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Encountering American Higher Education: First-Year Academic Transition of International Undergraduate Students in the United States
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Krsmanovic, Masha – Journal of Global Education and Research, 2022
This study explored how international undergraduate students perceive their academic transition into American higher education. Schlossberg's (1984) 4S Transition Theory served as the framework for exploring what academic challenges, if any, international students experience during their first year of undergraduate studies in a new cultural and…
Descriptors: College Freshmen, Foreign Students, Student Adjustment, Student Attitudes
Culturally Relevant Pedagogy as a Teaching Strategy: A Case Study of Historically Black Colleges and Universities First-Year Seminar Pedagogical Practices
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Wilkerson, Amanda V.; Krsmanovic, Masha; Stanislaus, Emmanuela – Journal of The First-Year Experience & Students in Transition, 2021
Utilizing culturally relevant pedagogy (CRP) to acculturate first-time-in-college students attending minority-serving institutions into the postsecondary setting is a higher educational imperative. The current study utilizes Ladson-Billings' (1995b) CRP as a theoretical frame to explore the teaching practices in the first-year seminars (FYSs) at…
Descriptors: Culturally Relevant Education, College Freshmen, First Year Seminars, Learner Engagement
Best Practices for Developing and Teaching First-Year Seminars to International Students
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Krsmanovic, Masha – Journal on Excellence in College Teaching, 2021
This research examined the role of a first-year seminar course in promoting international student learning and academic transition. Through interviews with international students representing different countries and majors, the author investigated how the course can best be designed and taught to overcome the common learning barriers encountered…
Descriptors: First Year Seminars, College Freshmen, Foreign Students, Student Attitudes
Retention and Academic Achievement of Students of Color at a Large Urban Hispanic-Serving Institution
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Talan Azizova, Zarrina; Clark, M. H.; Krsmanovic, Masha; Johnson, Jamil; Mendez, Jesse Perez – Journal of Latinos and Education, 2023
Urban public universities play a critical role in the higher education missions of access and success of historically underrepresented and economically disadvantaged populations. Minority-Serving Institutions (MSIs) also attract similar scholarly attention to understand the impact of these institutions on marginalized and underrepresented racial…
Descriptors: Urban Schools, Minority Serving Institutions, Hispanic American Students, Public Colleges
Who Improves Most? The Differences in First-Year Students' Learning Attitudes and Behaviors Measured by College Success Factor Index
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Krsmanovic, Masha; Cox, Thomas D.; Johnson, Jamil D. – Journal of the Scholarship of Teaching and Learning, 2020
Utilizing a pretest-posttest quasi-experimental research design, this study investigated the impacts of the participation in a First-Year Seminar (FYS) course on student learning attitudes and behaviors. Using the sample of 1,231 freshmen students in a large, public, research university in the Southeast, the study examined if FYS participation…
Descriptors: College Freshmen, Educational Attitudes, Student Attitudes, Student Behavior
Widening the Pathway to a Degree: The Impact of First-Year Seminar Courses at an Emerging Hispanic-Serving Institution
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Mendez, Jesse Perez; Johnson, Jamil; Azizova, Zarrina Talana; Clark, M. H.; Krsmanovic, Masha – Journal of The First-Year Experience & Students in Transition, 2020
This study examined the impact of a first-year seminar (FYS) on educational outcomes among students attending an emerging Hispanic-Serving Institution (eHSI) in the southeastern United States. Four undergraduate cohorts of first-year students between 2012 and 2016 were the focus of this study. After accounting for a variety of demographic…
Descriptors: First Year Seminars, College Freshmen, Hispanic American Students, Public Colleges
Transforming First-Year Students into Life-Long Learners through First-Year Seminar Practices
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Johnson, Jamil D.; Krsmanovic, Masha – Adult Higher Education Alliance, 2018
This mixed-method study assessed the effectiveness of a First-Year Seminar (FYS) course on students' successful accomplishment of learning outcomes that can be used beyond graduation: motivation, time-management, and decision-making. Students' quantitative responses indicated that the course had the highest impact on their motivation (M = 4.43, SD…
Descriptors: College Freshmen, First Year Seminars, Program Effectiveness, Student Motivation