The first year of university studies is known to be a vulnerable phase during which obstacles experienced can cause unfruitful coping strategies and considerations of dropping out. To ease the student's path, a year-long integrative induction program was provided to new computer science (CS) students. The program consists of monthly small-group workshops where hands-on demonstrations of CS topics and collaborative reviews of students’ study experiences and difficulties are addressed in the same sessions. A qualitative evaluation was performed, revealing several positive effects: students experienced a stronger sense of their discipline, appreciation for its exploration, increased motivation and interest, a sense of community, and psychological benefits. Additionally, pre- and post-measurements of self-efficacy showed a positive change during the latter half of the year. Identified areas for improvement included better matching between workshop durations and content, more frequent workshops, clarifying the program's purpose better to the students, and fostering student interaction through designing collaborative work modes. By this evaluation, we highlight the program's benefits through student voice while providing recommendations for future designs.
Moilanen et al. (Thu,) studied this question.