Student Experience

In recent years mature students have been encouraged into nurse education for the valuable qualities they are known to possess, along with their ability to assist in providing a sustainable solution to the current health care crisis. Unfortunately corresponding resources and ...

A common outcome of entering post‐compulsory education as a mature aged learner appears to be development and growth of the self. However, this is often only viewed as an outcome or considered an added benefit, rather than an integral part of the academic process itself. This paper explores the relationship between academic growth and personal growth, arguing that they are not mutually exclusive categories, but inter‐related ones. Using a grounded theory approach it is suggested that a ‘re‐negotiation’ of the self was evident amongst a group of 31 mature students at different stages of their further and higher education courses. The reasons why this might be such a salient issue for mature aged cohorts is discussed.

Background While recent engineering education research has focused on the pathways that students take as they transition into engineering programs in higher education, little has explicitly focused on developing an understanding of students as they select and transfer into engineering from other majors.
Purpose The purpose of this paper is to gain a better understanding of how engineering students enter the engineering field by comparing commonalities across their experiences. Given recent literature that describes student dissatisfaction toward, misinformation about, and attrition in engineering programs, we explore the lived experiences of students entering the engineering field, with a particular focus on students changing majors to engineering.
Methods This paper synthesizes the stories of 21 undergraduate engineering students from a southeastern research university, 15 of whom began their undergraduate program in other majors and transferred into engineering. We employ a unique narrative structuralizing scheme based on Campbell’s hero’s journey and use the metaphor of the beginning of the journey to understand student trajectories that locate students in engineering studies.
Conclusions With this information, we can better understand student conceptions of the engineering field when they enter; who enters the engineering field and why; how students’ expectations are or are not met in engineering programs; and what factors ultimately contribute to first-year retention in engineering programs. In general, entering students tend to have a limited understanding of what is entailed in an engineering program and benefit from interactions with advisors, teachers, and peers in the field. Such interactions may help students to more clearly decide what aspects of engineering are appropriate for them to pursue and help them to persist as they begin coursework.

For some time there has been a focus in higher education research towards understanding the student experience of learning. This article presents a narrative analysis of the experience of a teacher who re-entered the learning world of undergraduate students by enrolling in a challenging chemical engineering course. The analysis identifies multiple lenses in the narrative: of student, of researcher, of teacher, and of mature student. A personal reflective genre was noted which displayed an overriding emotional tenor, linked both to the emotions associated with the individual experience of struggling with difficult tasks and those arising from negotiating the social interactions of the learning environment. This hermeneutic engagement points to the value in teachers exploring their own learning, as well as new possibilities for critically examining the implications of apparently progressive teaching methodologies.

The purpose of this paper is to determine the effects of usage of sequential teaching method on the academic achievement and retention level of students. Three student groups of biology students in University “Goce Delcev”, Faculty of Natural and Technical Sciences, Institute of Biology, - Stip, R. Macedonia were offered a topic on general characteristics of Proteins: Their Biological Functions and Primary Structure with different sequences of 3 teaching methods. The teaching methods were Laboratory method (student experiment), slide demonstration and lecture method. The first group started to course with experiments in the laboratory, then the relevant theory of proteins was given lecture method, and then the slides was shown (Group I). The sequence of these three teaching methods used in the first group was changed in both second and third group as follow: The lecture methods, slide show and experiment in Group II, and slide show, experiment and lecture method in Group III, respectively. Laboratory method used in the study was focused on the topic of This diversity and abundance reflect the central role of proteins in virtually all aspects of cell structure and function. An extraordinary diversity of cellular activity is possible only because of the versatility inherent in proteins, each of which is specifically tailored to its biological role. The pattern by which each is tailored resides within the genetic information of cells, encoded in a specific sequence of nucleotide bases in DNA proteins activity, a student experiment was designed for this reason, and including to examine its features, effective factors, and relation between the structure and function of the proteins. This experiment was carried out by students. Slide demonstration method included slides about protein structure and function. The slides were shown by teachers. Lecture method was performed by teachers as usual. Effectiveness of different sequential teaching methods was measured quantitatively by an achievement test. Achievement test contained 20 questions, testing the knowledge of facts as well as the ability to transfer the knowledge and problem solving ability. This test was used as pre-test before methods’ application, post-test after the methods’ application and retention test after 30 days from methods’ applied.

In this article we explore the usefulness of the criterion of authenticity for the selection and evaluation of EAP materials. These materials were specialised listening texts used on a first year undergraduate programme at a U.K. university. Using a student questionnaire and techniques of discourse analysis based on Halliday's concepts of field, tenor and mode, we investigated the levels of

With the rapid expansion of online learning as a dominant pedagogical
approach in higher education, significant research has been undertaken
to explore the impacts of internet-based technologies to promote student
engagement. Current advances in online learning have fostered innovative,
and often nuanced approaches to teaching and learning that have
the potential to promote rich and potentially transformative learning
outcomes for higher education students. However, there is a growing
body of evidence that clearly highlights that online learning may have
a deleterious impact on a student’s sense of connection, leading to
experiences of isolation and disempowerment. Such experiences call for
an ongoing reimagination of the online teaching space to ensure that
students maintain a strong sense of identity within their virtual educational
community. This paper emphasises an approach to online learning
that serves to foster positive engagement across the student lifecycle.
Using Nell Noddings’ framework of Moral Education, we engaged in the
process of critical reflection on our own teaching over time, using student
data to support analyses.

RAFT (Remote Accessible Field Trips) provides the possibility for students to participate in field trips from remote locations. This paper reports on two studies to test the RAFT concept. The first study used video-mediated communication (VMC) to allow students to communicate with experts. The second study tested students’ experiences of using off-the-shelf technologies to transfer data while assigned with specific

Abstract: The argument I will develop in this essay is that the foreign students are a latent human resource who can assist with overcoming English monolingualism in the Australian population. Foreign students, properly rewarded, can be a major source of skills transfer. Every one of those students is a walking compendium of language and cultural skills that Australians need to know.

Recent reports and reviews of teaching and education in Australia, have stressed the need for research to clarify relationships between teacher knowledge and teaching practice and student experience and learning in classrooms. Although findings of research over the past twenty - five years have consistently demonstrated effects of teacher quality on school-student outcomes, researchers are just beginning to develop approaches

The paper describes the findings from a study of students' use and experience of technologies. A series of in-depth case studies were carried out across four subject disciplines, with data collected via survey, audio logs and interviews. The findings suggest that students are immersed in a rich, technology-enhanced learning environment and that they select and appropriate technologies to their own personal learning needs. The findings have profound implications for the way in which educational institutions design and support learning activities.

Many institutions of higher education have worked towards increasing international student enrollment with an ultimate goal of enhancing global perspectives and enriching the collegiate environment for the entire campus community. However, these increasing numbers often come without adequate consideration for how to serve and provide services that support an inclusive community for students. This article emphasizes on the importance of international student support services and a positive international student co-curricular experience as essential fundamentals for the successful creation of an inclusive community at the institution.

The authors examined factors associated with membership of university graduates in the dues-based alumni association of their alma mater. Logistic regression was used to analyze variables that came from survey responses and from an existing database. All participants had attended a public doctoral-granting research university in the South. Graduates were more likely to be alumni association members if they: (a)

Which challenges do Student Experience and Engagement Surveys (SEESs), and surveys in general, encounter? Which recommendations for SEES governance and management can be made? Which are the main advantages and disadvantages of SEESs? Are centralised, nationwide SEESs an advantage as compared to individualised, institution-based SEESs?

To address these issues, the present study intends to give a pragmatic overview and assessment of approaches based on reports of well-established SEES initiatives and contemporary research literature focussing on the validity and reliability of SEESs data for quality assurance, quality management and evidence-informed organisational change and development and SEESs as part of student lifecycle (data) analytics.

Methodologically, the study is conceived as a systematic review of selected available SEES initiatives material and contemporary research literature. The study also borrows from qualitative and comparative text and concept analysis.

The paper is divided as follows: Chapter 2 presents a SEE definition, puts SEESs in context and gives an analytic overview over the four selected international SEES initiatives. Based on this analysis, epistemic, methodological and ethical challenges for surveys, particularly SEESs, are discussed in Chapter 3. Finally, Chapter 4 introduces consequent recommendations for SEES governance and management, while Chapter 5 summarises basic advantages and disadvantages of SEESs.

This article outlines a methodology for characterising features of programme-level assessment environments so that the relationship between features of the assessment environment and students’ learning response can be studied. The methodology was developed through the detailed case study of nine undergraduate degree programmes: one in each of three contrasting discipline areas in each of three contrasting universities. Each case study involved examination of course documentation, interviews with academics and interviews with students, following which each degree programme was coded in relation to a range of features of the assessment environment, such as the proportion of marks derived from examinations and the volume and timeliness of feedback on assignments. Programmes were found to differ profoundly in terms of variables that are known to have implications for student-learning processes. They also differed widely in the extent to which they illustrated the application of conventional wisdom about curriculum design, embodied in national quality assurance guidelines and the Bologna Agreement. Programmes were found to have either a high volume of summative assessment or a high volume of formative only assessment, but never both at the same time. Programmes also differed in the mechanisms used to make goals and standards clear, having either highly explicit curriculum design or high volumes of written and oral feedback, but never both at the same time. The findings suggest that there are distinctive programme-level assessment environments that operate in quite different ways despite all programmes studied being subject to the same quality assurance code of practice.

This paper is the first work of mine being shared publicly. Since I began writing it in 2019 with the guidance of a professor, I have learned so much, experienced so much, and changed so much. I am grateful to have so much support from everyone in my life to continue my education and graduate my program. I want to recognize that the University of Ottawa has since made progress in some of the area's I mention in this paper. I would love to see Indigenous Politics become it's own sub-field within the larger field of Politics as an academic discipline.

"The intent of this brief is to critically reflect on the ways in which colonial
violence is perpetuated through political science education at the University of Ottawa. It highlights the harmful consequences that Indigenous students and people suffer at the hands of colonial institutions through assimilation and provides specific recommendations to improve introductory political science course delivery for all students, to contribute to a more just society."

This study seeks to investigate and examine the motivations as well as the expectations of higher education exchange students. The motivation of the study is geared at understanding the underlying notion of the so-called Erasmus-generation. The study employed a sample of nearly one thousand international student participants from the European Union and Erasmus+ partner countries for a time frame of one and two semesters long Erasmus+ learning mobilities and traineeship participants respectively. The analysis shows that intercultural competences, language skills and flexibility were the key skills acquired. The findings from this study can be used to aid HR managers, international departments and other stakeholders in planning and decision making.

The hotel internship experience can be viewed as the pivotal point where hospitality students decide whether to stay or leave the industry. This paper aims at presenting hospitality students' satisfaction from internships and its impact on career intention. A survey of 172 students, both EU and Greeks, was conducted to investigate their internship satisfaction at 4 and 5 star hotels as a key determinant to career intention. The findings suggest that, the most important factors contributing to students' satisfaction were the real working conditions and the learning experience. All participants acknowledged long working hours, poor pay, and lack of coordination as key challenges, however they all identified their internships as a valuable way to link their studies with real life practice. This study proposes that student satisfaction in hospitality internship programs can have a direct positive effect to the graduates' career intention. It also suggests that educational institutions should maintain the practical/applied Journal of Tourism Research, Volume 25 43 elements of hospitality management programs in order to develop qualified, knowledgeable graduates.

What are the characteristics and implications of the relationship between student leaders and national political parties in African universities? As the most prestigious university of Uganda, Makerere University represents a model case for investigating the involvement of political parties in student politics. Drawing on propositions adapted from Weinberg and Walker (1969), Schmitter and Streeck (1999), and others, this article uses data generated by means of in-depth interviews and an online survey to analyse the relationship between political parties and student leaders. It considers the reasons why student leaders and political parties establish a relationship; how it is maintained; and what its effects are on student leaders' ability to represent student interests. It finds that various kinds of resource exchange are key to understanding the relationship and considers its implications. The article concludes by recommending institutional interventions to curb the extent of resources that a party can provide to student leaders so as to contain the negative effects of the relationship while maintaining the potential for universities to act as 'training grounds' of democracy.

This study demonstrates how a qualitative content analysis method may be used to help understand undergraduate students’ experience. We examine and rationalize the methodological concerns regarding content analysis of open-ended comments in the qualitative study. We describe a data analysis technique, using qualitative responses from National Survey of Student Engagement (NSSE) as an example, and highlight the findings in a

This article explores the relationship between the lack of visible attention to formative assessment in degree specifications and its marginalization in practice. Degree specification documents form part of the quality apparatus emphasizing the accountability and certification duties of assessment. Ironically, a framework designed to assure quality may work to the exclusion of a pedagogic duty to students. This study draws on interview and documentary evidence from 14 programmes at a single UK university, supported by data from a national research project. The authors found that institutional quality frameworks focused programme leaders’ attention on summative assessment, usually atomized to the modular unit. The invisibility of formative assessment in documentation reinforced the tendency of modular programmes to have high summative demands, with optional, fragmented and infrequent formative assessment. Heavy workloads, modularity and pedagogic uncertainties compounded the problem. The article concludes with reflections about facilitating a more pervasive culture of formative assessment to improve student learning.