Redesigning a First-Year Experience Course to Support Students' Transition to University.
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| Title: | Redesigning a First-Year Experience Course to Support Students' Transition to University. |
|---|---|
| Authors: | Scales, Adam1 |
| Source: | Learning Assistance Review (TLAR). Spring2026, Vol. 30 Issue 3, p109-142. 34p. |
| Subject Terms: | *First year experience programs, *Curriculum change, *Peer training programs (Education), *Curriculum frameworks, *Student adjustment, *Higher education, *School dropout prevention |
| Abstract: | First-year experience (FYE) courses are widely recognized for supporting student retention and success, yet there is limited consensus on how they can most effectively facilitate students' transition to college. This study examines a newly redesigned FYE course at a large public university, created for students entering the College of Education. Using focus group data from first-year students, the study explores how the redesigned curriculum supported their transition to the college and the university. The results suggest that integrating holistic success frameworks with peer-supported interventions can strengthen FYE course design and improve students' transition to higher education. [ABSTRACT FROM AUTHOR] |
| Copyright of Learning Assistance Review (TLAR) is the property of National College Learning Center Association (NCLCA) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192863793 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Redesigning a First-Year Experience Course to Support Students' Transition to University. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Scales%2C+Adam%22">Scales, Adam</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Learning+Assistance+Review+%28TLAR%29%22">Learning Assistance Review (TLAR)</searchLink>. Spring2026, Vol. 30 Issue 3, p109-142. 34p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22First+year+experience+programs%22">First year experience programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+change%22">Curriculum change</searchLink><br />*<searchLink fieldCode="DE" term="%22Peer+training+programs+%28Education%29%22">Peer training programs (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+frameworks%22">Curriculum frameworks</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+adjustment%22">Student adjustment</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22School+dropout+prevention%22">School dropout prevention</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: First-year experience (FYE) courses are widely recognized for supporting student retention and success, yet there is limited consensus on how they can most effectively facilitate students' transition to college. This study examines a newly redesigned FYE course at a large public university, created for students entering the College of Education. Using focus group data from first-year students, the study explores how the redesigned curriculum supported their transition to the college and the university. The results suggest that integrating holistic success frameworks with peer-supported interventions can strengthen FYE course design and improve students' transition to higher education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Learning Assistance Review (TLAR) is the property of National College Learning Center Association (NCLCA) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=192863793 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 34 StartPage: 109 Subjects: – SubjectFull: First year experience programs Type: general – SubjectFull: Curriculum change Type: general – SubjectFull: Peer training programs (Education) Type: general – SubjectFull: Curriculum frameworks Type: general – SubjectFull: Student adjustment Type: general – SubjectFull: Higher education Type: general – SubjectFull: School dropout prevention Type: general Titles: – TitleFull: Redesigning a First-Year Experience Course to Support Students' Transition to University. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Scales, Adam IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Spring2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 10870059 Numbering: – Type: volume Value: 30 – Type: issue Value: 3 Titles: – TitleFull: Learning Assistance Review (TLAR) Type: main |
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