Graduation Speech On Student 's Progression Into University

For first year students coming straight from high school, college life can either be very exciting or overwhelming depending on how well one prepares for it. Some have the notion that college is fun and is all about partying, while some believe that it is an environment in which they can achieve the ultimate freedom thus escape the stringent rules made by their parents at home. Others look forward to experiencing a different learning environment while being exposed to different cultures and sharing different academic knowledge. Successful assimilation into college life is determined by the student’s capability to transform into the new role of a college student. Numerous students face challenges they have never experienced before which can

I noticed you sent an announcement out about seeing our grade as of Friday in the handout section, but when I try and click on that section there is no link for it. Also, from what I can recall, on the quizzes, and Rocketmix I am not doing well in your class and would like any and all suggestions you have for me. I'm feeling upset with myself as I've been doing well in all of my classes since attending the CSUDH I'm on track to graduate Summa Cum Laude. I have had many struggles in the past with school and getting my first Associates degree and I believe being a first generation college student did not help matter but now 10 years have past since my first degree and I've learned to be a better college student since then and going into

The transition from high school to college is a notoriously daunting experience for students entering, arguably, the most important years in their lives. Everything that a student has come to know about academics, for the most part, are to be radically challenged. Many different factors go into the change, and any particular one can be enough to overwhelm any given student into becoming an emotional wreck. Whether it be living on one's own for the first time, drastic schedule changes, or becoming socially involved, these responsibilities are just three examples, among the seeming hundreds. However, a perfect balance between these responsibilities is a major key in not allowing the stressors to take one captive.

A shift that tends to cause fear in individuals is that of transitioning from a secondary education and into a post-secondary education due to lack of awareness of what to expect plus having little or no knowledge about how to prepare for such drastic change. First-generation college students constitute those students that are first in their families to go to college, whose parents were unable to achieve any postsecondary education, bachelor 's degree, and had more than a high school education (Garcia, V. 2015; Garriott, P. O., Hudyma, A., Keene, C., & Santiago, D. 2015; Pascarella, E. T., Pierson, C. T., Wolniak, G. C., & Terenzini, P. T. 2004). On the one hand, first-generation college students have a challenging time adapting to the college experience due to not having any academic guidance from their relatives. Whereas second-generation students have the guidance and expertise of a family member in regards to post-secondary education. Thus, it is important to understand, which, among the two, takes an education more seriously, as well as whether the prior attendance of a relative or acquaintance changes the way an individual 's perception of education. Furthermore, the purpose of this study is to examine whether the social economic status and ethnicity play a role in the success rate of first-generation individuals who have no previous knowledge of a post-secondary education.

The study examines First Year Generation College students in Colleges and Universities. The majority of the research focuses on the challenges on what first year generation college students must go through to maintain a high level of academic performance and retention. First Year Generation College Students continue to make adjustments to survive college and must achieve academic success. When reviewing additional information regarding the study it involves talking to First Year Generation College Student filling out questionnaires and discussion their experiences on campus. The survey questions allows researchers to gain knowledge about how first year generation college adjusts to college. The study explores the challenges of first generation

from a family member. Savage (2008) alludes to the attachment theory and argument that suggests that a supportive family enhances a student’s ability to handle difficult life transitions. For first generation college students, it may be important to include parental involvement as a means of trying to mediate between the different expectancies students may experience in their home lives from parents and family members who do not relate to the college experience and the demands placed on them to assimilate to their college peer groups (Haiso, 1992).

1. The purpose of this study is to explore how living arrangement influences a lateral transfer student’s transitional experience and social integration which allows university faculty to make the adjustment and integration experiences for transfer students less anxiety and stress provoking. Therefore, making transfer students feel supported by their institutions.

The argument then becomes whether first generation students need to or should be expected to conform to the existing institutional norms if they conflict with those of their personal perceptions what is right or their family values, mores and customs. This is especially true when these environmental values, conventions and traditions are perceived to be alien, opposing or hostile to their own (Kuh, Brideges, & Hayek, 2006). Class and classism related factors such as social isolation, lack of culturally accepted and academic skills, and lack of support often result in withdrawal from college. Kathleen Cushman (2007), in “Facing the Culture Shock of College,” notes that many first generation college students struggle during their first year in college. When her sample of college students who were the first in their families to go to college shared their reflection on how they felt coming into a climate of fellow students from more privilege environments; many whose families had traditions of higher education as a part of their background, many of these students related feeling of intimidation and doubt about their self worth.

Students whose expectations were fearful reported more stress, depression, and poorer university adjustment than sstudents with other types of expectations, particularly prepared. Also Mohan (1992) asserts that adjustment improves with age. Adjustment to college involves a variety of demands differing in kind and degree and requiring lot of coping responses or adjustments. It’s not only academics with which the students are concerned; they are equally affected by the social and emotional changes. The first year students have an increased personal freedom where they have to make their own decisions and take the responsibility to maintain balance between various newfound demands.

Identify the key issues and challenges that students experience when they transition to university that are presented in academic literature

When a student, whose parents or guardians did not receive a post-secondary education, completes a bachelor’s degree at a university or college, they are known as a first-generation student (Choy, 2001). For many students, becoming a first-generation student is a very significant deal not only for the student, but also for the rest of the family as well. When becoming the first student in the family to receive a post-secondary education, there is an immense amount of pressure placed on the student to successfully complete their degree. On the verge of becoming the first within the family to receive some sort of bachelor of arts, students are challenged by their families to conquer an opportunity their parents were never granted. As a

Although many peoples’ most significant memories of college are those outside of the classroom, a degree is not conferred based upon such things. Rather, students’ academic performance is what determines whether students earn a degree or certificate. Academic issues were a point of concern at many institutions as incoming students often struggled with basic skills. Furthermore, international students who needed remedial English were less likely to persist (Mamiseishvili, 2012). There have been numerous issues, obstacles, and challenges that may inhibit a student’s ability to navigate the rigors of college. Much has been discussed concerning improved educational opportunities for minority and underrepresented students in

This essay argues that in general that in the transition to university, students will face many problems that academic skills cannot help. It also points out that social skills and personal attributes are required to succeed university. For example, students need communication skills as forms of social skills and the capability of time managing, stress controlling and organizing.

Coming in as a freshman I did not understand the point of soundings. I remember sitting in the FAC, and hoping the soundings was not going to last for a long time. We all did not know what to expect. I was surrounded by a group of freshman who were also experiencing soundings for the first time too. Not only were they trying to adjust to the transition of high school to college, but also the trying to get to know other classmates. At the end of the first Soundings, I had to admit that I actually enjoyed watching the performance. In the back of my head I was still thinking how I was going to find time to attend six events. As I kept attending the different Sounding events each and every one were interesting to be in their own way. I thought to myself that maybe after all attending six was not going to be that bad. Soundings became not just a class that I had to attend to get credit for. It opened my eyes and influenced me personally, my study in my major, and my future plans.

When students graduate from high school many of them make the decision to further their education and continue on to university. However, the university setting can be very different from high school, and thus young adults have to adjust to this change of environment (Thurber & Walton, 2012). During this transition, there are many factors that can either have a positive or negative effect on the adjustment to university. According to Sevinç and Gizir (2014), there are “4 types of adjustment” (p. 1302) that young adults have to face during their integration into university life. Firstly is "academic adjustment” (Sevinç & Gizir, 2014, p. 1302), which is whether or not a student entering university for the first time is able to keep up with the amount of work that they are assigned, which may be more than what they were previously accustomed to in high school, as well as their adjustment to the way in which their various courses are structured for example being taught in large lecture rooms with many other students (Sevinç & Gizir, 2014). Next is “social adjustment” (Sevinç & Gizir, 2014, p. 1302), and this can be defined as the ability a young adult has to interact with their new group of peers and make new friends (Sevinç & Gizir, 2014). This also includes involvement in situations that require one to socialise, for example the sports, clubs and various societies that their university may have to offer (Sevinç & Gizir, 2014). The third adjustment type, known as “Emotional