Version 1
: Received: 13 November 2023 / Approved: 14 November 2023 / Online: 15 November 2023 (05:15:07 CET)
How to cite:
Chang, A.; Emanuel Smith, A. Transforming Student Learning into Sustainable Undergraduate Education: A Case Study of First-Year Writing Programs. Preprints2023, 2023110900. https://doi.org/10.20944/preprints202311.0900.v1
Chang, A.; Emanuel Smith, A. Transforming Student Learning into Sustainable Undergraduate Education: A Case Study of First-Year Writing Programs. Preprints 2023, 2023110900. https://doi.org/10.20944/preprints202311.0900.v1
Chang, A.; Emanuel Smith, A. Transforming Student Learning into Sustainable Undergraduate Education: A Case Study of First-Year Writing Programs. Preprints2023, 2023110900. https://doi.org/10.20944/preprints202311.0900.v1
APA Style
Chang, A., & Emanuel Smith, A. (2023). Transforming Student Learning into Sustainable Undergraduate Education: A Case Study of First-Year Writing Programs. Preprints. https://doi.org/10.20944/preprints202311.0900.v1
Chicago/Turabian Style
Chang, A. and Amanda Emanuel Smith. 2023 "Transforming Student Learning into Sustainable Undergraduate Education: A Case Study of First-Year Writing Programs" Preprints. https://doi.org/10.20944/preprints202311.0900.v1
Abstract
Undergraduate learning is a multifaceted concept that many researchers have investigated to promote student engagement, academic performance, etc. Exploring factors promoting learning among undergraduates in FYW programs, which are required for undergraduates might potentially contribute to sustainable, cross-disciplinary undergraduate education. This study used the 10-year longitudinal grade and survey data at San José State University (SJSU) and the data was collected from Academic Years (AYs) 2015 to 2020, and five student surveys constituted the sample size of 18,101 students. In 2016, SJSU changed the remedial writing course to college writing courses. Since then, students need to complete an online module course before placing themselves into a one-semester or two-semester writing course. The previous study showed that students with higher writing comfort and confidence tend to place themselves into a semester-long class. Regression analysis was applied to examine the relationships among factors promoting learning among those students. University admitted students from various diversity and backgrounds, the results of this study suggested that what students chose and persisted in were more important in advancing their academic success rather than prior learning experience or psychological factors before the class.
Keywords
student learning, learning satisfaction; prior learning experience, first-year writing program
Subject
Social Sciences, Education
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
