PROMOTING SCHOLARSHIP, INFORMING PRACTICE, BUILDING CONNECTIONS
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The First-Year Experience Monograph Series
Series
52
International Perspectives on the First-Year Experience in Higher Education
Edited by Denis Calderon and Diane Nutt
Paperback
May 2009
9781889271668
More details
- Publisher
National Resource Center for The First-Year Experience and Students in Transition - Published
17th May 2009 - ISBN 9781889271668
- Language English
- Pages 140 pp.
- Size 8.5" x 11"
$40.00
Published in in partnership with Teesside University, United Kingdom
Students around the globe have unique first-year experiences but struggle with many of the same challenges. This monograph focuses on their journeys and provides insights for educators interested in learning about how institutions across the globe provide supports to students dealing with first-year transition issues. Based on the successful Exploring the Evidence monograph series, Nutt and Calderon present the inaugural collection of international first-year initiatives, demonstrating the portability and adaptability of these strategies in a variety of institutional contexts. Cases from a dozen different countries touch on a wide range of topics, including: academic advising and support, early-warning systems for at-risk students, first-year seminars, learning communities, orientation or induction, peer mentoring, retention initiatives, self-regulated learning, and supplemental instruction.
Foreword—Jennifer R. Keup & Tracy L. Skipper
The First-Year Experience: An International Perspective –Diane Nutt & Denis Calderon
Overview of Countries—Denis Calderon, Diane Nutt, & Associates
Australia
Uni-Start: Student-Led “Transition to Study” Workshops, The University of Newcastle
Canada
Enhancing Performance: The Effectiveness of a Faculty of Fine Arts Peer Mentoring Program, York University, Toronto
England
Retention Support Officers: Support for Students in Context, Teesside University
Peer Assisted Study Sessions: Personalizing the Learning Experience, The University of Manchester
Exploring the Use of E-portfolios and Blogs to Support the Transition Into Higher Education for Foundation Degree Students, University of Wolverhampton
Japan
Developing Peer-Support Skills in Students, Kansai University
Morocco
The First-Year Seminar, Sidi Mohamed Ben Abdallah University
New Zealand
Holistic Intervention Program for At-risk Students, Auckland University of Technology
Peer-Assisted Transition and Induction for First-Time Entering Undergraduates, The University of Auckland
Northern Ireland
Enhancing Social Interaction Among Students and Staff Through the Use of Residential Events During Induction, University of Ulster
Portugal
Promoting First-Year Students’ Learning Strategies Through Instructional Narratives, University of Minho
South Africa
The First-Year Academy: An Institution-Wide Initiative to Foster Student Success, Stellenbosch University
Sweden
The SciTech Model: From First Year to Career, Uppsala University
United States of America
Assessing Student Learning in Freshman Inquiry, Portland State University
The Efficacy of a Coordinated, Multilayered First-Year Experience Program, Purdue University
Wales
Faculty Advice Shops, University of Glamorgan
Conclusion—Diane Nutt & Denis Calderon
Glossary of Terms
About the Editors