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.

Degree

MA

College and Department

David O. McKay School of Education; Teacher Education

Rights

http://lib.byu.edu/about/copyright/

Date Submitted

2006-07-20

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd1493

Keywords

learning approach, college freshmen, Freshman Academy

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