Perception of Growth Condition in the University from the Perspective of Freshmen Students

Abstract

This study aims to analyze and assess the perceptions that freshmen students recent graduating from high school have towards their adaptation in college, as well as comprehending how this process of transition from high school to college occurs. Thus, a qualitative study was conducted, using semi-structured interviews. Eight students from a public college institution in Brazil participated in this study. Analysis of Content was used in order to analyze the data, which were grouped into semantic categories. The results show that the aspects related to teaching, didacticism and relationship with professors are important to the adaptation process and these three aspects are from interdependent categories. Although the insertion in a different environment was potentially adverse, the students cope this reality as an opportunity for personal growth. Regarding to the perception of the growth condition, the results show that the participants focused in extracurricular and curricular activities offered by the University and not in the affirmative policies.

Visually re-design service processes for quality sustainable development

“…Szitar (2014) and Ponssard (2005), Apreda (2006) mentioned that community development was related to sustainability which needed to have stakeholder collaboration, linking up changes with sustainability, adopting interdisciplinary and multidisciplinary approach in teaching in architectural education, for example, case study and PAPSA (Presentation, Analysis, Production, Selection and Application) methods and providing solutions in a holistic manner. Pinho et al (2015) also the university not only enabled professional growth but also in the personal level (p. 162). Besides, they highlighted that contextualization in crucial in university education, including creating a variety of contexts for learners learning how to perceive the world, how to handle adverse situation, how to develop belonging to the syllabus, how to experience practical contents, and how to create professional network via opportunities in extracurricular activities that are complementary to their studies.…”

“…He put forward the 4Cs super skills, that is, critical thinking skill, communication skill, collaboration skill and creative skill. If learners are taught with these four super skills with sustainability contents and community development mentioned by Szitar (2014) and contexts for development mentioned by Pinho et al (2015), it is assumed that the community will be a better one under knowledge-based economy within a digital technology environment.…”