[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597166-105":59,"doc-detail-597166-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","first-year-science-in-a-commuter-university-where-to-intervene","First Year Science in a Commuter University - Where to Intervene","","Study examines first-year science students in a large Canadian commuter university to identify which integration and involvement variables explain targeted desired outcomes. Results show students satisfied with instruction quality and those who valued course topics for future career success scored higher on multiple desired outcomes. In contrast, social integration or involvement variables generally did not explain outcomes. Out-of-class faculty contacts also showed no impact when compared with earlier findings on student development.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/first-year-science-in-a-commuter-university-where-to-intervene/597166/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/first-year-science-in-a-commuter-university-where-to-intervene/597166.png","ImageObject",300,407,{"name":92,"@type":93},"Rainbow Cat","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What variables are most important for explaining desired outcomes in first-year science students?","Question",{"text":112,"@type":113},"Integration/involvement variables are central. Satisfaction with the quality of instruction and belief that covered topics matter for future career success are most evident in predicting higher scores on desired outcomes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do social integration/involvement variables relate to the outcomes studied?",{"text":117,"@type":113},"They are generally not important for explaining desired outcomes, unlike the more education-relevant integration/involvement variables.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the study find about out-of-class contacts with faculty?",{"text":121,"@type":113},"The number of out-of-class contacts with faculty had no impact on any of the outcomes considered in the study.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597166,1792166407,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090769181,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","The Canadian Journal of Higher Education,Vol.XXIV-2,1994  \nLa revue canadienne d'enseignement supérieur,Vol.XXIV-2,1994  \n# First Year Science in a Commuter University:Where to Intervene\n\nJ.PAUL GRAYSON*  \n## Abstract\n\nA study of first year science students in a large Canadian commuter universityshows that integration/involvement variables are important in explaining anumber of desired outcomes.Most evident is the fact that students who weresatisfied with the quality of instruction,and students who felt that topics cov-ered in classes were important to future career success,were more likely thanothers to score high on a number of desired outcomes.By way of comparison,variables falling in the social integration/involvement category,by and large,were not important in explaining desired outcomes.For example,in contrast toprevious findings on factors affecting student development,the number of out-of-class contacts with faculty had no impact on any of the outcomes under con-sideration  \nOverall,the findings,and possible avenues of improvement that they sug-gest,reflect the fact that in a large commuter university classroom contact rep-resents the main link between the institution and the individual.As a result,it islikely that improvements in curriculum and teaching would have large payoffsfor both students and the institution.  \nThe university under study is a commuter university in a large city withlarge first year science classes.Where similar conditions can be found in otherCanadian universities,it is likely that various outcomes can be explained by ref-erence to similarfactors.By extension,it is equally probable that changes likelyto enhance outcomes would also lead to improvements elsewhere.       \n## Résumé\n\nD'après une enquête menee dans une grande université canadienne auprèsd'étudiant(e)s de premiere année en sciences,on constate que les variablesintégration/participation son déterminantes afin d'obtenir certains résultatssouhaites.De toute évidence,les étudiant(e)s qui sont satisfait(e)s de la qualitéde I'enseignement et ceux et celles qui croient que les sujets abordés en classeamélioreront leurs chances de succès pour leurs futures carrieres sont plussusceptibles que d'autres d'atteindre de hautes performances quant à certainsrésultats souhaités.En comparaison,les variables qui tombent dans lacatégorie sociale participation/intégration ne sont pas vraiment importantespour expliquer les résultats escomptés.Par exemple,en contraste avec lesdécouvertes antérieures sur les facteurs qui modifient le développement desétudiant(e)s,on a constaté que le nombre de contacts hors-classes avec lesprofesseur(e)s n'avait aucun impact sur les résultats àl'étude.  \nEn général,les résultats de cette étude et les possibilités d'amélioration quien découlent,démontrent que dans une grande université,les contacts établisen classe représentent le lien principal entre I'institution et I'individu.Enconséquence,il est probable qu'une amélioration des programmes scolaires etde I'enseignement bénéficierait grandement àla population étudiante ainsi qu'àI'institution.  \nL'université qui a servi de modele pour cette enquête est située dans unegrande ville et elle comporte de larges classes de premiere année en sciences.Si I'on retrouvait des conditions semblables dans d'autres universitéscanadiennes,il est probable que les résultats attendus des étudiant(e)ss'expliqueraient à partir de facteurs similaires.On peut donc déduire qu'il estégalement probable que des changements qui donneraient des résultats positifsici puissent donner lieuàune amélioration ailleurs.  \n## Introduction\n\nIn Canada as elsewhere,a number of recent reports have focused on the qualityof undergraduate education in general (Smith,1991)and science education inparticular(Human Resource Development Committee,1991).While there is nodoubt that in many areas Canadian universities are doing a splendid job,manywould argue that there is much room for improvement.Areas frequently tar-gete","cbCaie4o1ld5nOwY","https://ap.wps.com/l/cbCaie4o1ld5nOwY","pdf",807036,27,"English","# Abstract\n# Résumé\n# Introduction","[{\"question\":\"What variables are most important for explaining desired outcomes in first-year science students?\",\"answer\":\"Integration/involvement variables are central. Satisfaction with the quality of instruction and belief that covered topics matter for future career success are most evident in predicting higher scores on desired outcomes.\"},{\"question\":\"How do social integration/involvement variables relate to the outcomes studied?\",\"answer\":\"They are generally not important for explaining desired outcomes, unlike the more education-relevant integration/involvement variables.\"},{\"question\":\"What did the study find about out-of-class contacts with faculty?\",\"answer\":\"The number of out-of-class contacts with faculty had no impact on any of the outcomes considered in the study.\"}]","First Year Science in a Commuter University - Where to Intervene | PDF",1792084521,68]