. The article discusses the many different factors that influence college freshmen's self-perception and reviews the data that has previously been found on this topic. Then the authors explain how they completed their study and discuss their findings. In the introduction of this article, the authors explain that one of the largest factors for academic success and a positive transition was a freshman's reasons for attending college. If a student had long-term goals and felt that their university was going to be a positive aspect of their life then they were more likely to be successful. I thought that this was interesting because I'm not sure how many of the freshmen in my Engl 30 section have this type of mindset. In the discussion section, the authors review their findings that students' perception of their intellectual ability and ability to make friends was a major influence on their success. Students who have a positive perception of their intellectual ability are more likely to be successful academically and socially. This was interesting to me because some of the students in Engl 30 might question their intellectual ability since their test scores were low. Lastly, the authors mention that students' perception of instructors and/or mentors as sources of support was a positive factor towards a successful transition. This made me think that maybe my Engl 30 students do not see myself and the mentor as sources of support because they are struggling in class, but if we could change that than maybe they would do better and be more successful.
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