1Collier, Peter J, and David L Morgan. ""Is that Paper Really Due Today?

": Differences
in First-Generation and Traditional College Students' Understandings of Faculty
Expectations." Higher Education: The International Journal of Higher Education and
Educational Planning, v55 (2008): 425-446. Print

This paper examines the fit between faculty members and their

expectations of the students in two focus groups First Generation University

students and first year students. First generation student retention shows that

students with at least one parent with a college education are more likely to

graduate than one of their peers who lack this. Students have academic

interrogation variables such as family, previous schooling and pre-enrollment

packages. Success in university means that students must cope with broad

variation of standards. Every professor will have different standards. Professors

expectations about workload and priorities quoted saying that you need at least

2 hours out of class studying for every 1 hour of in class time or you’re not going

to make it. First Generation students were more concerned about how to take

notes judged the professor’s strictness on the way they dress while traditional

students judged them on the structure of the syllabus. First generation students

also expressed a lot of difficulty on the mechanical aspect of assignments such as

grammar, format and spelling while this topic was almost absent in traditional

students. First generation student’s vocabulary and style of are the most obvious

indicators of how different the university transition was for them. Basically the

students with low educational backgrounds suffer a disadvantage the findings in

this paper imply that among students with similar academic capabilities in the

same learning environment those with the less educational background are
inclined to not perform as well. This source seems good with some solid information. It is peer

reviewed so the information is creditable and I would use this source again in further research.

Kearns, Hugh, and Maria Gardiner. "Is It Time Well Spent? The Relationship between
Time Management Behaviours, Perceived Effectiveness and Work-Related Morale and
Distress in a University Context ." Higher Education Research and Development. 26.
(2007): 235-247. Print.

University students and professors are overworks and are demanded of too much which leaves

them with hardly leave anytime for a life. Time management has shown to improve over time in

university and also lead to higher performance in studies and lower somatic tension. Poor time

management has been correlated with exam failure and control of time correlated with grade

point average. Time management is linked to improved physocsocial functioning by eliminating

the stress in both university workers and students. A survey was conducted over students and

they were asked 6 questions relating to how effective they felt at school such as “how much

control do you feel you have over your time?” Having a clear purpose was positively correlated

with perceived effectiveness and work-related morale and negatively correlated with world-

related distress. This study shows the relationship between time management behaviors and

various outcomes in a university population basically people with good time management

showed to have higher morale higher work-effectiveness and less distress than the other portion

of the university population with sub-par time management. During the study they ranked having

a clear goal and purpose the most important thing for having good time management and being

organized the lowest thing required. Time management is mostly correlated with the big picture,

and people’s future. Good information on time management which I think everyone could use a

little of. Seems solid and creditable. Time management is a big part of first year students so this

fits great.
 Bruinsma, Marjon, and Ellen P.W.A. Jansen. "When Will I Succeed in My First-Year
Diploma? Survival Analysis in Higher Education." Higher Education Research and
Development. 28. (2009): 99-114. Print.

During this paper they conducted research to predict when students would pass/fail examinations

and graduate with a diploma or drop out all together. This study was completed in 24 months and

in these 24 months 50% of the students did not pass their first year examinations. Students are

most likely to pass their first year examinations in the 11-12th month and 17-19th month. Which

variables affected the completion of first year diploma? Procrastinators/age and prior

achievements to school were big factors in when first year diploma was acquired but gender did

not play a role. Students with lower level of procrastination tended to obtain their first year

diploma faster. This study is a rough and only show when students are most likely to achieve

their first year diploma, other variables like courses, extracurricular activities and instructional

characteristics would be needed to actually estimate when they would achieve the first year

diploma. Interesting information, a lot of graphs and pictures that I did my best to summarize but

they themselves were not done that entire user friendly I found, probably would not use this

source again.