Speakers
Description
This study examines pre-entry education programs for incoming first-year students, cultivating their technological literacy and academic skills to transition from high school to university. This presentation analyzes an in-depth semi-structured interview with the developer of the pre-entry curriculum. The participant is a mentor and administrator at a learning center at a private university in western Japan. Based on the analysis, pedagogical implications and materials developments will be suggested.
Short summary
This study examines pre-entry education programs for incoming first-year students, cultivating their technological literacy and academic skills to transition from high school to university. This presentation analyzes an in-depth semi-structured interview with the developer of the pre-entry curriculum. The participant is a mentor and administrator at a learning center at a private university in western Japan. Based on the analysis, pedagogical implications and materials developments will be suggested.
References
Authors (2024).
Ministry of Education, Culture, Sports, Science and Technology (MEXT), Higher Education Bureau. (2017). Summary of reforms in educational content and related areas at universities in fiscal year 2015. https://www.mext.go.jp/a_menu/koutou/daigaku/04052801/__icsFiles/afieldfile/2017/12/13/1398426_1.pdf
Abstract
The Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT; 2017) reported that about 97% of universities provided pre-entry education programs for incoming first-year students. These programs are supposed to provide knowledge the institutions consider crucial to have success upon entry. However, few programs have clarified the types of curricula and materials of these programs. Therefore, this study explores what Japanese university educators and administrators expect students to know upon entry. A preliminary study (Authors, 2024) reported on (a) the types of pre-entry programs universities have established, (b) the expectations universities have regarding students’ entry-level skills in Japanese, English, and other academic disciplines, and (c) the expectations university educators have regarding the pragmatic abilities new students needed to arrive “ready to learn.” Building on this earlier study, this presentation analyzes an in-depth semi-structured interview with the developer of the pre-entry curriculum for entering first-year students. The participant is a mentor and administrator at a learning center at a private university in western Japan. The program curriculum focuses on cultivating students’ technological literacy and providing academic skills needed to transition from high school to university. The issues with and potential curriculum for pre-entry programs will also be discussed and suggestions made for a possible pre-entry course of study to prepare students for university education.
Keywords
Pre-entry program, technological literacy, academic skills, university education
| Scheduling preference | Anytime on Saturday or Sunday |
|---|---|
| Title | Building Language Competencies Through Pre-entry University Programs |