Cognition and the First Year Experience: How Studying the Mind Equips Students for Learning

Cognition and the First Year Experience: How Studying the Mind Equips Students for Learning

Ryan Korstange (Middle Tennessee State University, USA) and Kevin S. Krahenbuhl (Middle Tennessee State University, USA)
Copyright: © 2018 |Pages: 17
DOI: 10.4018/978-1-5225-2998-9.ch016
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This chapter extrapolates information processing theory and advances in research in memory formation and effective learning practices on to the first-year student. The authors will lay a context for what FYE is, and why it matters, survey advances in memory research, and explore the study practices that students actually use. Finally, the authors posit a structure for organizing FYE courses around the best practices in cognitive and educational psychology so as to change student study behavior and help them increase their academic performance.
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What Is First Year Experience (Fye) And Why Does It Matter?

The transition to college has consistently been acknowledged to be challenging for students (Astin, 1984; Terenzini et al, 1996; Goodman & Pascarella, 2006). Students often experience the challenge of increased autonomy and the unfamiliarity with collegiate instructional style and norms, and in many cases are not prepared for the academic challenge of higher education (Collier & Morgan, 2008). When faced with these challenges, many students perform poorly in their classes and are more likely to drop out of the university (Pascarella & Terenzini, 2005). This challenging transition resulting in low student retention is likely to be exacerbated because of increasing access to higher education for students who learned what success in college requires from their family or previous teachers.

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