Bibliografie tematiche / Student Experiences

Letteratura scientifica selezionata sul tema "Student Experiences"

Autore: Grafiati
Pubblicato: 4 giugno 2021
Ultima modifica: 20 febbraio 2023

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Articoli di riviste sul tema "Student Experiences"

1

McFadden, Amanda, e Kathleen Smeaton. "Amplifying Student Learning through Volunteering". Journal of University Teaching and Learning Practice 14, n. 3 (1 luglio 2017): 71–82. http://dx.doi.org/10.53761/1.14.3.6.

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Abstract (sommario):
Student volunteer experiences are ubiquitous within higher education contexts. Despite this, there is further scope for understanding the qualitatively different ways students experience volunteering. To achieve this an explicit focus on understanding volunteer experiences from the students’ perspective and the relationship these experiences have with student learning is vital. This paper used a phenomenographic research approach to present the experiences of seven students involved in an interdisciplinary volunteer program in a community literature festival. The findings revealed experiences ranging from authentic learning to more sophisticated and amplified student experiences. While all students in this study found volunteering to be beneficial, we argue that differentiation of volunteer opportunities for students strengthens the provision for rich student learning through volunteering and the potential for students to be active in social change activities through volunteering.
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Ragland Woods, Catherine C., Krista M. Chronister, Aleksandria Perez Grabow, William E. Woods e Kyndl Woodlee. "Racial Battle Fatigue: The Experiences of Black/African American, Biracial Black, and Multiracial Black Identified Graduate Students". Journal of Black Psychology 47, n. 4-5 (22 marzo 2021): 219–43. http://dx.doi.org/10.1177/00957984211002615.

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Abstract (sommario):
Black students attending historically White institutions of higher education experience racism, racial microaggressions, racial stress, and consequent racial battle fatigue (RBF; Franklin et al., 2014). We examined Black counseling and clinical graduate students’ (BGS) experiences of psychological, physiological, and behavioral RBF across their roles as students in class, advisees, and supervisees and differences in RBF experiences by gender and race. Participants were 57 counseling and clinical graduate students who identified as Monoracial, Biracial, or Multiracial Black. One-way, repeated measures analysis of variance results showed that BGS experienced the highest levels of RBF in their student-in-class role, and those experiences differed for women and men. Results suggest that the RBF framework has utility for measuring and further understanding how BGS’ student role and learning contexts influence their postsecondary experiences and how institutions can develop better supports for this student population.
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Vighnarajah, S., e Lim Shing Yu Jolene. "Assessment of Diversity Through Student Isolation". International Journal of Teacher Education and Professional Development 1, n. 2 (luglio 2018): 1–13. http://dx.doi.org/10.4018/ijtepd.2018070101.

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Abstract (sommario):
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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Koris, Riina, e Petri Nokelainen. "The student-customer orientation questionnaire (SCOQ)". International Journal of Educational Management 29, n. 1 (12 gennaio 2015): 115–38. http://dx.doi.org/10.1108/ijem-10-2013-0152.

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Abstract (sommario):
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 e John Blake. "Undergraduate Rehabilitation Students' Perspectives and Advice on Strategies for Successful Field Experiences". Rehabilitation Research, Policy, and Education 33, n. 3 (1 settembre 2019): 184–97. http://dx.doi.org/10.1891/2168-6653.33.3.184.

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Abstract (sommario):
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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Mutale Mulenga, Innocent, e Katongo Bwalya. "Student Teachers School Experience in Zambia: Experiences and Challenges". March to April 2022 3, n. 2 (30 aprile 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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Lee Shiau Gee, Lilian, Jasni Dolah e Norfarizah Mohd Bakhir. "Understanding Educational Games Culture in Extending the Relationship between Graphic Appearance and Experiences among Malaysian Lower Secondary". SHS Web of Conferences 45 (2018): 07002. http://dx.doi.org/10.1051/shsconf/20184507002.

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Educational games provide a virtual environment for the students, particularly in an endeavour to increase student immersion, and this need of students satisfied with the visual aspect conditions of the game screen to go to the following stage. In determining the effect of visual design on students' learning experiences - it’s required a further analysis within the students' motivation, engagement and enjoyment. To achieve this goal, a solid fundamental understanding in theoretical philosophy, which closely related to describe the relationship of visual experience, especially in intrinsic tendencies theory and visual principles that on holds the context of motivation, engagement and enjoyment among students. In this regard, a thorough discussion of relevant theories were led to the suggestion theoretical framework and proposed of Experience Based Design Graphic Style (EBDGS) to identify student’s experiences (motivation, engagement and enjoyment) outcomes which mostly depends on the visual design approaches to designing the game scenarios. This paper also aims to describe the theoretical framework proposed in understanding the Malaysian student experience’s outcomes by placing the abstract style and realistic style in developing Experience Based Design Graphic Style (EBDGS) game prototype: EBGDS A (Abstract) and EBGDS R (Realistic). The implication of the theoretical framework was focused on the visual design (graphic styles) of games that intentionally centred in the students’ experience that tied to the demographic factors (gender, type of schools and areas), and the resulting experiences are examined through the Student Experience in Graphic Measurement Scale (SEIGMS). The intention of this research not only emphasize the suitability visual appearance able better improve student experiences but also increases deeper local knowledge in visual design guidelines in educational game design contexts.
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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, n. 2 (30 giugno 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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Dos Santos, Luis M. "Study Abroad and Student Exchange Experiences of International Students: The Sociocultural and Psychological Racism Perspective". Academic Journal of Interdisciplinary Studies 11, n. 1 (3 gennaio 2022): 15. http://dx.doi.org/10.36941/ajis-2022-0002.

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Malaysian students like to study abroad and experience the international exchanging programmes during their university voyage. Due to the technology and entertainment developments, South Korea is one of the popular education destinations for many international students, particularly Malaysian students. Based on the Sociocultural and Psychological-Racism perspective, this study's purpose focused on describing their challenges, academic experiences, and living experiences in South Korea. The results indicated that Chinese-Malaysian students experienced significant negative experiences, including discrimination based on their place of origin, cultural characteristics and social behaviours, and special background and status as non-traditional students. Although Malaysia and South Korea share similar East Asian practice, all participants regretted their study abroad experiences in South Korea. The findings of this study will contribute to the knowledge about the study abroad experiences of Malaysian students, overseas learning experiences, managerial developments of international students’ services, and the governmental policies for global views for the South Korean communities. Received: 6 August 2021 / Accepted: 7 October 2021 / Published: 3 January 2022
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McAvoy, Valerie, e Marion Waite. "Belongingness: Student ODPs’ learning experiences in clinical placements". Journal of Perioperative Practice 29, n. 1-2 (10 luglio 2018): 17–23. http://dx.doi.org/10.1177/1750458918788774.

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The aim of this qualitative study is to explore student operating department practitioners’ (ODPs’) experiences of belongingness in clinical placements. Belongingness has been shown to be significant for learning in clinical placements for student nurses and midwives. This study was designed to look specifically at student ODPs’ experiences. Semi-structured interviews were conducted with eight student ODPs. The interviews were transcribed and coded. All student ODPs could describe clinical placement experiences where they felt they belonged and those where they felt they did not belong. Both had a significant impact on students’ learning experience. Students also described their own sense of responsibility for belonging while in placement. This study provides qualitative data to help understand how belongingness can positively or negatively affect the learning experiences of student ODPs in clinical placements.
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Tesi sul tema "Student Experiences"

1

Lee, Nancy-Jane. "International experiences and student nurses". Thesis, University of Salford, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248908.

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Smith, Elizabeth J. "A study to identify third grade students' perceptions of student-to-student bullying experiences". Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002smithe.pdf.

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Hakes, Cathy J. "Off-Campus Work and Its Relationship to Students’ Experiences with Faculty Using the College Student Experiences Questionnaire". Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1654.

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Abstract (sommario):
Statistics on college students working have shown an increase as students cope with rising costs of education, decreasing financial aid, greater personal financial commitments, and the expectation that students should contribute to the cost of their own education. These facts combined with the students' need to secure employment upon graduation contribute to why they must work while attending college. Whereas working may provide a means to address students' financial and employment concerns, it also limits the amount of time students have to interact with faculty outside of class. This form of student engagement enables students to become more comfortable with their academic environment and enhances their sense of belonging which contributes to their persistence. The purpose of this study was to examine the relationship between the number of hours students worked off-campus and the frequency of their experiences with faculty as measured by the College Student Experiences Questionnaire 4th edition. Examples of students' interactions with faculty included actions such as talking with your instructor about your course grades and assignments; discussing career plans; socializing outside of class; asking for comments on academic performance; and working with a faculty member on a research project. The study also examined the relationship between work and gender and between work and class standing. In examining the relationship between hours worked and the ten experiences with faculty, those who worked 1-20 hours weekly participated in significantly more discussions outside of class with other students and faculty than students who did not work. The researcher suspects this may be true because students may be more inclined to gather together with peers outside of class for study groups, lab projects, and group assignments that may involve the participation of faculty outside of class. These types of activities are usually associated with class requirements and students, regardless of their work schedules, must make time for them as they influence their grades in the course. In examining the relationship between gender and hours worked, the research revealed no significant relationship existed for any of the work groups which included: no work, 1-20 hours per week, and over 20 hours per week. Further examination of the relationship between class standing and hours worked showed a greater proportion of seniors worked compared to juniors. These findings resulted in several recommendations for future research which include studying the relationship between student engagement and other variables such as: the nature of the students’ work; time constraints i.e.; intercollegiate athletics or performing arts; and the students’ academic major. Examining these may yield insights into the relationship work may have with other aspects of student engagement.
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Caplan, Wendy. "Student experiences with synchronous computer conferencing". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60390.pdf.

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Smith, Lisa A. "Student Experiences in Residential Programs at Community Colleges: A Multiple Case Study". Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1210101245.

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Zhao, Yan. "What matters to student-athletes in college experiences". Thesis, Boston College, 2013. http://hdl.handle.net/2345/bc-ir:104397.

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Abstract (sommario):
Thesis advisor: Henry Braun
Informed by Astin's Input-Environment-Outcome (I-E-O) model and Pascarella's general model, this study explored the nature of student-athletes' engagement in educationally purposeful activities, described their engagement patterns, and revealed the relationships between student engagement factors and college outcomes by class and gender for 2596 student-athletes from 30 Division-I institutions. This research demonstrated that the NSEE Five Benchmarks constructed for the general population did not fit student-athletes. Therefore, engagement factors for student-athletes were constructed based on a subset of component items from the Five Benchmarks. Hierarchical Linear Models (HLM) were then applied to National Survey for Student Engagement (NSSE) 2006 and the aggregated school level data from the NCAA. The research results reveal that the association patterns between engagement factors and college outcome variables Satisfaction (SA), General Education and Personal Competence (GEPC), and Personal and Social Development (PSD) across all class and gender subgroups are very similar, but differ from those for GPA. This research concludes that engagement in educationally purposeful activities is the best predictor for student-athletes' college outcomes (except GPA). The analyses also reveal that what students do on campus contributes more to their college outcomes than who they were at matriculation and which school they attend. In particular, for all outcomes, the fraction of the total variance due to between-school differences was very small and the relationships between the coefficients of school-level equations and school-level characteristics were inconsistent. The results of this study, along with other related studies, can help colleges devise strategies to better fulfill their primary obligation to create genuine educational opportunities for their student-athletes through fostering their holistic development
Thesis (PhD) — Boston College, 2013
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement and Evaluation
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Tingelstad, Erik Karl. "Career expectations and experiences of beginning student affairs administration graduate students /". Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7527.

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Stewart-Hattar, Virginia Kay. "Transfer Student Experiences at a Four-Year University". CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/430.

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Abstract (sommario):
In recent years attention has been concentrated on the experiences of traditional college students, with very little research or attention on the experiences of transfer students. The purpose of this causal comparative mixed-methods study was to describe the experiences of transfer students who engage in the experiential learning activities of service learning and/or internship activities at a four-year public Hispanic Serving Institution (HSI) in the Inland Empire. Relationships were found between transfer students who participated in service learning and/or internship activities and those transfer students who did not participate in those activities on the following: level of satisfaction with their educational experience, current job/career, and sense of connectedness to the university, and beliefs about how much the university contributed to their acquisition of job- or work-related knowledge and skills. Predominant concepts regarding transfer students' beliefs about what the university could do to help them be successful, were the implementation of a transfer student orientation and creating a transfer student center.
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Orefice, Brian Mark. "Student perceptions of the impact of their merit-based financial aid on their college experiences". Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1187024773.

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Domer, Erica R., Kunal S. Ramani e Alexandria M. Smith. "An Evaluation of Institutional Introductory Pharmacy Practice Experiences". The University of Arizona, 2011. http://hdl.handle.net/10150/623563.

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Class of 2011 Abstract
OBJECTIVES: To assess the effectiveness of the institutional objectives for the Introductory to Pharmacy Practice Experience (IPPE) course at the University of Arizona, College of Pharmacy. METHODS: This observational study included 83 first-year PharmD students, of which 36 were enrolled in the IPPE course during the Spring 2009 semester. At the beginning and end of the semester, each student was given a multiple-choice test with questions related to the institutional objectives for the IPPE course. At the end of the semester, the tests were scored and the pre- and post-tests were matched for each student. RESULTS: No significant difference was found between the pre- and post-test scores, although most students had an improved score on the post-test. Of the students in IPPE, test scores were divided based on the type of practice site attended. No difference was found for the pre- or post-test scores between the different practice sites (p>0.1 for all comparisons) and a medium impact was found between community and hospital practice settings (affect size = 0.49). CONCLUSION: It was concluded that although student competencies improved over the course of the semester, participation in the IPPE course during the first-year of pharmacy school did not significantly contribute to this improvement.
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Libri sul tema "Student Experiences"

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Levy, Stuart. Student voices in transition: The experiences of pathways students. Pretoria, [South Africa]: Van Schaik Publishers, 2012.

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Roe, Betty D. Student teaching and field experiences handbook. 4a ed. Upper Saddle River, N.J: Merrill, 1998.

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Roe, Betty D. Student teaching and field experiences handbook. 7a ed. Upper Saddle River, N.J: Pearson, 2010.

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H, Smith Sandy, e Ross Elinor P. 1932-, a cura di. Student teaching and field experiences handbook. 7a ed. Upper Saddle River, N.J: Pearson, 2010.

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1932-, Ross Elinor P., a cura di. Student teaching and field experiences handbook. 3a ed. New York: Merrill, 1994.

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Roe, Betty D. Student teaching and field experiences handbook. 7a ed. Prentice Hall: Columbus, Ohio, 2009.

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Roe, Betty D. Student teaching and field experiences handbook. 6a ed. Upper Saddle River, N.J: Merrill Prentice Hall, 2006.

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Roe, Betty D. Student teaching and field experiences handbook. 5a ed. Upper Saddle River, N.J: Merrill, 2002.

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Helsby, Gill. Student outcomes in 12 pilot LEAs: Student experiences and outcomes. Sheffield: Training Agency, 1990.

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Scaffolding reading experiences: Designs for student success. 2a ed. Norwood, Mass: Christopher-Gordon, 2003.

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Capitoli di libri sul tema "Student Experiences"

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Zhang, Yu, Yang Liu e Hamish Coates. "Student experiences". In A Turning Point for Chinese Higher Education, 57–72. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003257752-8.

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Haughey, Marianne, Erick A. Eiting, Sarah Jamison e Tiffany Murano. "Medical Student Experiences". In Diversity and Inclusion in Quality Patient Care, 245–59. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92762-6_34.

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Fanthome, Christine. "Students’ Experiences". In The Student Life Handbook, 156–73. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-0-230-80210-0_10.

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Arum, Richard, Josipa Roksa, Jacqueline Cruz e Blake Silver. "Student Experiences in College". In Handbooks of Sociology and Social Research, 385–403. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76694-2_17.

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Housand, Angela M., Brian C. Housand e Joseph S. Renzulli. "Type I—Student Experiences". In Using the Schoolwide Enrichment Model With Technology, 117–28. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003239468-9.

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Rose, Richard, e Michael Shevlin. "Student Experiences and Outcomes". In Establishing Pathways to Inclusion, 41–53. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Connecting research with practice in special and inclusive education: Routledge, 2020. http://dx.doi.org/10.4324/9781003144045-7.

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Zhang, Zhe, e Olwen McNamara. "Narratives of Engagement and Experiences". In Undergraduate Student Engagement, 83–102. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1721-7_5.

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Van Manen, Max, Jerry McClelland e Jane Plihal. "Naming Student Experiences and Experiencing Student Naming". In International Handbook of Student Experience in Elementary and Secondary School, 85–98. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/1-4020-3367-2_3.

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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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Mok, Ka Ho. "Transnationalization and Student Learning Experiences". In The Quest for Entrepreneurial Universities in East Asia, 161–89. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137317544_10.

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Atti di convegni sul tema "Student Experiences"

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Ruijten, Peter, e Eline Hooijman. "A qualitative analysis of student experiences of a blended learning course". In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9473.

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Blended learning has become a popular topic in higher education. A blended learning course combines face-to-face instructions with computer-mediated instructions in any possible ratio. Even though studies have investigated effects of blended learning on education costs and student performance, not much is known about how students experience a blended learning course. The current study provides insights into student experiences in a blended learning course in which all materials were available online, and a minimum number of face-to-face meetings was organized. Three students of the course participated in an in-depth interview, and all fourteen students of the course provided answers to questions during four face-to-face tutorials. Findings indicate similarities in their needs, but differences in their perception of the flexibility that was given to them in the course. A possible explanation for the differences in perception of flexibility could be the students’ self-efficacy. Future studies should be designed to investigate which factors contribute to a positive student experience of blended learning.
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Laxer, Cary. "Evaluating student team project experiences". In the 7th annual conference. New York, New York, USA: ACM Press, 2002. http://dx.doi.org/10.1145/544414.544480.

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Stylianou, Vasso, e Andreas Savva. "Student Experiences with Knowledge Management". In 2019 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2019. http://dx.doi.org/10.1109/educon.2019.8725242.

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Hernandez, Noe Vargas, Arturo Fuentes e Stephen Crown. "Effectively Transforming Students through First Year Engineering Student Experiences". In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8658752.

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Corby, Adam, Steven Hoffenson e Nicole Pitterson. "Influences of Engineering Student Backgrounds and Experiences on Conceptions of Product Design". In ASME 2022 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/detc2022-89412.

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Abstract In undergraduate engineering programs, recent emphasis has been placed on a more holistic, interdisciplinary approach to engineering education. Some programs now teach product design within the context of the market, extending the curriculum to topics outside of scientific labs and computational analysis. This study analyzes survey and concept map data collected from 154 students in a third-year engineering design course. The aim is to evaluate the impacts of student backgrounds and experiences on their mental models of product design. Data were gathered from surveys on student backgrounds and experiences, along with concept maps that were generated by the students on the first day of a product design class. The concept maps were analyzed in a quantitative manner for structural and thematic elements. The findings show that several background attributes influence student conceptions of product design. Academic major appeared to have the largest impact on a variety of variables. Additionally, prior work experience, enrollment in a master’s program, and the presence of an engineering role model at home all showed significant impacts on design conceptions. By analyzing and understanding unique backgrounds of students, educators can adjust their curricula to more effectively teach design concepts to students of various backgrounds and experiences.
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Szewczenko, Anna, Kinga Kimic e Iwona Benek. "DESIGNING THROUGH EXPERIENCE - STUDENT DESIGN WORKSHOP "THE GARDEN OF EXPERIENCES"". In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0889.

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AL-Khater, Dhabya Mohamed, Menatallah Samer Rayan, Myriam ElJaam, Mohammed Issam Diab, Derek Charles Stewart e Alla El-Awaisi. "Exploring QU health students’ behavioral determinants, perspectives, and experiences toward student leadership: A quantitative study". In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2021. http://dx.doi.org/10.29117/quarfe.2021.0122.

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Objective: Leadership is an essential part of student’s learning experience in the college. The main aim of this study is to determine and explore QU health student’s perspectives and experiences toward leadership. Methods: A cross-sectional study was conducted during the academic year 2021. A web-based questionnaire was circulated to 1352 QU health students. Participants were asked to complete a 5-point Likert scale developed using theoretical domains framework (TDF) to identify their perception and behavioral determinants about leadership. They were also asked to rank the importance of personal, interpersonal capabilities, and markers of success of leadership. Participants were asked to answer open- ended questions to determine the training and support needed for leadership. Results: In total, 179 complete responses were collected. About (43.6%) of students strongly agreed that it is crucial for healthcare students to be involved in leadership. Most students agreed that they are capable of carrying leadership responsibilities. Around 71.4% of leaders in QU health perceived that teaching quality improvement as very important to extremely important marker of leader’s success. Students identified that negotiation and communication are important skills for leadership. Conclusion: Our study suggests that QU health students perceive leadership as positive and important experience of college life and show high interest for training programs and workshops for student leaders.
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Schuster, Peter, e Charles Birdsong. "Undergraduate Research: Experiences From a Three-Year Project". In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-43781.

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Undergraduates receive many benefits from participation in research activities, including exposure to advanced topics, introduction to research methods, and direct interaction with faculty and other students. Faculty and institutions benefit as well — fresh eyes in research projects, more energized research groups, and more engaged alumni. However, there are some challenges in designing a research program to work primarily with undergraduates. These include the students’ lack of exposure to advanced topics, short tenure on the project, and potentially lower commitment to the results. There are a number of ways to address these concerns, however. Short student tenure and limited student experience may be offset by breaking up a long-term project into manageable short-term chunks, identifying specific deliverables for each student, and implementing a rigorous data reporting and storage system. Student motivation may be enhanced by linking performance to grades or to an external competition. This paper presents results of using these and other techniques in a multi-disciplinary vehicle sensing research project involving sixteen undergraduates over a three-year period. Although individual student time on the project ranged from only three to twelve months, all students were able to contribute to the project. Student activities were grouped into individual and small group tasks, each with specific goals and timetables. Rigorous electronic documentation and data storage techniques were employed to enable new students to come up-to-speed quickly. A mix of course credits, supplemental pay, and an intercollegiate competition were used to maintain student motivation. Project successes include high student satisfaction, conference papers, a demonstration pre-crash sensing system, and participation in an international student competition.
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Anderson, Monica, e Christy Pettit. "Using Student Experiences to improve Student Experiences: Increasing the Quality of Mentoring Through Perspective-Taking". In 2021 Conference on Research in Equitable and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2021. http://dx.doi.org/10.1109/respect51740.2021.9620631.

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Bluestein, Thomas. "The Role of Graduate Student Funding and Engineering Students' Experiences". In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1437911.

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Rapporti di organizzazioni sul tema "Student Experiences"

1

Blankstein, Melissa, Jennifer Frederick e Christine Wolff-Eisenberg. Student Experiences During the Pandemic Pivot. Ithaka S+R, giugno 2020. http://dx.doi.org/10.18665/sr.313461.

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Morgan, Rachel, Loren Espada Castillo e Phillip Wolfram. Summer Student Internship Experimental and Modeling Experiences. Office of Scientific and Technical Information (OSTI), dicembre 2022. http://dx.doi.org/10.2172/1902091.

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Bruch, Sarah K., Austin Adams, Sean M. Finn e Tessa Heeren. LGBTQ Student Experiences in the Iowa City Community School District. Iowa City, Iowa: University of Iowa Public Policy Center, luglio 2017. http://dx.doi.org/10.17077/h26q-oc79.

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Zoltanski, Jennifer. Departure and persistence : exploring student experiences at the master's level. Portland State University Library, gennaio 2000. http://dx.doi.org/10.15760/etd.5487.

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Dorman, Patricia. Where's the Learning in On-Campus Student Employment? An Inquiry into the Experiences of Undergraduate Student Employees. Portland State University Library, maggio 2020. http://dx.doi.org/10.15760/etd.7345.

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Walsh, Michael. The Retention Puzzle Reconsidered: Second Year Student Attitudes and Experiences with Advising. Portland State University Library, gennaio 2000. http://dx.doi.org/10.15760/etd.993.

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Raj, Deepika, e Jung Ha-Brookshire. The Relationship between Supervisor's Leadership Skills and Student Learning through Internship Experiences. Ames: Iowa State University, Digital Repository, novembre 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1521.

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Bruch, Sarah K., Harper Haynes, Tessa Heeren, Sana Naqvi e Ha Young Jeong. Assessing student experiences of school in the Iowa City Community School District. Iowa City, Iowa: University of Iowa Public Policy Center, aprile 2016. http://dx.doi.org/10.17077/ir23-w2bx.

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Bruch, Sarah K., Tessa Heeren, Qianyi Shi, Rachel Maller, Meredith McCaffrey, Nicole Nucaro e Irvin Rodriguez. Student Experiences of School Climate in the Iowa City Community School District 2017. Iowa City, Iowa: University of Iowa Public Policy Center, maggio 2017. http://dx.doi.org/10.17077/jdsp-5qo8.

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Bruch, Sarah K., Tessa Heeren, SuYeong Shin, Qianyi Shi, Lindsey Meza, Rachel Maller, Kaelynn Heiberg e Paul Goetzmann. Student Experiences of School Climate in the Iowa City Community School District 2018. Iowa City, Iowa: University of Iowa Public Policy Center, aprile 2018. http://dx.doi.org/10.17077/58oi-hkbj.

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