{"id":{"repo_id":"byu","oai_identifier":"oai:scholarsarchive.byu.edu:etd-1512"},"canonical_url":"https://search.dev.ndltd.org/etd/byu/oai:scholarsarchive.byu.edu:etd-1512","repository":{"repo_id":"byu","name":"Brigham Young University","base_url":"https://scholarsarchive.byu.edu/do/oai/"},"display":{"title":"Improving the Learning Approach of College Freshmen and Future Teachers Through Curricular Intervention","abstract":"Students who exercise a deep approach to learning connect classroom content to real-life experiences. To help first-year students develop a deep approach to learning, Brigham Young University offers a program called Freshman Academy. Participants join a \"learning community\" based on their intended major. As part of this learning community, participants take recommended first-year courses together and engage in service-learning and problem-solving activities. The purpose of this quantitative study was to explore changes in learning approach that followed participation in a Freshman Academy learning community for prospective elementary education majors. These changes were explored through a survey that asked students how they prioritized certain goals related to learning before and after participation. Significant findings of difference were found in post-test survey scores, indicating a marked change in learning approach at the end of Freshman Academy participation.","abstract_html":"Students who exercise a deep approach to learning connect classroom content to real-life experiences. To help first-year students develop a deep approach to learning, Brigham Young University offers a program called Freshman Academy. Participants join a "learning community" based on their intended major. As part of this learning community, participants take recommended first-year courses together and engage in service-learning and problem-solving activities. The purpose of this quantitative study was to explore changes in learning approach that followed participation in a Freshman Academy learning community for prospective elementary education majors. These changes were explored through a survey that asked students how they prioritized certain goals related to learning before and after participation. 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Significant findings of difference were found in post-test survey scores, indicating a marked change in learning approach at the end of Freshman Academy participation."]},{"key":"dc:format","label":"Dc Format","values":["application:pdf"]},{"key":"dc:source","label":"Dc Source","values":["Brigham Young University - Provo"]},{"key":"dc:title","label":"Title","values":["Improving the Learning Approach of College Freshmen and Future Teachers Through Curricular Intervention"]}]}],"canonical_facts":{"dc:creator":["Shin, Lynna Betty"],"dc:date":["2006-07-20T07:00:00Z"],"dc:description":["David O. McKay School of Education; Teacher Education"],"dc:description.abstract":["Students who exercise a deep approach to learning connect classroom content to real-life experiences. To help first-year students develop a deep approach to learning, Brigham Young University offers a program called Freshman Academy. Participants join a \"learning community\" based on their intended major. As part of this learning community, participants take recommended first-year courses together and engage in service-learning and problem-solving activities. The purpose of this quantitative study was to explore changes in learning approach that followed participation in a Freshman Academy learning community for prospective elementary education majors. These changes were explored through a survey that asked students how they prioritized certain goals related to learning before and after participation. 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