Outline of Source One
-Many students entering university find it an “alien environment” (Aksham 2008), and this doubt over their surroundings may influence and affect their learning and development both mentally and within their tertiary education and identity (Linnenbrink-Garcia and Pekrun 2011; Trigwell 2012).
In a study by Chamorro-Premuzic, T., Furnham, A., & Lewis, M. (2007) showed that there was a correlation between the approach to learning and the “emotional stability” of a student. Specifically that students who were more stable applied a deeper approach to their education and learning strategies. It was suggested that first year students be “encouraged to maintain the positive emotions” that they will need to thrive during the “transition phase” and throughout their higher education, thereby providing a “safe and supportive environment” (Chamorro-Premuzic et al. 2007)
Furthermore, it was noted in a recent cited paper (Niculescu, A. C., Tempelaar, D., Dailey-Hebert, A., Segers, M., & Gijselaers, W. 2015) that “good education should also care about how students feel and not only how well they can perform academically.” These supporting statements coincide with the research done that ahs focused on the collaboration between “cognitive and emotional aspects of learning and how they influence academic achievements” (Govaerts and Gregoire 2008; Linnenbrink-Garcia and Pekrun 2011)
Outline of Source Two
-The first year of university has been recognized as the year where the largest amount of studying occurs, but also the largest amount of academic inadequacy (McInnis, 2001; Williams, 1983). In some researchers opinions, the first year of tertiary education is “more than half the battle” in regards to the completion of their overall undergraduate degree (Tinto, 1998). This shows that the stress and expectation put under first year students is strenuous in terms of developing their place within their course and their identity in a new environment. For the transition to be successful then it must include both community and educational areas, because if there is a major struggle adjusting to one of the parts, then the other will be severely impacted. Both of these areas have been known to predict a student’s success in transitioning into tertiary education, as well as their overall performance in school (McKenzie & Schweitzer, 2001; Rickinson & Rutherford, 1995). It is also said that the characteristics of a student may be related to how well they transition into university life (McInnis & James, 1995). This could be gender, ethnicity, field of study, or whether their parents completed a higher level of schooling or not.
Outline of Source Three
-The first chapter in ‘Supporting Student Diversity in Higher Education: A Practical Guide,’ edited by Michelle Morgan, attends to the improvement of student experience and diversity within an institution. This specifically may assist with the different and diverse students who also have difficulties transitioning into a tertiary lifestyle. Every student has a different experience at university, even though classes are shared, it is important to “facilitate the engagement and interaction” on the institution’s behalf (Morgan et al, 2013). It is by doing this that students will begin to feel more comfortable within their surroundings. A “high quality student experience” can be achieved through both the university and the individual providing support for the pupil (Low, 2002). In higher education, a more diverse community is in a closer surrounding, which means an increase in tolerance and an open mind. It is subjecting those who are ethnically diverse to a welcoming environment, hereby giving them an easier conversion into a new stage of their lives. The Citizenship Survey undertaken in the United Kingdom in 2009 proposes that those who have gone through university are more likely to have a more ethnically diverse friendship and acquaintance group than those who did not (Lloyd, 2010).
Outline of Source Four
-The second chapter in ‘Accelerated Opportunity Education Models and Practices,’ edited by Rene Cintron, suggests that “student retention” is a goal that universities want to maintain, and because of this they offer many programs and coaching services to support students in their quest to form their tertiary identity (Kuh, Cruce, Shoup, Kinzie, Gonyea, 2008; Datti, 2009). Specifically, the implementation of the ‘coaching’ program involves the pairing of an undergraduate with a staff member who meet every week in order to work on university skills such as financial skills and time management. This assistance that is offered ties in with academic outcome and the wellbeing of new students (Astin, 1993; Braxton, Hirschy & McClendon, 2004; Kuh et al., 2008; Pascarella & Terenzini, 2005). This scheme overall builds the confidence of new students and provides a safe area to discuss doubts about courses or classes. It may also allow a higher grade-point-average, and because of this the program may be expanded to allow more room for marginalized/at-risk first year students who do not have the support network at home, nor the means to stay in school or do well (Cintron, 2017).
How the Sources Agree or are Similar
-All sources agree that to provide a sound university experience and an easy transition, students must be well equipped with the confidence to do well and an attitude built for success. As shown above in Source One, stable students were more likely to do well (Chamorro-Premuzic et al. 2007) which makes the transition period easier. And in all following sources there were ways to achieve that stability within a new environment, whether it be coaching via a staff member or an increased diversified community surrounding. Each article and edited book chapter compliments each other in a sense that they mostly agree with statements made by other authors. No student can go through the transition phase alone or without support, and if you socially struggle you will also struggle in other aspects of the tertiary experience (McKenzie & Schweitzer, 2001; Rickinson & Rutherford, 1995).
How the Sources Disagree or are Different
-Whilst the sources do compliment each other, all have different ways of achieving the ‘stability’ that is mentioned throughout. In Source Four, a coaching program was proposed where students would get the support from staff members. However, in Source Three it is suggested that an easy transition is a community wide effort based within the university, in which diversity is boosted to increase tolerance and kindness towards others. Furthermore, it is also within Source Three that it is suggested that universities most make an effort to “facilitate the engagement and interaction” between students, going back on their latter point of transition being a community based project rather than an internal one in which staff members specifically maintain a certain degree of control over students and their inclusion in events (Morgan et al, 2013). And yet again, this differs from Source One, as the latter talks about transition being a personal journey (Chamorro-Premuzic et al. 2007). It is mentioned that students must uphold a positive attitude as it can directly cause an effect on their learning strategies and abilities, either improving it or causing it to deteriorate (Chamorro-Premuzic et al. 2007). All of the sources provide ways of bettering the transition process in terms of making it successful for the student, but it all suggests different ways, not all associating with each other.