The transition to university is a significant milestone for any student. While they arrive with aspirations for academic success and personal growth, many first year students, a large portion of whom are part of the "New Majority" learner demographic, face a common, yet often unaddressed, challenge: a lack of foundational study skills.
Under preparedness in first years isn’t a new story, especially for those who are first generation. But our conversations with university staff reveal a consistent concern: many students have not received sufficient foundational instruction in essential academic skills like time management and note taking.
Furthermore, this under preparedness creates a ripple effect, impacting not only the students' academic journey but also the faculty and staff dedicated to supporting them.
The gap in preparation leads to increased reliance on academic staff and tools, including AI, for support. This issue is particularly pronounced for underprepared first generation students, who may feel a sense of separation from their peers and faculty and lack the cultural capital to navigate the "hidden curriculum" of college.
The pressure to succeed, combined with a lack of foundational skills, can lead to a cycle of disengagement and lower course completion rates.
Why are first year students underprepared?
The reasons behind this under preparedness are multifaceted, stemming from the differences between high school and college environments, as well as widely different social backgrounds.
Pace and structure
College classes move at a much faster, non-stop pace than high school, with fewer in class hours and a greater emphasis on independent study. The responsibility for learning shifts to the student, as instructors do not constantly monitor their progress.
Academic rigor
High school diplomas do not always guarantee that a student is ready for college level work. Many incoming students at both two and four year institutions are placed in remedial courses (such as English and math), which are a financial strain and may make students less likely to complete their degrees
Lack of foundational skills
Students often struggle with fundamental skills that are critical for college success, such as time management, note taking, and critical thinking.
In high school, students are often provided with more structure and finite timelines, but in college, they are responsible for these duties themselves
Non-academic challenges
Beyond academics, first year students also face a variety of personal and social challenges, including homesickness, loneliness, financial strain, and mental health issues.
These external stressors can significantly impact a student's cognitive capacities, such as memory, attention, and concentration, which are vital for academic success.
How can colleges create a better first year experience?
Adopting a success first model moves beyond a transactional model of service delivery and centres on the student's holistic development. By prioritizing success, institutions can empower all students to actively participate in their learning, develop self-advocacy skills, and build resilience in the face of challenges.
While a success first model is key, implementing targeted strategies is still essential to bridge the preparedness gap for first year students and provide a more positive first year experience.
- Offer dedicated study skills courses: Institutions can introduce specific study skills courses to equip students with the tools they need to succeed. These courses can focus on essential skills like time management, note taking, and critical thinking, which can help level the playing field for students from diverse backgrounds.
- Utilize early warning systems: These systems can identify at risk students and provide colleges with a broad picture of retention and persistence. By identifying students who are struggling early on, institutions can provide timely support and resources to prevent them from falling behind.
- Dedicated First Year Experience (FYE) programs: These programs can be a powerful tool for supporting first year students by providing targeted support. FYE programs may include a range of support, such as peer assistants, mindfulness and skills. They can help students understand academic expectations as well as build social networks on campus.
Why a positive first year experience matters
A positive first year experience is not just about a smooth transition; it is the foundation for a student's entire academic career and a key factor in improving retention rates.
The first year is often where students feel the most pressure and lack confidence. By providing the right support, institutions can help students develop a sense of self-efficacy and confidence in their academic abilities. This newfound confidence can have a profound impact on their overall college experience and future aspirations.
When students feel supported and valued, they are more likely to engage with the learning process and achieve their full potential. Ultimately, investing in a positive first year experience contributes to a strengthened campus community, fosters a more supportive environment, and increases the likelihood of student retention and success.
