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Dissertation/Thesis Abstract

Teaching First-Year College Students: Case Study of Faculty Perceptions and Intentions
by Belgarde, Penny D., M.Ed., Minot State University, 2017, 101; 10274606
Abstract (Summary)

The purpose of this research is to better understand curricular and pedagogical strategies that can play a role in college retention rates and the first-year academic experience for new students. This research aims to contribute to a larger effort to create a learning environment in which first-year students would be engaged, learn, adapt, and accomplish learning outcomes needed to be successful in university level course work. The two research questions are; how do college faculty prepare to help first-year students’ transition in to university level coursework and how do college faculty view their role in teaching first-year college students? The method of this qualitative case study included one survey taken by Cadence State University (CSU) faculty who teach first-year college students and two interviews with one staff member and one administrative staff whom both work closely with faculty teaching first-year students. The results showed professional development/training and university support for faculty from CSU is needed to educate and keep faculty informed on first-year students. It was also found that transformed pedagogy with utilization of active learning and various teaching strategies plays a significant role in helping first-year students adjust to university coursework, as well as, faculty understanding the impact they have on first-year students. The conclusion to this study reveals there needs to be a teaching culture shift where faculty take action, learn what is needed, and implement transitional pedagogy to help first-year students’ transition into university coursework. Faculty must understand their impact on new students and that they set the foundation of university coursework in their first couple of days of class. Additionally, faculty using communication and being approachable, yet not compromising their higher education standards will help faculty view their role with first-year students as important and necessary.

Indexing (document details)
Advisor: Conn, Daniel
Commitee: Hintz, Kathy, Repnow, Jan
School: Minot State University
Department: Education
School Location: United States -- North Dakota
Source: MAI 56/06M(E), Masters Abstracts International
Subjects: Curriculum development, Higher education
Keywords: Faculty support, First-year students, Impact, Transitional pedagogy
Publication Number: 10274606
ISBN: 978-0-355-33341-1
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