Facilitating adjustment to higher education: towards enhanced academic functioning in an Academic Development Programme

Abstract

Several studies have emphasised the importance of addressing social and emotional factors in facilitating adjustment to tertiary education. This article describes the Skills for Success in Science programme at the University of Cape Town. The broad aims were life skills development and improved adjustment which are assumed to underpin academic performance. Weekly small group sessions were held which addressed several areas, namely adjustment, group work and cooperative learning, coping and stress management, resources on campus, assertiveness and communications, time management, study skills and examination competence. The intervention was experiential and participative, and while not compulsory, attendance was very good. Evaluation via self-report questionnaires using standardised psychological scales as well as focus groups provided positive feedback from students who described it as a 'must' for all first year science students. The article supports the notion that student development should be located within their daily experience at universities.

Adjustment to university and academic performance: brief report of a follow‐up study

“…Indeed, many interventions, such as academic foundation programmes and life/study-skills programmes, are based on this premise (e.g. Davidowitz & Schreiber, 2008;Schreiber, 1998). Once they have negotiated the first year successfully, the present results indicate that their academic performance in the first year is the best predictor of their situation after three years of study.…”

Preparedness for tertiary chemistry: multiple applications of the Chemistry Competence Test for diagnostic and prediction purposes

“…These AD programmes provide an opportunity for under-prepared students, usually from poorly resourced schools in townships or rural areas, to be educated for these national priority professions. In general, South African mainstream study programmes do not provide explicit opportunities for the development of core academic competencies for success at tertiary level (Koch et al, 2001), whereas AD programmes are designed to develop both general and specific academic skills and provide counselling, support and career guidance (Grayson, 1996;Davidowitz and Schreiber, 2008;Lubben et al, 2010). Thus the placement of a borderline student in either mainstream or a development programme provides or denies access to support mechanisms that may be essential for the success of such a student.…”

Infusing Adjustment Issues into the Curriculum in a Science Foundation Programme

“…This chapter will report only on the qualitative aspects of the findings from the questionnaire. A full account of the evaluation of the implementation of S 3 in 2005 has been published elsewhere (Davidowitz & Schreiber, 2008).…”