Subsequent research will then recommend several key mechanisms that educators of FYE students should put in place to combat attrition levels. The FYE is defined as ‘ … a time for transition, growth, and development of the knowledge, skills and attitudes essential for academic success, intellectual growth, living independently and developing interpersonal relationships, and emotional well being’ (California State University, 2004, p.2). It is widely accepted that there are many causes of attrition rates in FYE (McInnis 2000; Swing, 2003; Kift, 2004; Krause, 2006; Kuh, 2007; ACER, 2008). There are many factors that must be taken into consideration if universities are to stem attrition rates in FYE. This literature review will focus on the following primary causes of attrition among students in the FYE.
My Learning Style How can learning styles define a person or does it really matters to achieve the goal of completing a college degree? Students see, hear and feel things in different ways, but each individual prefers one above all. Maybe it’s time to embrace what works the best to suit our needs and excel at the task given. I will discuss why I chose to finish college, how I’m catalogued in reference to my learning style and what do I think about this. My reason for seeking a college degree are many, most jobs require knowledge, advance skills, and experience.
Kathy Parker Grand Canyon University: SPE 351 February 1, 2013 The problems associated with assessing students with Intellectual Disability are that the student shows signs and or behaviors. In assessing students a teacher must first understand the disability and all that is contributed to it. Teachers must look at the students’ ability to learn as well as his or her ability to perform daily task such as having the ability to dress them, comb their hair, and interact with others in the same age group as they are. In looking at these factors the teacher looks at a variety of factors such as intelligence scores, questionnaires, and observations in different setting over a period of time. Once this is completed then the teacher is able to assess the student and provide the support that they will need to function in the educational surroundings.
In the article “The Seven Vectors: An Overview”, the author, Arthur Chickering, introduces his theory, the seven vectors. The seven vectors consist of Developing Competence, Managing emotions, Moving through autonomy towards interdependence, developing mature interpersonal relationships, establishing identity, developing purpose, and developing integrity. Each vector explains different developments of skills the students establish from the challenges or struggles they overcome throughout their four years in college. Chickering’s article may not only be informative and relatable to students, it can help colleges to be more understanding of what students go through and make decisions that will help students further on. Some of the skills developed from each vector will lead many students to be self aware, independent, mature individuals.
Though academic requirements and student life vary depending on the college you attend, there are basic differences that apply in almost every case. The main differences that students have acknowledged are self-discipline, teaching methods, and structure. The self-discipline required to be a successful college student is at a much higher level than the self-discipline of a high school student. Professors in college put in effort to instruct students as best they can. The realization is that it is up to the student to put in the work and have the desire to educate them-selves.
In IT class, the most used resources are the computer, overhead projector, handouts, whiteboard/flipchart and voice. To select the resources to be used depends on the session task and objectives. In order to include all learners, the learning styles of the group is considered when planning the session and choosing appropriate resources is essential. These have to be tested, be readable, computerised resources, also knowing the strengths and limitations of specific resources. In planning my lesson, I will envisage learners that did not disclose their additional needs and what extra support they required, in order for the session to be inclusive; some steps will be taken to ensure that learners will still be able to participate.
Module Code: GEN 002 Group: 5 D Module Title: Skills for Study 1 Essay Title: Different approaches to learning can affect student success in higher education. Instructor Name: N. Walli Name: Rojan M. Fatah ID Number: 2339 Date of Submission: May 30, 2012 Word Count:1081 words Presently peoples know more about learning and understanding with the ways they learn than previously. We can provide the main consequences for tutoring and the way of teaching by studying individual's thinking and the way of their thinking to afford information which we need to support our ideas and researches. The most important alteration over the last epochs has been replaced from teaching to learning. Nowadays teachers should be conscious of how students learn so as to create and develop their teaching strategy and learning actions.
Generally speaking when attending an online school over a campus college, the participation grades are based differently. In online schools your participation grade is based on meeting the posting requirements and posting on the required discussion questions. Most of the time grades for schools online are based on points. A student’s professor will post a rubric in your materials for the student to follow to meet all the points. A large concern to some students may have when considering attending college online is the fact that it may be harder to get personal help and learn the material through your professor.
Social Cognitive * Affective learning processes Self regulated learning tends to be influenced by an individual’s emotions, behaviors, and their cognitive processing (Schunk & Zimmerman, 1997). This is a process that will orient the individual in achieving their goals by self generating (Schunk & Zimmerman, 1997). Schunk and Zimmerman (1997) stated that the self regulated learning process can also be considered as an academic self regulation process which has been studied over the years throughout different classrooms. The students taking the course learn how to use motivation, cognition, and behavior to improve their learning skills. These students who use motivational beliefs also utilize more self regulation learning skills (Schunk & Zimmerman, 1997).