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Título: The transition to university : academic experiences in the first semester
Autores: Denison, Donald Brian.
Fecha: 1998
Publicador: McGill University - MCGILL
Fuente:
Tipo: Electronic Thesis or Dissertation
Tema: College freshmen -- Québec (Province) -- Montréal.
College students -- Québec (Province) -- Montréal.
Descripción: This descriptive case study was an investigation of the transition to university, with a focus on academic experiences in the first semester of the 1992--93 academic year at a Canadian research university. To guide the study, a conceptual framework of the transition to university was created by combining elements of relevant theoretical models in the counseling and higher education literature. A purposive sample of eight first year students was selected, equally distributed in terms of gender, entry status (high school vs. college), and actual or contemplated program of study (English vs. Physics). Data were collected by means of semi-structured interviews conducted at four points in the academic year. These were supplemented by class schedules, university documents, and classroom visits. Analysis of the interview data was conducted using the NUD·IST software package.
The results of the study suggest that students are strangers, in a strange land during their first semester at university. As they encounter successive sets of academic challenges throughout the semester, they are "learning the ropes" of functioning in this unfamiliar territory. In so doing, students are acquiring the experiential knowledge base that will allow them to survive in university. The results support the study's conceptualization of the transition to university, but also suggest that figure research in this area requires a more fine-grained and comprehensive model of the academic environment as experienced by students. Towards this end, the basic elements of an ecological perspective on the academic world of university students are presented. Areas of needed research related to the academic transition experiences of first year students are identified, and recommendations are made for improving orientation and academic advising, as well as course design and instructional practices.
Idioma: en