A comparison of the self -esteem of freshman community college students enrolled in remedial and regular academic programs

This study examined relationships among self-esteem, remedial academic placement, ethnicity, gender, and enrollment status, using a nonexperimental, ex post facto research design. Participants were 113 freshman community college students attending Broward Community College in South Florida. The Coopersmith Self-Esteem Inventory (Adult Form) was used to measure the self-esteem of the participants. The results of this study indicate a significant difference between the mean self-esteem levels of the students enrolled in remedial academic classes (m = 66.08) and those enrolled in regular academic classes (m = 73.97). An independent samples t-test at the.05 significance level indicated that regular students were found to have higher levels of self-esteem than remedial students (t(112) = 2.14, p =.03). Two-way analyses of variance of placement status by ethnicity, of placement status by gender, and of placement status by enrollment status on self-esteem were also conducted. Interactions between placement status and the other factors were not found to be significant (p $>$.05). However, a significant main effect for ethnicity was found (p $<$.05). The results indicated that white students had a mean self-esteem level (m = 75.30) significantly higher than non-white students (m = 62.76, p =.002).^ The results of this study suggests that many community college students have problems related to self-esteem. Further research should be conducted on remedial and minority college students using a larger sample size and additional variables, such as socio-economic status. ^

Marketing Brock University in the 1980's: assessing freshman student feedback in strategic planning approach

Universities have entered a period of rapid change and upheaval due to an external environment beyond their control which includes shifting demographic patterns, accelerating technology, funding shortages, and keener competition for students. Strategic planning, a comprehensive vision which challenges universities to take bold and creative measures to meet the threats and opportunities of the future, is an institutional imperative in the 1980's. This paper examines freshman student feedback in an effort to incorporate this important element into a strategic plan for Brock University, a small, predominantly liberal arts university in St. Catharines, Ontario. The study was designed to provide information on the characteristics of the 1985-86 pool of freshman registrants: their attitudes towards Brock's recruitment measures, their general university priorities, and their influences in regard to university selection (along with other demographical and attitudinal data). A survey involving fixed-alternative questions of a subjective and objective nature was administered in two large freshman classes at Brock in which a broad cross-section of academic programs was anticipated. Computer analysis of the data for the 357 respondents included total raw frequencies and rounded percentages, as well as subgroup cross-tabulation by geographic home area of respondent, academic major, and high school graduating average. The four directional hypotheses put forward were all substantiatied by the survey data, indicating that 1) the university's current recruitment program had been a positive influence during their university search 2) parents were the most influential group in the students' decisions related to university 3) respondents viewed institutional reputation as less of a priority than an enjoyable university lifestyle in a personal learning atmosphere 4) students had a decided preference for co-operative study and internship programs. Strategic planning recommendations included a reduction in the faculty/student ratio through faculty hirings to restore the close rapport between professors and students, increased recruitment presentations in Ontario high schools to enlarge the applicant pool, creation of an Office of Co-operative Study and Internship Programs, institutional emphasis on a "customer orientation", and an extension of research into student demographics and attitudinal data.

The quality of life as perceived by students in the Business Division, Niagara College

within the Business Division of Niagara College of Arts and Technology, 245 students were utilised for a convenience stratified sample of First, Second, and Third Year ,students. The students answered 33 items regarding their Quality of Program and 40 concerning their Quality of Life, along with demographic and motivational questions and open comments. The responses were classified using an SPSS/PC statistical package and frequency statistics extracted. The data were examined for the entire sample and also for each year within the Business Division. There were high positive responses to both QOP andQOL items. However, there was greater satisfaction for students in First Year Accelerated, Second Year and Third Year than First Year. All students noted high satisfaction for the overall assessment of the program. There were lower positive responses for Professor Items where students were unsure if teachers helped them to do their best or took a personal interest in helping students do their best. This may highlight problems which need attention in the Freshman year. The area where all students were most neutral was regarding how others view them which raises questions of the self-esteem of students at Niagara College. The implications from this study seem to suggest that well-motivated, small, closely identified groups with interactive teaching methods lead to positive QOL and QOP.

Obsessive-compulsive symptoms in medical students: prevalence, severity, and correlates

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

The Impact of Greek Affiliation on Students’ Educational Objectives: Longitudinal Change in Clark-Trow Educational Philosophies

Change in 4,119 students' freshman to senior ratings of four educational philosophies (vocational, academic, collegiate, and nonconformist) provided four measures of educational impact. Repeated measures analyses of variance compared changes in philosophy as a function of Greek affiliation, controlling for sex, historical era, major, parents' education, scholastic aptitude, and academic motivation. Small but significantly different degrees of change in the collegiate and nonconformist philosophies suggested that Greek affiliation increased social interests and inhibited some forms of intellectual interests. These small differences across all students masked the moderating effect of major. In the nonconformist philosophy, for example, the Greek × major interaction reflected substantial Greek–independent differences among humanities majors, and progressively smaller differences or reversals among social science, physical science, and engineering majors. Possible interpretations of this interaction are offered.

Freshman Friendship and University Connection

The purpose of this study is to understand better the support systems available to freshmen students at the University of Connecticut and how those support systems impact their connection to the university. The study involves two questionnaires, one distributed at the beginning of their first semester and a second follow-up questionnaire at the end of that same semester. Two main research questions are the focus of this study. The first question is whether freshmen who make friends on campus feel more connected than freshmen who report having fewer friends. The second question concerns whether freshmen who feel more connected to the university report stronger feelings of support than freshmen who do not feel connected to the university. This study has found that support at the university level needs to be more focused on individual students because freshmen who make friends at the university report experiencing greater levels of support. Parents, faculty, and counselors need to reexamine the way in which they provide support in order to reach those students who are not connecting with friends. The First Year Experience Program could better serve freshmen students by focusing on the relationship between students, instructor, and mentor to build friendships within the FYE class, which will foster friendships and support.

The SureMath Approach to Success in Freshman Chemistry

The SureMath scheme is an alternate algebraic approach to "word problem" solving. It is used here in a freshman chemistry setting to aid students who need another method for solving chemistry problems.

[Address made to the class of Freshman], 1805 March 8

4-page handwritten copy of an address by Eliphalet Pearson to "my young Friends & Pupils," made to the Freshmen class on March 8, 1805 "the day, oh which Adams 2, a Senior Sophister, was interred at Londonderry." The address focuses on the "unbecoming noise" made by students going to class and mentions "this mark of inconsideration" in the context of "this day of sorrow, which commits to the tomb another of your number."

Freshman week program.

Mode of access: Internet.

The freshman and his college:

Mode of access: Internet.

Are you going to college? Letters from a graduate to a freshman,

Mode of access: Internet.

64 Captured Freshman Bill Posters

Probably class of 1911. On verso: Class of 1915? Michigan University College of Engineering. Received July 31, 1923 from Dean Robertson's Office. Print Collection U. of C. Libraries

Freshman Sophomore Rush

Symbol, possibly initials of photographer, on photo. On verso: Fresh-Soph Rush 1914

Freshman 15: Fact or fiction?

Objective: The objective of this study was to investigate changes in body weight, BMI, body composition, and fat distribution among freshman women during their 1st year of college. Research Methods and Procedures: Freshman women during the 2004 to 2005 academic year were recruited to participate. The initial baseline visit occurred within the first 6 weeks of the fall 2004 semester, with the follow-up visit occurring during the last 6 weeks of the spring 2005 semester. At each visit, height, weight, BMI, waist and hip circumferences, and body composition (by DXA) were obtained. Results: One hundred thirty-seven participants completed both the fall and spring visits. Significant (p < 0.0001) increases between the fall and spring visits were observed for body weight (58.6 vs. 59.6 kg), BMI (21.9 vs. 22.3), percentage body fat (28.9 vs. 29.7), total fat mass (16.9 vs. 17.7 kg), fat-free mass (38.1 vs. 38.4 kg), waist circumference (69.4 vs. 70.3 cm), and hip circumference (97.4 vs. 98.6 cm), with no significant difference observed in the waist-to-hip ratio (0.71 vs. 0.71; p = 0.78). Discussion: Although statistically significant, changes in body weight, body composition, and fat mass were modest for women during their freshman year of college. These results do not support the purported freshman 15 weight gain publicized in the popular media.