Impact of the Preparation for Academic Success in Science (PASS) High School to University Transition Program

Autor/inn/en	Houser, Chris; Cavallo-Medved, Dora; Bondy, Michelle
Titel	Impact of the Preparation for Academic Success in Science (PASS) High School to University Transition Program
Quelle	In: Canadian Journal for the Scholarship of Teaching and Learning, 14 (2023) 1, Artikel 6 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; High School Graduates; College Freshmen; Transitional Programs; College Preparation; Study Habits; Notetaking; Test Preparation; Study Abroad; Service Learning; Internship Programs; Student Organizations; Wellness; Academic Achievement; Grade Point Average; Program Effectiveness; Canada + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Studienanfänger; Study behavior; Study behaviour; Studienverhalten; Studies abroad; Auslandsstudium; Service-Learning; Berufspraktische Ausbildung; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Well being; Well-being; Wohlbefinden; Schulleistung; Kanada
Abstract	The transition from high school to university can be difficult and stressful for many students who are not sure of how to be successful in their courses and become engaged in extracurricular activities beyond the classroom. This paper describes the design and outcomes of the Preparation for Academic Success in Science (PASS) transition program in the Faculty of Science at the University of Windsor, a mid-sized university in Ontario, Canada. The two-day PASS program, offered in the week before fall classes begin, is designed to introduce incoming students to effective study habits, note taking, and preparation for examinations. Moreover, students are advised on how to get involved in undergraduate research, study abroad, service learning, internships, and student organizations, while balancing their time, health and wellness. Results from PASS cohorts between 2017 and 2019 suggest that students who participated in the PASS program had higher major and overall averages in their first and subsequent years, and significantly greater engagement in extracurricular activities compared to the (control group) students who did not participate in the transition program. PASS is presented as an effective transition program, but it is argued that further study is required to determine how academic performance and engagement are related to the intentionality of the student when they start university, and the importance of the program to building community and a sense of belonging. (As Provided).
Anmerkungen	University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01