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Abstract
This article intends to debate the institutional modes of first-year adjustment to higher education. Specifically, the aim is to analyze and consider the need to include social and academic integration activities in the curricular programs. The presented contributions are based on the investigations over the case study course that was studied using non-experimental and descriptive approach. The “Projeto FEUP” (Faculty of Engineering of the University of Porto) course is analyzed as it addresses the mentioned integration concerns explicitly by providing tutoring by selected older students (relating to social integration) and adequate teamwork challenges (relating to academic integration). The presented case study course is given to about 1,000 students across nine engineering degrees at the Faculty of Engineering of University of Porto, in Portugal. The article includes some details about not infrequent practices such as “hazing” of newcomer students and strategies for circumventing associated disadvantages. The results shown in the article indicate that the students involved tend to see it as a significant academic integration device, regarding mainly academic work and expectations.
Este manuscrito intenta debatir los modos de ajuste institucional del primeraño en educación superior. Específicamente, la meta fue la de analizar y considerar la necesidad de incluir actividades de integración académica y social en programas curriculares. Este estudio está basado en investigaciones sobre la clase de estudio de caso, la cual se revisó usando el método descriptivo y no-experimental. Los resultados indicaron que los estudiantes involucrados tienden a verlo como un aparato significativo de integración académica, principalmente en relación al trabajo académico y las expectativas.
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