Building Pathways to Academic Success. A Practice Report
<p class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 18pt;"><span style="font-family: 'Times New Roman', serif; font-size: x-small;"><em>Students attending university for the first time come with a range of expectations, experienc...
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Queensland University of Technology
2012-03-01
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Series: | International Journal of the First Year in Higher Education |
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Online Access: | https://fyhejournal.com/article/view/110 |
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doaj-6e34299e20454338a6149e0098bc11a42020-11-25T03:50:04ZengQueensland University of TechnologyInternational Journal of the First Year in Higher Education1838-29592012-03-013110911810.5204/intjfyhe.v3i1.11053Building Pathways to Academic Success. A Practice ReportJennifer McIntyre0Nick Todd1Henk Huijser2Gerry Tehan3University of Southern QueenslandUniversity of Southern QueenslandUniversity of Southern QueenslandUniversity of Southern Queensland<p class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 18pt;"><span style="font-family: 'Times New Roman', serif; font-size: x-small;"><em>Students attending university for the first time come with a range of expectations, experiences and skills. For many these prior experiences are less than optimal for achieving academic success. This paper evaluates the academic outcomes across three cohorts of a five day enabling program offered to commencing students in the week prior to their formal university orientation program. The demographics of this sample (n=965) are such that over 50% come from low socio-economic backgrounds, about 50% are first in family to attend university, 50% are mature age students and over 50% have university entrance scores in the lower ranges of academic ability. Those who entered university with an OP score of 15 or less and completed the program were less likely to fail and achieved higher GPAs at the end of their first semester of studies than those who did not complete the enabling program. <br /></em></span></p>https://fyhejournal.com/article/view/110First Year Experiencetransitionenabling programnon-traditional studentsacademic skill developmentsuccess |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Jennifer McIntyre Nick Todd Henk Huijser Gerry Tehan |
spellingShingle |
Jennifer McIntyre Nick Todd Henk Huijser Gerry Tehan Building Pathways to Academic Success. A Practice Report International Journal of the First Year in Higher Education First Year Experience transition enabling program non-traditional students academic skill development success |
author_facet |
Jennifer McIntyre Nick Todd Henk Huijser Gerry Tehan |
author_sort |
Jennifer McIntyre |
title |
Building Pathways to Academic Success. A Practice Report |
title_short |
Building Pathways to Academic Success. A Practice Report |
title_full |
Building Pathways to Academic Success. A Practice Report |
title_fullStr |
Building Pathways to Academic Success. A Practice Report |
title_full_unstemmed |
Building Pathways to Academic Success. A Practice Report |
title_sort |
building pathways to academic success. a practice report |
publisher |
Queensland University of Technology |
series |
International Journal of the First Year in Higher Education |
issn |
1838-2959 |
publishDate |
2012-03-01 |
description |
<p class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 18pt;"><span style="font-family: 'Times New Roman', serif; font-size: x-small;"><em>Students attending university for the first time come with a range of expectations, experiences and skills. For many these prior experiences are less than optimal for achieving academic success. This paper evaluates the academic outcomes across three cohorts of a five day enabling program offered to commencing students in the week prior to their formal university orientation program. The demographics of this sample (n=965) are such that over 50% come from low socio-economic backgrounds, about 50% are first in family to attend university, 50% are mature age students and over 50% have university entrance scores in the lower ranges of academic ability. Those who entered university with an OP score of 15 or less and completed the program were less likely to fail and achieved higher GPAs at the end of their first semester of studies than those who did not complete the enabling program. <br /></em></span></p> |
topic |
First Year Experience transition enabling program non-traditional students academic skill development success |
url |
https://fyhejournal.com/article/view/110 |
work_keys_str_mv |
AT jennifermcintyre buildingpathwaystoacademicsuccessapracticereport AT nicktodd buildingpathwaystoacademicsuccessapracticereport AT henkhuijser buildingpathwaystoacademicsuccessapracticereport AT gerrytehan buildingpathwaystoacademicsuccessapracticereport |
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