Conversations with Metropolitan University First-Year Students
The transition to college for first-time students is the most critical point of engagement to facilitate student persistence in college (Hyman, 1995; Gardner, 1986; Tinto, 1993). An important first step to help entering first-year students make "meaningful connections" to the university and academics is for institutions to explore student attitudes concerning their social and academic experiences (see Tinto, 1996). These researchers conducted interviews with 28 first-year students enrolled in a first-year experience (FYE) course at a Southern metropolitan university to better understand the students' attitudes regarding the institution, their course-work, and their lives outside of the classroom.
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Document Type: Research Article
Publication date: October 1, 2002
More about this publication?
- The Journal of The First-Year Experience and Students in Transition is a semiannual refereed journal providing current research on the first college year and other significant student transitions. The primary purpose of the Journal is to disseminate empirical research findings on student transition issues that inform practice in all sectors of postsecondary education, such as explorations into the academic, personal, and social experiences (including outcomes related to success, learning, and development) of students at a range of transition points throughout the college years; transition issues unique to specific populations (e.g., non-traditional, traditional, historically underrepresented students, transfer students, commuters, part-time students); and explorations of faculty development, curriculum, and pedagogical innovations connected to college transitions.
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