Conference Session

FPD6 -- Early Intervention & Retention Programs

Collection

2006 Annual Conference & Exposition

Authors

Jennifer Light, University of Washington; Laura Girardeau, Washington State University; Jennifer Beller, Washington State University; Greg Crouch, Washington State University

Tagged Divisions

First-Year Programs

Page 11.1404.9identified psychological processes (self-efficacy, approach/avoidance behavior, and locus ofcontrol) that facilitate a student’s decision to stay in college or leave, many of which arereflected in these essays. Additionally, some differences were noted between the LLC Teniwestudents themselves and appeared to be aligned by their major. Finally, the essays were minedfor information regarding the students’ perceptions of the LLC program and in essence provideda “student evaluation” for the program.Seminar group 1 summary Common student goals for the year included making friends and getting good grades.Many students felt they had benefited from common living arrangements and campus resourcesprovided by the LLC. Other common

Conference Session

FPD3 -- Professional Issues for First-Year Courses

Collection

2006 Annual Conference & Exposition

Authors

Dwight Tolliver, University of Tennessee; Lauren Hines, University of Tennessee; J. Roger Parsons, University of Tennessee-Knoxville

Tagged Divisions

First-Year Programs

interdisciplinary teams1, 2. As a result, many engineeringprograms now devote a portion of their curriculum to team experiences and buildingcommunication skills. These activities are designed not only to equip students with theinterpersonal skills that they will need in their career, but to build self-efficacy and helpincrease retention3.The Engage program at the University of Tennessee was designed to be an integratedcurriculum that would “continue to teach essential skills, using techniques that improveproblem-solving ability, teach design methodology, and teach teamwork andcommunication skills,”4. The Engage program is a 12 credit hour, two-semester coursethat all first year students are required to take. The program was piloted in the 1997-1998academic

Conference Session

FPD5 -- Placement & Early Success

Collection

2006 Annual Conference & Exposition

Authors

Mwarumba Mwavita, Oklahoma State University

Tagged Divisions

First-Year Programs

. There are many activities in collegebesides academics such as sports, parties, and social life in general. These extracurricular(social) activities may come in the way of students’ academic work and jeopardize theirperformance. However, according to research on self-regulated learning, students who exerciseself-regulated learning strategies in the midst of all distractions are more likely to succeed intheir academic endeavors. 13Four items in the instrument assessed classroom engagement. These items dealt with doinghomework, assignment completion prior to class, studying, and taking notes in class.Self-regulated learning was assessed with self-regulated learning subscale from Bandura’sMultidimensional Scales of Perceived Self-Efficacy developed