Relevant bibliographies by topics / Student experience

Academic literature on the topic 'Student experience'

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Published: 4 June 2021
Last updated: 22 June 2024

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Journal articles on the topic "Student experience"

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Semenenko, Svitlana, Inha Tymofijchuk, Ksenia Slobodyan, and Alona Kovpak. "Student government. European experience." Current issues of social sciences and history of medicine, no. 4 (32) (May 10, 2022): 58–60. http://dx.doi.org/10.24061/2411-6181.4.2021.307.

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In higher educational institutions and their structural divisions, there is student self-government, which is an integral part of the public self-government of the respective educational institutions. Student self-government allows students to be a direct participant management of a higher educational institution and solve issues of education and life, protection of the rights and interests of students. Student self-government unites all students and ensures the protection of the rights and interests of students and their participation in the management of a higher educational institution. Main part. In their activities, student bodies self-governments are guided by the legislation, the charter of the university and the regulation on student self-government of the university. Student self-government bodies operate on the principles of: voluntariness, collegiality, openness; 2) election and accountability of student self-government bodies; 3) equality of the right of students (cadets) to participate in student government; 4) independence from the influence of political parties and religious organizations (to Roma higher spiritual educational institutions). Student government starts at the student group level,flow, course, hostel, at the level of all departments where student life is seething. Student bodies self-government may have different forms (parliament, senate, starost, student administration, student deans, student councils, etc.). The experience of European colleagues and the construction of a European student community are interesting. self-government. Findings. Student self-government is based on the principles of equal rights for students, open election. And these principles are the same for all institutions of higher education. But interesting experience foreign universities, which must be studied and implemented partially within the walls of our university.
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Mutale Mulenga, Innocent, and Katongo Bwalya. "Student Teachers School Experience in Zambia: Experiences and Challenges." March to April 2022 3, no. 2 (April 30, 2022): 78–90. http://dx.doi.org/10.46606/eajess2022v03i02.0162.

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The purpose of this study was to establish challenges and experiences faced by student teachers during teaching practice in Zambia. The study employed the concurrent embedded design. Data was collected from 280 respondents including 200 student teachers, 30 host school deputy head teachers and 50 lecturers. The study employed a questionnaire, focus group discussion and an interview to collect data from the respondents. The study established some challenges which can serve as learning points for teacher educators and administrators in institutions of higher learning that are running teacher education programs. The challenges include the struggle of maintaining low costs while having a high quality school experience, lecturers hurrying through the supervision process, the tendency to involve non-lecturers to supervise students and students lack of adequate support during the school experience period. The school experience period was adequate and students had a number of benefits from it although some institutions had it at the end of the program. It was therefore recommended that school experience be continually evaluated by both the Ministry of Education and institutions that provide teacher education programs in Zambia and that the length of the school experience period be maintained so as to enhance the benefits that student teacher drew from it. It was further recommended that institutions preparing teachers should make sure that school experience is done during the teacher education period and not at the end of it so that students and their lecturers evaluate the experience before the end of the program.
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Vighnarajah, S., and Lim Shing Yu Jolene. "Assessment of Diversity Through Student Isolation." International Journal of Teacher Education and Professional Development 1, no. 2 (July 2018): 1–13. http://dx.doi.org/10.4018/ijtepd.2018070101.

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As higher education institutions grow as a commodity with diversified groups of local and international students, it is imperative for students, educators and policy makers to identify and address concerns that might arise from such amalgamation of cultures and experiences. In light of this interest, this article shares qualitative findings on how experiences of student isolation can cause deleterious effects on students' university learning experiences. In-depth interviews were conducted with a total of five Malaysian and International students to discuss their student isolation experiences and how it engaged them in the overall university learning experience. The findings disclosed key factors that can potentially cause student isolation in aspects of academic, social and emotional development, and these key factors were critically examined to identify mitigation measures. Findings from this study addressed clear evidence to how student isolation can negatively affect one's university learning experience, especially among international students who are not used to diverse education process, curriculum and expectations. UCSI University anchors great depth of interest in engaging students on holistic and successful university learning experience to ensure holistic development of graduates.
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Haider, Md Shahrier. "Understanding Bourdieusian Social Capital Perspective in Student Experience: A Critical Review." Teacher’s World: Journal of Education and Research 49, no. 2 (May 21, 2024): 99–107. http://dx.doi.org/10.3329/twjer.v49i2.71990.

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While much of the literature on higher education focuses on issues of teaching and learning, there is a growing interest in making sense of the everyday experiences of university students. This is what is often referred to as ‘student experience’. Student experience is broadly concerned with the lives and lived experiences of university students. The aim of this paper is to discuss Bourdieusian social capital and how it is significant concept in the literature of higher education (HE) student experience. There are many approaches used in discussing student experience, but the ones reviewed in this paper are centred around Bourdieu’s use of ‘social capital’. Teacher’s World: Journal of Education and Research, 49 (2),99-107
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McBain, Bonnie, Antony Drew, Carole James, Liam Phelan, Keith M. Harris, and Jennifer Archer. "Student experience of oral communication assessment tasks online from a multi-disciplinary trial." Education + Training 58, no. 2 (February 8, 2016): 134–49. http://dx.doi.org/10.1108/et-10-2014-0124.

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Purpose – The purpose of this paper is to evaluate the experiences of tertiary students learning oral presentation skills in a range of online and blended learning contexts across diverse disciplines. Design/methodology/approach – The research was designed as a “federation” of trials of diverse online oral communications assessment tasks (OOCATs). Tasks were set in ten courses offered across all five faculties at University of Newcastle, Australia. The authors collected and analysed data about students’ experiences of tasks they completed through an anonymous online survey. Findings – Students’ engagement with the task was extremely positive but also highly varied. This diversity of student experience can inform teaching, and in doing so, can support student equity. By understanding what students think hinders or facilitates their learning, and which students have these experiences, instructors are able to make adjustments to their teaching which address both real and perceived issues. Student experience in this study highlighted five very clear themes in relation to the student experience of undertaking online oral communications tasks which all benefit from nuanced responses by the instructor: relevance; capacity; technology; time; and support. Practical implications – Using well-designed OOCATs that diverge from more traditional written assessments can help students successfully engage with course content and develop oral communication skills. The student experience can be used to inform teaching by catering for different student learning styles and experience. Student centred approaches such as this allows instructors to reflect upon the assumptions they hold about their students and how they learn. This understanding can help inform adjustments to teaching approaches to support improved student experience of learning oral communications tasks. Originality/value – The importance of learning oral communication skills in tertiary education is widely acknowledged internationally, however, there is limited research on how to teach these skills online in a way that is student centred. This research makes a contribution toward addressing that gap.
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Umdah Fakhiroh and Almannah Wassalwa. "The relation of Students' Educational Background toward Learning Outcome of Arabic Subject." Review of Islamic Studies 1, no. 1 (January 26, 2022): 35–46. http://dx.doi.org/10.35316/ris.v1i1.396.

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Learning the language is for understanding Arabic text and utterances. However, learning Arabic is affected by many factors, especially students' learning experience. Students who are more experienced in Arabic will be easier to achieve learning goals than less experienced ones. This study will test whether the student experience in Arabic makes a difference in learning outcomes. This quantitative research applies survey design. This study concludes that the educational background or learning experiences do not affect learning outcomes.
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Koris, Riina, and Petri Nokelainen. "The student-customer orientation questionnaire (SCOQ)." International Journal of Educational Management 29, no. 1 (January 12, 2015): 115–38. http://dx.doi.org/10.1108/ijem-10-2013-0152.

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Purpose – The purpose of this paper is to study Bayesian dependency modelling (BDM) to validate the model of educational experiences and the student-customer orientation questionnaire (SCOQ), and to identify the categories of educatonal experience in which students expect a higher educational institutions (HEI) to be student-customer oriented. Design/methodology/approach – This paper employs a cross-sectional quantitative survey study, mixed methods research, exploratory factor analysis and BDM. Findings – The validated model of educational experiences and the SCOQ; results indicate that students expect to be treated as customers in some, but not all categories of educational experience. Research limitations/implications – The authors contribute to existing literature on two fronts: the validated model of educational experiences and the categories of educational experience in which students expect to be treated as customers. Practical implications – The validated SCOQ presented in the paper may be used by other HEIs to assess the degree to which students expect a particular HEI to be customer oriented. Also, HEIs should assess students’ expectations concerning student-customer orientation before employing such an approach. Originality/value – The paper presents a validated model of educational experiences and a SCOQ. Additionally, the study does not investigate whether students expect a HEI as such to be student-customer oriented (as most studies have done so far); instead, the aim is to find out whether, in which categories of educational experience and to what extent students expect a HEI to be student-customer oriented. Thus, the study explores the phenomenon of student-customer orientation at a deeper level, i.e. separately at the level of educational experiences.
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Huck, Garrett, Gina Oswald, and John Blake. "Undergraduate Rehabilitation Students' Perspectives and Advice on Strategies for Successful Field Experiences." Rehabilitation Research, Policy, and Education 33, no. 3 (September 1, 2019): 184–97. http://dx.doi.org/10.1891/2168-6653.33.3.184.

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BackgroundLittle research has evaluated what types of factors contribute to successful field experiences among undergraduate rehabilitation students.ObjectiveThis study evaluated undergraduate rehabilitation student perspectives on (a) factors that contributed to student success during field experience placements, (b) the relevancy of rehabilitation coursework to the field experience, (c) how field experiences influence student career preferences and goals.MethodsField experience essays from 98 students were analyzed using a qualitative content analysis approach.FindingsStudents identified a variety of factors that had a positive impact on their field experiences and offered several recommendations for how future students might have successful field experiences. Students provided a description of the frequency at which their field experiences influenced their long-term career goals as well.ConclusionsThe findings of the current study provide rehabilitation education stakeholders with an understanding of the nature and value of the undergraduate rehabilitation field experience. It is clear that student volition is a key predictor of internship satisfaction and success. Furthermore, it was apparent that a variety of different factors may influence one's experience. Future research should explore how such experiences may be enhanced in order to identify best practices for training.
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Nikolopoulou, Kleopatra. "University Students’ Online Learning Experiences in Context of COVID-19: Study in Greece." Educational Innovations and Emerging Technologies 2, no. 2 (June 30, 2022): 17–27. http://dx.doi.org/10.35745/eiet2022v02.02.0002.

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Online teaching and learning during the COVID-19 pandemic was a sudden experience for all students, including those studying at university. Therefore, this study aimed to provide evidence on university students’ online learning experiences in the context of the COVID-19 pandemic. 24 Greek students participated, and their data were collected via semi-structured interviews. The findings indicated that the main advantages experienced were time-saving and the comfort of being at home, while the main perceived disadvantages regard technical problems (such as bad internet connectivity) and lack of practical training experiences. Students’ feelings were negative, in particular, at the beginning of the pandemic. Although communication collaboration with peers was experienced as effective, student-teacher communication-collaboration was described as a positive and negative experience at the same time. For the improvement of online education, students hope to have better university infrastructure, preparation, and training for tutors, as well as student training. Implications for educational policy and practice are discussed, accordingly.
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Gratton, Rob. "Collaboration in students’ learning: the student experience." Support for Learning 34, no. 3 (August 2019): 254–76. http://dx.doi.org/10.1111/1467-9604.12261.

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Dissertations / Theses on the topic "Student experience"

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Esterhuizen, Amy H. "Community college student government experience and student development : a qualitative study." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Dissertations/Summer2007/a_esterhuizen_061907.pdf.

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Trengove, Matthew James. "The vertical transfer student experience." Thesis, The Florida State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3724393.

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America's postsecondary education system currently supports nearly 11 million people, but only 33-37% of these students will actually graduate with a Baccalaureate degree (Kuh, Kinzie, Schuh, Whitt & Associates, 2005; OECD, 2009). Researchers have been examining various aspects of America's "persistence puzzle" for the past 30 years. The majority of these studies have focused on the academic and social environs of first-year, native students enrolled in large university programs (Braxton, Sullivan, & Johnson, 1997), where America's transfer student populations have been restricted or excluded (Townsend & Wilson, 2009). These restrictions represent a rather significant oversight in the current literature, given that approximately 52% of America's first-year postsecondary students are enrolled in community college programs (Cejda, 1997; Keener, 1994) and that nearly 40% of today's graduates will transfer between several institutions before obtaining a baccalaureate degree (NCES, 2005). Furthermore, the majority of these studies have relied on quantitative methods/data, which address persistence as an outcomes, rather than a series of events/experiences that contribute to a student's decision to withdraw (Tinto, 1993). As a result, we know very little about the psychological and environmental challenges students face as they transition between institutions (Laanan, 2004). Even those studies that have referred to the "transfer shock" students experience during their transition have failed to explore the methods, attributes, stresses (both psychological, social & cultural), or the strategies students employ to relieve these stresses (Holahan, Green, & Kelley, 1983; Laanan, 2001).

This study examined the adjustment process of vertical transfer students who recently transferred to a four-year, Research I, Baccalaureate university in the southeast United States. It applied Adelman's (2006) definition of a vertical transfer student as: someone who began his or her postsecondary education in a community college, earned a at least 10 college credits and then transferred to a Baccalaureate university. This definition was then applied to a specific group of vertical transfer students who recently transferred from a single, local community college, less than three miles from the university, as these students represent approximately 43.3% of the total incoming transfer student population at the Baccalaureate institution (OIR, 2012b). The primary goals of this study were to define the transfer student experience, assist future transfer students with their transitions, and assess the quality/effectiveness of current programs so that staff, faculty and administrators could align and/or improve cooperative persistence programs that exist between these two institutions. After all, the rigors these students face during their adjustment to life as university students will have a significant impact on their persistence and/or success (Astin, 1984, Tinto, 1993, Townsend & Wilson, 2009).

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Compton, Kirsten. "Student Ambassadors Gain Leadership Experience." College of Agriculture, University of Arizona (Tucson, AZ), 2004. http://hdl.handle.net/10150/295856.

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McQuillan, Paul, and res cand@acu edu au. "The “limit” experience of senior high school students: A study across four catholic high schools." Australian Catholic University. Shool of Theology, 2001. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp9.25072005.

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The purpose of the research reported in this thesis is to investigate the occurrence and recognition of “limit experience” among some Catholic High School students in their final year at selected secondary colleges in Brisbane. “Limit” experience was defined as an experience that reveals a reality of life beyond the self, beyond the here and now. It may be recognition of our own fragility and vulnerability as much as a joyous awareness of a reality beyond our normal encounter with life.” The research work of the Alistair Hardy Research Centre and of Hay (1987) in particular has centred on the question, asked in various ways: Have you ever been aware of, or influenced by, a presence or power, whether you call it God or not, which is different from your everyday life? The survey instrument for this research was designed to divorce questions on such experiences from the direct reference to the term “religious”, although individuals might indeed interpret them as “religious”. To approach the issue, an extensive open-ended survey was administered to senior high school students. It was designed first to determine the extent of recognition of such experiences among the students and second to examine whether factors such as home background, regular religious practice, type of school, subject choice or co-curricula activities may make a difference in enhancing the awareness of such experience. This research has also been designed to enable comparison with similar studies. Major research in Australia by Flynn (1975, 1985, 1993) highlighted the factors above as influencing student achievement. Flynn also made connections to religious practice and attitudes to church but not to religious experience as such. Robinson and Jackson (1987) had undertaken extensive research on religious experience in Great Britain that also has important parallels to this research. Some of the techniques of both studies and in some cases actual questions have formed part of this research instrument. This research has gone further than both studies by incorporating the Hay (1987) categorisation of types of religious experience to form the basis for direct questions on student experience. The data gathering, treatment and analysis focused on four catholic secondary schools in the Brisbane Archdiocese. While the research focus was by definition limited, and while the results have of necessity to be treated with some caution before wider generalisation, the outcomes of the research do illuminate some of the important issues identified in the literature. The results of the survey showed that over 90% of the respondents could affirm some association with a “limit” experience along the lines of the Hay (1987) framework. With significant strengthening of criteria to allow for meaningful statistical analysis, this reduced to 76% of respondents. Results for this smaller group were shown to be essentially independent of home background, type of school attended, co-curricula programs and level of religious practice. With the significant exception of religious education, their recognition of “limit” experience was also independent of subject choice. This last is in contrast to the earlier work of Robinson and Jackson (1987). Exploratory analyses of the data enabled comparisons to be made with a suggested framework for “spiritual sensitivity” and the context of “relational consciousness”, both of which were first proposed by Hay and Nye (1998). This suggests some possible directions for further research into adolescent spirituality. The exploratory analyses also highlight some of the conflict between the reality of these experiences for students and their experience of dissonance with institutional religion.
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Price, Suzanne Phillips. "The black student medical school experience /." Access Digital Full Text version, 1992. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1106299x.

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Thesis (Ed.D)--Teachers College, Columbia University, 1992.
Typescript; issued also on microfilm. Sponsor: Ellen Condliffe Lagemann. Dissertation Committee: Gary Natriello. Includes bibliographical references (p. 113-117).
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Brown, Norman Leslie. "How lecturers experience student-centred teaching." Thesis, Lancaster University, 2003. http://eprints.lancs.ac.uk/54004/.

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This thesis reports the findings of an essentially phenomenographic research study into nurse teachers’ Conceptions of Student-Centred Teaching and Student-Centred Approaches to Teaching. The focus on the experience of student-centred aspects of teaching is a departure from previous research from this perspective in Higher Education that has focused upon teachers’ experience of teaching. The approach and focus of this study is also a departure from research into student-centred teaching in nurse education. Previous research in Higher Education has identified and reported qualitative variation in conceptions of teaching and qualitative variation in approaches to teaching and these have been categorised as either teacher-centred or student-centred. However, the interpretation and separation of conceptions of teaching and approaches to teaching has been largely as a result of the researchers’ interpretation of what it means to be teacher-centred or student-centred in teaching. This study aimed at identifying the qualitative variation that exists in conceptions of student-centred teaching and student-centred approaches to teaching from the perspectives of those nurse teachers who claimed to adopt student-centred methods in their teaching practice. The findings of this study indicate that there are significant qualitative differences in nurse teachers’ conceptions of student-centred teaching and their approaches to student-centred teaching than has hitherto been identified. In both cases a limited number of qualitatively different categories of description were identified (5 in each case) ranging from approaches to teaching that result in the reproduction of expert knowledge and skills to students developing their professional attitudes and values (affective components), and acquisition of disciplinary concepts and skills to student self-empowerment conceptions of student-centred teaching. This study also reports that the relations between conceptions of student-centred teaching and student-centred approaches to teaching are significantly different from previous research in this area, and suggests that some teachers holding student development conceptions of student- centred teaching adopt a similar sophisticated approach to student-centred teaching despite the existence of qualitative variation in their conceptions of student-centred teaching. This research extends our awareness of the experience of student-centred teaching. Finally, the implications of these findings for teacher development are discussed.
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Longden, Bernard. "The student departure puzzle : echoes of policy in student experience." Thesis, University of Sheffield, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274982.

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McInnes, Gill. "Interpreting the National Student Survey : implications for the student experience." Thesis, London South Bank University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.686177.

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Guinee, Patricia Ann Lubinski Cheryl Ann. "A student teaching experience that focuses on elementary students' mathematical understanding." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064532.

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Thesis (Ph. D.)--Illinois State University, 2002.
Title from title page screen, viewed February 7, 2006. Dissertation Committee: Cheryl A. Lubinski (chair), Patricia H. Klass, Sherry L. Meier, Janet Warfield. Includes bibliographical references (leaves 220-230) and abstract. Also available in print.
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Pötschulat, Maike. "Constructing the 'student experience' : placing university students in the entrepreneurial city." Thesis, University of Liverpool, 2018. http://livrepository.liverpool.ac.uk/3020856/.

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A better understanding of how groups create a sense of place in the urban environment gives insights into implications of entrepreneurial strategies and divisive cultures there. In this thesis, I study university students who have been conceptualised as a group that is powerful in influencing and shaping their urban surroundings. In particular, I explore how they develop a relationship to the university city via an analysis of the case of Liverpool. By analysing the notion of the 'student experience' as it is employed by the participants of this research, I aim to emphasise the importance of place in learning and practicing what it means to be a student. In this thesis, I adopt a methodological framework from social constructionism and empirical phenomenology building on the understanding that what can be studied about the social world is how it appears to people and how they construct their own realities. In the attempt to get close to the lifeworlds of the students who took part in this research, I employ the methods of autophotography, photo-elicitation and walking interviews to investigate the significance of the urban fabric in which people's practices are embedded in. A frame analysis approach inspired by Erving Goffman is established as a tool to analyse spoken and spatial data in a way that is sensitive to what people do and the layers of meaning in which they make sense of these practices. My analysis suggests that students' relationship to the city is characterised by the enactment of a typification with regard to categorical knowledge of what it means to be a student. The 'student experience' is a social, spatial and aspirational category which students aim to achieve through particular practices and their enactment in specific urban spaces. Students' engagement with the university city is interpreted as a collective practice in which urban space is used as a marker of distinction, not just towards non-student populations but also relative to different cohorts of students. Student culture is characterised by rigid membership criteria contingent on a partial engagement with the university city. Overall, I situate this bounded type of engagement with the city within the context of the university in which different years of study imply changing ways of identifying as students and as such implicate changes in how students use and make sense of urban space.
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Books on the topic "Student experience"

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1953-, Haselgrove Susanne, ed. The student experience. Buckingham [England]: Society for Research into Higher Education & Open University Press, 1994.

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U.S. Fish and Wildlife Service., ed. Student Career Experience Program. [Washington, D.C.?]: The Service, 1999.

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U.S. Fish and Wildlife Service, ed. Student Career Experience Program. [Washington, D.C.?]: The Service, 2000.

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United States. Bureau of Land Management. Oregon State Office. Student Career Experience Program. [Portland, Or.]: Bureau of Land Management, Oregon/Washington, 2003.

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Montgomery, Catherine. Understanding the international student experience. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2010.

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Gunawardena, Harshi. International students at university: Understanding the student experience. New York: P. Lang, 2012.

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Understanding the international student experience. New York: Palgrave Macmillan, 2010.

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C, Tietje Brian, ed. The college experience. Boston: Pearson/Allyn and Bacon Publishers, 2013.

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Montgomery, Catherine. Understanding the International Student Experience. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-0-230-36500-1.

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Harold, Silver. Student feedback: Issues and experience. London: Council for National Academic Awards, 1992.

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Book chapters on the topic "Student experience"

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Turner, David Andrew. "Student Experience." In Quality in Higher Education, 79–88. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-684-7_8.

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Beauchamp-Pryor, Karen. "Student Experience." In Disabled Students in Welsh Higher Education, 125–46. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-344-7_7.

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Perraton, Hilary. "Student Experience." In A History of Foreign Students in Britain, 145–79. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137294951_7.

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Montgomery, Catherine. "Student Voices, Student Lives: International Students in Context." In Understanding the International Student Experience, 43–66. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-0-230-36500-1_3.

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Devlin, Marcia, and Helen Larkin. "The Student Experience." In Educating Health Professionals, 145–58. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-353-9_13.

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Watts, Rob. "The Student Experience." In Public Universities, Managerialism and the Value of Higher Education, 259–98. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-53599-3_8.

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Galle, Liz, and Sandra Marshman. "The Student Experience." In Problem-Based Learning in Health and Social Care, 159–72. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444320541.ch13.

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Smyth, Emer. "Structuring Student Experience." In Students' Experiences and Perspectives on Secondary Education, 27–62. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-49385-9_2.

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Zaitseva, Elena, Elizabeth Santhanam, and Beatrice Tucker. "Discovering student experience." In Analysing Student Feedback in Higher Education, 1–15. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003138785-1.

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Mieschbuehler, Ruth. "Beyond ‘student experience’." In Beyond McDonaldization, 93–102. Abingdon, Oxon ; New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315270654-8.

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Conference papers on the topic "Student experience"

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Edwards, Chris, and Mark Gaved. "Understanding Student Experience." In L@S '20: Seventh (2020) ACM Conference on Learning @ Scale. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3386527.3406724.

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Karle, David, Lindsey Bahe, and Yong Gyun Noh. "Inclusive Mindset: Remote Professional Summer Experience." In 109th ACSA Annual Meeting Proceedings. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.am.109.61.

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In response to the realities of the COVID-19 pandemic, a new pilot program at the University of Nebraska-Lincoln, College of Architecture was established in partnership with local design professionals by identifying opportunities to engage a diverse student population inclusively. Due to the reduction in internships, the pilot program provided an equitable edu¬cational experience to all students regardless of academic level, academic performance, previous work experience, financial ability, or geographic location while allowing them to maintain their academic paths to graduation. The partner¬ship provided students a three-week remote professional summer experience through a series of three one-credit sessions, including eleven sub-themes. The pilot program was established for two student groups. The first is upper-level students who are required to obtain internship experience before graduation but could not get these internships due to COVID-19. Another target group was students early in their educational careers who were interested in getting a firsthand look into practice by engag-ing with a multi-disciplinary professional design office. The course structure employs inclusive strategies for stu¬dents at various academic levels and physical locations to participate in the class and with professionals remotely. Because of this the developmental team believes the course experienced rapid interest and enrollment within a brief timeframe, suggesting strong student interest in having access to and engagement with professionals they previously lacked. This emerging professional participation model for accessible learning in diverse student groups cultivated inclusive excellence, providing impactful learning experiences about design practice with professional design communities to student populations who would otherwise have limited engagement opportunities and access to these communities.
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Sakai, Rena, and Christine Bakke. "Student Ownership of Learning: A Student’s Experience." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4992.

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Aim/Purpose: This study reports the outcome of Student Ownership of Learning (SOL) through developing a shopping application. This research aims to describe embedding agile career-like experiences into software development courses in order to improve perceived educational value. Background: Many classes consist of lectures, homework, and tests; however, most students do not remember what they learn through passive instruction. The re-searchers of this study believe that SOL and Scrum can be combined to guide students as they take an active and leading role in their learning. Methodology: This study implemented SOL and Scrum to promote learning through teacher and student collaboration. Iterative development of an ill-defined and complex software project progressed through goal setting, task determination, prioritization, and timeboxing. Following Scrum, the complex project was first broken down into small units. The development followed short periods of independent work followed by meetings; each timeboxed development cycle is modeled after a Scrum sprint. Weekly instructor-student meetings emphasized planning and reflection through code review, discussions of progress and challenges, and prioritization for the next iteration. The project followed the agile philosophy of soft-ware development flow through iterative development rather than focusing on a defined end date. Contribution: This study provides a practical guide for successful student learning based on SOL and Scrum through project details such as project successes and iterative challenges. Findings: This study found that SOL, when combined with Scrum, can be used to provide a career-like software development experience. Student perceptions reflect regular interactions with a subject matter expert for the development of a complex software project increased willingness to learn, helped clarify goals, and advanced development of independent programming skills. Recommendations for Practitioners: Practitioners can share this research with faculty members from different faculties to develop the best solutions for SOL using Scrum. Recommendations for Researchers: Researchers are encouraged to explore different disciplines and different perspectives where SOL and Scrum methods might be implemented to increase active learning through teamwork or project-based learning. Impact on Society: This study is beneficial for creating or redesigning a course to include career-like experiences. Readers can understand that the high level of engagement and achievement achieved through SOL and Scrum are the driving forces for project success. Future Research: Practitioners and researchers can expand the current body of knowledge through further exploration of Scrum and SOL in educational settings where the emulation of real career experiences is desired. Future research examining best practices, tools, and methods for embedding complex software development projects into programming courses would benefit instructional faculty in many technical disciplines.
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Ramirez V., Gabriel M., Sandra Cano, Yenny Mendez, Jeferson Arango, and Fernando Moreira. "Student eXperience (SX) concept." In 2022 17th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2022. http://dx.doi.org/10.23919/cisti54924.2022.9820464.

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Frost, Bianca. "Exploring key drivers of transformational learning experiences in marketing education." In 7 Experiences Summit 2023 of the Experience Research Society. Tuwhera Open Access, 2024. http://dx.doi.org/10.24135/7es.22.

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Marketers have the power to improve lives and make impactful contributions to society. The purpose of this study was to explore potential drivers of transformational learning experiences among a post-graduate marketing student cohort considering their participation in a real-life community engagement project. An experience types framework was used to explore student reflections of visiting an animal shelter as a community-based client. A reflection questionnaire including open-ended questions was used for data collection. Reflections were analyzed by means of a qualitative automated analysis using ATLAS.ti version 23, including responses from 48 participants. Findings show evidence of strong positive and negative emotions, insights gained into challenges faced by non-profit organizations and well as the ‘self’. Students indicated that the shelter visit changed their perceptions related to the role that they play as marketing professionals and intentions to volunteer their skills, donate and adopt from animals shelters in future.
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Bordelon, Bridget M. "Applying Experiential Learning to the College Classroom Study of Wine Education." In 7 Experiences Summit 2023 of the Experience Research Society. Tuwhera Open Access, 2024. http://dx.doi.org/10.24135/7es.25.

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The global wine market was valued at approximately USD 302.02 billion in 2017 and is expected to generate revenue of USD, 423.59 billion by the end of 2023 (International Organization of Vine and Wine, 2018). With increases in consumption, distribution, and awareness, the need for wine education and training in hospitality programs is more important than ever. The purpose of this qualitative research project is centered on student based learning and applying experiential learning theory to determine how students develop knowledge of wine in the classroom. The implication is for educators to provide opportunities for students to engage in active pursuits of knowledge and learning. Tasting wine in class illustrates the components that determine wine quality as well as the opportunity to explore how students engage in this activity.
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Bernat, Andrew, Patricia J. Teller, Ann Gates, and Nellie Delgado. "Structuring the student research experience." In the 5th annual SIGCSE/SIGCUE ITiCSEconference. New York, New York, USA: ACM Press, 2000. http://dx.doi.org/10.1145/343048.343059.

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Kukk, Vello, and Martin Jaanus. "Student forgetting model: Practical experience." In 2008 19th EAEEIE Annual Conference. IEEE, 2008. http://dx.doi.org/10.1109/eaeeie.2008.4610169.

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Hayes, Alan, Eamonn O'Neill, Fabio Nemetz, and Louise Oliver. "Building an Enhanced Student Experience." In CEP 2020: Computing Education Practice 2020. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3372356.3372363.

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Schmelzle, Mark H., Logan Schexnaydre, Nathan Spike, Darrell Robinette, and Jeremy Bos. "Facilitating Project-Based Learning Through Application of Established Pedagogical Methods in the SAE AutoDrive Challenge Student Design Competition." In WCX SAE World Congress Experience. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2024. http://dx.doi.org/10.4271/2024-01-2075.

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<div class="section abstract"><div class="htmlview paragraph">The AutoDrive Challenge competition sponsored by General Motors and SAE gives undergraduate and graduate students an opportunity to get hands-on experience with autonomous vehicle technology and development as they work towards their degree. Michigan Technological University has participated in the AutoDrive Challenge since its inception in 2017 with students participating through MTU’s Robotic System Enterprise. The MathWorks Simulation Challenge has been a component of the competition since its second year, tasking students with the development of perception, control and testing algorithms using MathWorks software products. This paper presents the pedagogical approach graduate student mentors used to enable students to build their understanding of autonomous vehicle concepts using familiar tools. This approach gives undergraduate students a productive experience with these systems that they may not have encountered in coursework within their academic program. The concept of keeping students in the “Zone of Proximal Development” through instructional scaffolding is considered in two case study years as the graduate student mentors support two independent groups of undergraduate students in their endeavors to conceptualize and implement their own solutions to the challenges presented in the competition. The MathWorks Simulation Challenge gave Michigan Tech students the opportunity to use tools and theories they were familiar with as a starting point for a deeper dive into autonomous vehicle engineering concepts, ultimately contributing to their career preparedness for the modern automotive industry with numerous successful hires into desirable positions within the automotive industry.</div></div>
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Reports on the topic "Student experience"

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Dorhout, Jacquelyn Marie. Student Experience at LANL. Office of Scientific and Technical Information (OSTI), September 2017. http://dx.doi.org/10.2172/1378929.

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Root, Margaret, and Katrina Koehler. SEE LANL: Student Educational Experience at LANL. Office of Scientific and Technical Information (OSTI), October 2020. http://dx.doi.org/10.2172/1688723.

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Roelse, Katya, and Adriana Gorea. Using Technology to Improve Student Experience with Critique. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-402.

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Mütterlein, Joschka, Tamara Ranner, and Mareike Müller. Artificial Intelligence at Universities: Impact on Grades, Student Experience, and Teaching. Macromedia University, 2024. http://dx.doi.org/10.56843/jm001tr002.

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The rapid technological progress in artificial intelligence (AI) has placed universities in a field of tension in which regulation and the urgently needed teaching of AI skills must be balanced. The discussion often neglects the unique position that universities can offer as a protected space for testing, making mistakes, and learning. After all, one of the fundamental tasks of a university is to prepare students for highly qualified jobs in life after gradua-tion, and AI has already become an integral part of this.
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Carlana, Michela, Gaia Gaudenzi, and Eliana La Ferrara. Italy: Tutoring Online Program (TOP): A Successful Gobal Experience. Inter-American Development Bank, September 2023. http://dx.doi.org/10.18235/0005113.

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The "Tutoring Online Program" (TOP), launched in Italy in 2020, is an online educational reinforcement tutoring program that offered support to high school students affected by the pandemic. The program's inaugural edition took place between April and June of 2020, engaging 1,059 participants. Over the course of its four editions from 2020 to 2023, it has impacted nearly 3,000 middle school students. The sessions, lasting between 3 to 6 hours each week, were customized to meet the unique needs of each student and facilitated by volunteer university students. The evaluation of the program through a "Randomized Controlled Trial" (RCT) showed a significant increase in academic performance (0.26 SD) and improvements in socio-emotional skills and well-being. The impacts were particularly notable among students from low socioeconomic statuses and immigrant children.
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Hayden, Linda. Undergraduate Research Experience In Ocean/Marine Science (URE-OMS) with African Student Component. Fort Belvoir, VA: Defense Technical Information Center, January 2009. http://dx.doi.org/10.21236/ada531015.

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Hayden, Linda. Undergraduate Research Experience in Ocean/Marine Science (URE-OMS) with African Student Component. Fort Belvoir, VA: Defense Technical Information Center, January 2011. http://dx.doi.org/10.21236/ada540760.

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Hayden, Linda. Undergraduate Research Experience in Ocean/Marine Science (URE-OMS) with African Student Component. Fort Belvoir, VA: Defense Technical Information Center, January 2008. http://dx.doi.org/10.21236/ada514863.

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Chew, Esyin, and Helena Snee. Enhancing international student experience with innovative assessment and feedback on Economics Studies at Glamorgan. Bristol, UK: The Economics Network, November 2011. http://dx.doi.org/10.53593/n1343a.

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Gart, Sean, Mark Bundy, and Raymond Vonwahlde. 2022 MRC-ARL Summer Student Team Research Experience – Air Deployed Robots for Mobile Sensing. DEVCOM Army Research Laboratory, September 2023. http://dx.doi.org/10.21236/ad1211732.

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