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This paper presents the phenomenographic analysis of students' approaches to learning in the first year architectural design coursework; thereby correlating contextualization in the architectural curriculum.

This paper reviews phenomenographic data of first year architecture students' learning experience through a comparative analysis of first- and fourth-year students' approaches to learning in the design studio; further co-relating this analysis to the final classification involving all five years of students' learning approaches in the architecture program.

Five meta-categories of the comparative analysis and nineteen meta-categories of the final classification are evaluated using first-year students' learning approaches – to understand the importance of contextualization in curriculums of architecture.

This phenomenographic analysis of first-year students' learning experience represents the onward journey from surface-to-deep approaches to learning that is encountered in their learning approaches, pertaining to the design process in the design coursework during five years of architectural education.

This paper systematically extends the discussion of first year architecture students' engagement in the design process that leads to deep learning; further delving into the static dimension of knowledge and its extension to the dynamic dimension of knowing architecture.

This paper aims to explore how collaborative research assignment design consultations between instruction librarians and new graduate teaching assistants (GTAs) have the potential to improve the design of research assignments for first-year writing courses.

The author conducted a small number of questionnaires and structured interviews with first-time GTAs who serve as first-year composition instructors to explore their conceptions about teaching researched writing. Thematic analysis of the results of these qualitative instruments led to the design of a new framework for working with incoming cohorts of GTAs at her institution prior to the start of each fall semester.

New GTAs often emphasize strict source type parameters in research assignment design and expect their students to engage in expert research behaviors. Emphasizing the assignment design expertise of instruction librarians during new GTA orientation may lead to more assignment design consultations with first-time college writing instructors. Collaborative assignment design consultations between librarians and GTAs can improve the alignment of research assignment parameters with their shared goals for students' research and writing skills and habits of mind, including seeing research and writing as iterative and inquiry-based processes.

While not every instruction librarian works with GTAs, working with instructors to collaboratively design research assignments that shift focus away from using specific search tools and locating particular types of sources opens possibilities for what librarians are able to achieve in one-shot instruction sessions, in terms of both lesson content and pedagogical strategies used.

The existing literature on first-year writing addressing faculty and librarian assignment design collaborations, and research assignments more generally, does not often explicitly examine the experiences of librarians who primarily work with GTAs. This paper adds to this literature by highlighting specific obstacles and unique opportunities in librarian–GTA teaching partnerships in first-year writing courses.

This study intends to add to the existing body of literature on the impact of a newly implemented first year seminar in the College of Law and Business. The purpose of this paper is to evaluate the effects the course have on students in regard to three aspects: student awareness and utilization of resources, interaction patterns, as well as, general interests and attitudes toward higher education.

The methodology of the assessment included analysis of a survey that has been conducted by the end of Spring 2014 semester. A quasi-experimental design was implemented to measure the impact of the intervention on students’ awareness and utilization of resources, interactions, general interests, and attitudes toward higher education. Through the SPSS application, the Mann Whitney U Test, and χ² tests were used to check for significant differences while comparing the means or frequencies for both groups. For the three questions, the authors have used the 90 percent confidence level and the standard significance level p-value of 0.05 or less for statistical analysis.

The results indicated that the course had a highly significant positive impact on student attitudes and awareness of campus resources but had less significant impact on student interactions and utilization of resources. The results in this study reveal a positive impact for the first-year seminar course on student satisfaction and attitudes toward higher education as well as their awareness of campus resources. However, in terms of the course impact on student interaction, results conveyed that students who have participated in the first-year seminar course show a slightly better interaction rate with instructors, academic advisors, and close friends than those in the control group.

The main limitation of this study was that the sample was small. Nonetheless, it has provided valuable insights into the understanding of the social and academic impact of first-year seminars on student engagement; through the use of comparison groups, this study increased the validity of prior research.

The first-year seminar course evaluated in this study demonstrated the potential to support and enhance student social and academic engagement during the first year of college. Based on the results in this study, the study team recommended some revisions to the current first-year seminar model (UNIV P100 Skills for University Success). The team proposed three models for subsequent first-year seminars at this university.

This study adds to the existing literature by examining the impact of a newly implemented first-year seminar course at the College of Law and Business at this university on both academic and non-academic aspects from the students’ perspective. These aspects were selected as retention and GPA effects have been widely explored; therefore, the focus is on the less studied emotional and social factors associated with student success and retention. The results from this study can act as a guide for universities intending to introduce a first-year seminar course as it gives clear guidelines on design, content, and course implementation, which can be useful in enhancing general student motivation and attitudes toward academic study and higher education in general.

To understand what differences exist between first year biology and final year biochemistry students in University College Dublin so that measures can be taken to address those needs. It examines student's awareness and use of different sources of information for their course‐work, their use of the (E‐) library, why they visited the university library, the type of assistance they had received in using the library as well as the type of instruction they would like to receive in the future.

A questionnaire was designed and administered to both sample groups to investigate the information‐seeking behaviour of these students in different years of their studies.

The study highlights the positive aspects of seeking information from the student's perspective as well as the barriers they encountered when seeking course‐related information. The findings show that there are differences in the extent to which sources of information are used by students in different years of their studies. Apart from web sites and web‐based lecture notes, lack of awareness is the primary reason why undergraduate biology students did not use the library's electronic databases.

The study does not distinguish between third and fourth year students in the final year sample.

One of the key recommendations is that bibliographic instruction should meet the specific information needs of first year biology and final year biochemistry students as well as greater liaison between faculty and librarians in the area of collection development and information literacy.

This paper establishes the importance of a cross‐sectional study in understanding the difference in students' information needs in different years of their studies.

The aims of this paper is to provide an overview on information literacy/library programs for first‐year students in Canadian universities and colleges.

The paper introduces and discusses periodical articles, monographs and up‐to‐date research on the subject. It presents anecdotal evidence gained from web site searches of 169 Canadian post‐secondary institutions complemented by personal communications from library and student services staff.

The study provides information about several types of library services for first‐year students currently in use in Canadian academic libraries.

There is no evidence of research in the area of library services for first‐year college and university students in Canada. This paper complements research on information literacy/library programs offered through academic libraries in other countries by focusing solely on first‐year student initiatives in Canadian academic libraries.

This paper aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2018.

The paper provides a brief description of all 422 sources, and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and anyone interested as a quick reference to literature on library instruction and information literacy.

The purpose of this paper is to examine the expectations, perceptions and role understanding of academic staff using a model of academic competencies (i.e. time management, learning skills, technology proficiency, self-monitoring and research skills).

Semi-structured interviews were conducted with ten members of academic staff at a German university. Participants’ responses to the open-ended questions were coded inductively, while responses concerning the proposed model of academic competencies were coded deductively using a priori categories.

Participating academic staff expected first-year students to be most competent in time management and in learning skills; they perceived students’ technology proficiency to be rather high but their research skills as low. Interviews indicated a mismatch between academic staff expectations and perceptions.

These findings may enable universities to provide support services for first-year students to help them to adjust to the demands of higher education. They may also serve as a platform to discuss how academic staff can support students to develop the required academic competencies, as well as a broader conversation about higher education pedagogy and competency assessment.

Little research has investigated the perspectives of academic staff concerning the academic competencies they expect of first-year students. Understanding their perspectives is crucial for improving the quality of institutions; their input into the design of effective support services is essential, as is a constructive dialogue to identify strategies to enhance student retention.

Increasingly, higher education institutions are being held to account for the performance of their students internally in terms of academic performance and timely program completion, as well as externally through job placement. This challenge is compounded by a range of additional factors including fluctuating, international economic conditions, an increasingly globalised, competitive environment, widespread provision of online qualifications, and high student drop-out rates. There is a pressing need therefore to understand the factors which contribute to positive perceptions of institutional services and the way in which these drive student retention, especially within the first year experience. This research aims to explore the role of affective commitment in students' perceived satisfaction within the student-university relationship and the effect of this on retention in an Australian tertiary context.

A qualitative approach was adopted using four focus groups and eight in-depth interviews with first year undergraduate students enrolled at a large metropolitan Australian university. In addition, an online expert forum was used to obtain qualitative verbatim from 22 internationally-based faculty educators.

The results of this study suggest that the development of deeply entrenched emotional bonds with students is important in facilitating high levels of satisfaction during the first year experience. In addition, a sense of belonging was perceived by faculty as being the primary mechanism for ensuring the retention of students beyond the first year of enrolment.

From a managerial perspective, uncovering the nature of student-institution relationships and the importance of affective forms of commitment will enable higher education institutions to develop more targeted relationship marketing programs to increase student retention.

In a unique contribution, this research examines this issue from the perspective of first year students, as well as from an international faculty perspective, enabling a multi-dimensional comparison to be drawn between the perceptions of the student, and the service provider.

Since the education of Master of Science students in the discipline of agriculture is catalectic without libraries, the present paper seeks to assess the information literacy competency (ILC) of post graduate (PG) students at Haryana Agricultural University, Hisar, India, along with the impact of instruction initiatives in this respect.

Based on the Association of College and Research Libraries (ACRL) Information Literacy Standards for Science and Engineering/Technology, 2006, an instrument was developed with 79 scoring items in the first part of the questionnaire along with non‐scoring items in the second part. Broad headings of the questions asked are shown in detail. Validity and reliability of the instrument are also reported.

Information literacy competency of PG students has been found satisfactory along with significant difference between the first and second year students. Results of the paper distinguish between the first and second year students in the light of five information literacy (IL) standards along with other considerations. Various instruction initiatives were found to have a positive impact upon the ILC of PG students.

Since the study has been able to establish a positive relationship between instruction initiatives and ILC, such initiatives may be introduced in other academic institutions.

None of the earlier reported research instruments had used science and engineering/technology IL standards, especially upon PG students in agriculture. This study further paved the way for the development of such an nstrument along with assessing the ILC of PG students and impact of instruction initiatives in an agricultural university.

The purpose of this study is to investigate how first-year students conduct everyday life research and how, if possible, their everyday research skills can inform information literacy instruction in higher education. Very few studies in information literacy emphasize existing knowledge that students bring with them to college; instead, the emphasis tends to fall on deficits in students’ academic research skills. Strengths-based approaches or asset-based approaches as found in the literature of psychology and education provide a basis for exploring this direction in information literacy education.

The research used a phenomenographic methodology, interviewing 40 first-year students from two large universities, a medium-sized university and a community college.

The qualitative study suggests that first-year students are capable of using information purposefully to learn or research interests that have sparked their curiosities. They are also capable of reflecting on the ways that their investigations fulfilled their purposes, resulted in unexpected outcomes or made them consider their issue in a new light. These existing capacities provide promising starting points for strengths-based approaches to information literacy instruction.

Dialogue with students about prior research experiences enables teaching librarians to plan engaging, authentic information literacy curriculum that acknowledges existing strengths.

This study provides a valuable contribution to empirical evidence of student research skills prior to entering higher education and suggests connections between those skills and the ACRL Information Literacy Framework. In addition, the study provides a case for strengths-based education, activating students’ prior knowledge to learn and create new knowledge. Authors have presented at Library Instruction West, July 2018.