Experiences Of College Students Research Articles

“The Statue of Venus with a Broken Arm Shows Us the Beauty of Incompleteness”: University Student Diversity and Experience in Chinese Well-Being and Mental Health Education Textbooks

“The Statue of Venus with a Broken Arm Shows Us the Beauty of Incompleteness”: University Student Diversity and Experience in Chinese Well-Being and Mental Health Education Textbooks

Understanding Bourdieusian Social Capital Perspective in Student Experience: A Critical Review

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

“Recovery is Complicated”: A Qualitative Exploration of Canadian University Students’ Diverse Recovery Experiences

ABSTRACT While the field of recovery science has burgeoned over the past two decades, little research has considered the experiences of university students in recovery from addiction, particularly in Canada. Addressing this gap, using a recovery capital framework, 16 qualitative interviews were conducted to explore students’ meanings, experiences, and barriers/facilitators to recovery from problematic substance use and/or behaviors. Reflexive thematic analysis revealed three main themes: 1. multiple recovery pathways and identities; 2. stigma and disclosure; and 3. proximity to campus community and resources. Recommendations to create more recovery-friendly campuses are provided.

Transportation Experiences of College Students With Intellectual and Developmental Disabilities: A Photovoice Study

Transition-age adults with disabilities largely desire the same community employment and community participation outcomes as young adults without disabilities. One common barrier to the manifestation of these desires is the lack of reliable and accessible transportation in their communities. This study used the participatory action research method of photovoice to investigate the experiences of college students with intellectual and developmental disabilities (IDDs) accessing various transportation options within their community. Utilizing a critical constructivist theoretical framework, researchers worked with participants to co-construct situated knowledge. The overall aim of this study was to contribute to the extant literature on transportation barriers and facilitators for this population and to give emerging adults enrolled in an inclusive postsecondary education program an opportunity to share their lived experiences and raise critical consciousness related to their transportation experiences. Limitations and implications for future research, and practice are included.

Exploring Attitude Change and Experiences of Undergraduate Students in a Goalball and Sitting Volleyball Focused Paralympic Skill Lab

ABSTRACT Rooted in contact theory, the Paralympic Skill Lab (PSL) program is designed to guide participants toward recognizing and understanding the experiences of disabled people to support new pathways of thought and changed attitudes. The purpose of this inquiry was to explore the experiences of college students in a goalball and sitting volleyball focused PSL program and their attitudes and perceptions about disability and disability sport. This study utilized an experiential qualitative approach. Participants were fifty-seven college students who took part in a PSL event. Data were collected via reflective writing responses. Written materials were analyzed inductively using a three-step process: immersion in the data, bracketing the data, and determining emergent themes. Analysis revealed three themes related to the participants’ experiences during the PSL event (a)“I realized that there was no need for having low expectations for Paralympic athletes:” Breaking down bias, ;(b) “It made them real people, with real thoughts and real beliefs:” Humanizing through contact, and (b) “My closed-minded thinking thought they all would have a prosthetic leg or have a mind disease:” Deconstructing assumptions. The findings support the value of PSL as a mechanism for learning and engagement through experience, with clear implications for practice. Future research should explore different types of Paralympic activities offered in the PSL program.

An identity-based learning community intervention enhances the lived experience and success of first-generation college students in the biological sciences

Working-class first-generation (FG) college students are underrepresented in higher education and STEM. Using a longitudinal quasi-experiment, we tested the impacts of a living learning community (LLC) in the biological sciences on FG students in their first year of college (Semester 1: N = 243; Semester 2: N = 199), across three cohorts (2018–2019, 2019–2020 and 2020–2021). Participation in the LLC enhanced FG students’ belonging, confidence, motivation, grades, knowledge of the social relevance of biology, and reduced STEM anxiety compared to a control group of FG students not in an LLC. LLC participation also increased retention in biological science majors one-year post-intervention compared to the control FG group. Moreover, LLC participation closed the academic gap between FG students in the LLC and honors students from college-educated families in a separate honors LLC. Benefits of the LLC intervention remained stable despite the COVID-19 pandemic, when living together became impossible, producing positive effects across cohorts from pre-pandemic to in-pandemic. Our results suggest that affinity-based learning communities—with or without shared housing—in the transition to college enhance academic thriving, persistence, and reduce social class driven achievement gaps in STEM.

A Study on Assesssing the Impact of Edtech Learning Management System on College Students Experience

The project aims to conduct a comprehensive study to evaluate the impact of an Educational Technology (EdTech) Learning Management System (LMS) on user experience within the educational context. The study will focus on understanding how the implementation of an LMS influences the overall learning experience of students, educators, and administrators. the contemporary landscape of higher education, the integration of technology has become a pivotal factor in shaping the academic experience of college students. One such technological innovation that has gained prominence in recent years is the Learning Management System (LMS). The Learning Management System is a comprehensive platform designed to facilitate the delivery, management, and tracking of educational content in a digital format. This research project, titled "A Study on Assessing the Impact of Learning Management System on College Students," seeks to delve into the multifaceted effects of LMS implementation on the academic journey of college students. As traditional educational paradigms continue to evolve, LMS emerges as a powerful tool that offers educators and students a dynamic and interactive environment for teaching and learning. The overarching goal of this study is to analyse and evaluate how the adoption of an LMS influences various aspects of the educational experience, including but not limited to academic performance, engagement levels, and overall satisfaction among college students.

“We Just Kind of Found Ourselves”: A Narrative Study of First-Generation College Students and Belonging in Music Education

As the field of music education explores ways to mitigate barriers for underrepresented populations along the path to becoming a music teacher, the experiences of first-generation college students (FGCSs) in music teacher education programs warrant exploration. The purpose of this narrative study was to explore the lived experiences and perspectives of music educators who were FGCSs. Networks of support and mentoring were key in both the successes and challenges that participants experienced. Belonging was not a given for participants despite shared coursework and requirements with peers. Finding peers with similar backgrounds, accessing supportive relationships with faculty, and perseverance aided participants through college. Recommendations for music teacher educators include building relationships with FGCSs in targeted and strategic ways, starting in students’ first year, providing more intensive and proactive communication and advising structures, and building faculty knowledge of campus resources that may benefit FGCSs.

Design and Application of Intelligent Assisted Learning System for Higher Education Students

The Intelligent Assisted Learning System for Higher Education Students is an innovative educational platform designed to enhance the learning experience for college and university students. Leveraging artificial intelligence, machine learning, and data analytics, this system provides personalized learning pathways, adaptive tutoring, and real-time feedback to students based on their learning styles, preferences, and performance. By analyzing student interactions, engagement levels, and academic progress, the system dynamically adjusts course materials, assignments, and assessments to optimize learning outcomes. This paper explores the integration of Cooperative User Knowledge Modelling (CUKN) into Intelligent Assisted Learning Systems (IALS) tailored for higher education. Through a systematic investigation of CUKN's role within IALS, we elucidate its potential to enhance personalized learning experiences for students. By leveraging user data, collaborative filtering techniques, and adaptive learning strategies, CUKN empowers IALS to dynamically tailor content recommendations, learning paths, and collaborative tools to individual student needs, preferences, and proficiency levels. Simulation results suggest significant improvements in student engagement and performance, with metrics such as a 30% increase in learning efficacy and an 85% satisfaction rate with feedback mechanisms. While promising, challenges remain in refining algorithms and ensuring seamless integration into educational practices.

Challenges of Teaching and Learning under Lockdown at Wits University: Implications for the Future of Blended Learning

In response to social distancing regulations of 2020 aimed at curbing the spread of the COVID-19 virus, universities had to rapidly transition from face-to-face learning to Emergency Remote Teaching and Learning (ERTL). University students and staff faced many barriers to reliably accessing online platforms, together with widespread psychosocial challenges associated with the pandemic. This article reports on these challenges, juxtaposing the experiences of university staff members and students at the University of the Witwatersrand, Johannesburg (Wits). This study used a mixed methods design and drew on two university-wide surveys for staff and one for students, followed by in-depth interviews (IDIs) and focus group discussions (FGDs). Of those invited, 9% of the student body and 7% of staff responded, with 43 students and 22 staff members participating in the interviews and discussions. Three overarching challenges emerged for both staff and students: 1) physical limitations, including poor access to reliable internet, compounded by persistent power outages; 2) pedagogicalchallenges as staff and students adjusted to a new learning modality; and 3) balancing aspects of personal life and wellbeing with work and studies, including remaining productive while contending with family responsibilities and emotional challenges brought about by the pandemic. The study highlights several issues, including structural considerations and the importance of promoting a sense of community and belonging, that should be considered as the University transitions to blended learning.

Stigma and Stigma Resilience: Role of the Undergraduate and the Campus Environment.

Stigma permeates disability experiences and compounds disability-related challenges. Identify individual and environmental factors of stigmatizing experiences of college students with learning disabilities (LDs) and attention-deficit/hyperactivity disorder (ADHD). A qualitative descriptive design was used with a thematic analysis of 30 transcripts from group discussions among four cohorts of undergraduates with LD/ADHD (N = 52). The Person-Environment-Occupation-Performance Model was used in interpreting the stigmatizing experiences. The themes Perceived Misconceptions and Stigmatizing Actions describe key social-environmental factors. The theme Overcoming Stigmatizing Experiences elucidates key skills and processes for developing stigma resilience. These skills and processes were anchored in self-awareness and personally contextualized understanding of disability-related challenges and strengths, which were fostered during positive interactions with supportive others, such as instructors and mentors. Findings illustrate the biopsychosocial nature of stigma and highlight the role of individual and social-environmental factors in building stigma resilience among young adults with LD/ADHD.

Developing a Retrieval Augmented Generation (RAG) Chatbot App Using Adaptive Large Language Models (LLM) and LangChain Framework

CARA BURGAN, Dept of Computer Sciences, Mathematics, and Engineering, Shepherd University, Shepherdstown, WV, 25443, JOSIAH KOWALSKI, Dept of Computer Sciences, Mathematics, and Engineering, Shepherd University, Shepherdstown, WV, 25443, and WEIDONG LIAO (Faculty Advisor), Dept of Computer Sciences, Mathematics, and Engineering, Shepherd University, Shepherdstown, WV, 25443. Developing a Retrieval Augmented Generation (RAG) Chatbot App Using Adaptive Large Language Models (LLM) and LangChain Framework RamChat is an AI chatbot designed to assist Shepherd University students in navigating the student handbook. Developed in Python, it utilizes both API-based and local Large Language Models (LLMs) for natural language processing (NLP), alongside a vector store system. Our aim is to create a high-quality chatbot app tailored for student use. We began by researching existing chatbot platforms and created a vector store with embeddings from OpenAI's text-embedding-3-small model, trained on the Shepherd University handbook. Testing each LLM helped assess answer types and accuracy. Development involved debugging and optimizing RamChat's code, including replacing OpenAI's davinci-002 model with gemma, a local LLM based on Google's Gemini model. Ollama framework aids in automatic LLM selection based on user prompts. Our conference presentation will detail RamChat's development, methodology, challenges, and insights. RamChat represents an innovative application of AI to enhance the Shepherd University student experience.

대학생의 스마트폰 과의존 경험에 대한 질적 메타분석

Objectives The purposes of this study were to analyze qualitative meta-analysis of university students’ experiences in smartphone overdependence. Though this, we intend to help find alternatives by looking at from various angles and understanding the difficulties of smartphone overdependence experienced by university students.
 Methods Based on the preceding qualitative meta-synthesis procedures, among the qualitative studies published in Korea on the subject of university students’ experiences in smartphone overdependence, 10 studies to be analyzed were selected for the purpose of this study. Six stages of qualitative meta-synthesis were conducted: selection of topics and research questions, selection of studies, coding and categorization of data, mutual comparative analysis between 3 researchers, derivation of results, comprehensive results and diagraming. By qualitative meta-analysis of 10 qualitative studies, the results were integrated and new meanings were discovered.
 Results By analyzing the selected studies, the experience of university students’ smartphone overdependence was shown as six major components and examples of each component. The main components were derived as ‘swamp of smartphone convenience’, ‘obsession with smartphone’, ‘recognition of smartphone overdependence’, ‘problem due to smartphone overdependence’, ‘difficulty in self-regulation of smartphone’ and ‘smartphone self-regulation motivation and effort’.
 Conclusions In the derived process, university students with smartphone overdependence were found to experience a cycle of self-regulation for their problem perception and problem behavior change. Based on this, we need to find ways to respond to university students with smartphone overdependence, and the implications and limitations of this study and suggestion for future study were proposed.

Why moving there? Spanish SIEs: factors and motivations involved in the choice of the host destination

PurposeThis paper aims to explore the Spanish Self-Initiated Expats’ (SIEs) motivations and factors involved in the choice of the host destination.Design/methodology/approachThrough an exploratory and qualitative study, drawing upon SIE literature on motivations and careers, 22 Spanish SIEs were interviewed in a semi-structured way.FindingsMost SIEs clearly detailed the line of reasoning behind the host destination choice (specific destination); a second group considered a limited number of potential countries to relocate to (alternative destinations), and the smallest one did not choose a specific location. Career motivations were the most mentioned ones and different degrees of career planning were found: those with a very defined career planning process relied upon one potential destination, while those with a less defined one considered several alternative host destinations. The European Region Action Scheme for the Mobility of University Students experience was one of the most mentioned factors influencing the choice of the host destination, which may be common to other European Union (EU) nationals. As to the limiting ones, the visa requirements outside the EU were identified. Other factors were particular to Spain, such as the perceived need for English proficiency for a successful global career and the degrees of career planning.Practical implicationsThese findings may assist Talent Management Managers to align organizational strategies with SIEs motivations. They may also help future Spanish and European SIEs in their individual career management process.Originality/valueThis study contributes to a better understanding of the expatriation motivations and factors influencing the destination location of Spanish SIEs, adding to the SIE and global career literature.

Investigation of Experiences of University Students with Special Needs During the Global Pandemic

Introduction: The novel Coronavirus Disease (COVID-19), which is thought to have emerged in China in 2019, was declared as a global pandemic by the World Health Organization on March 11, 2020. In order to reduce the impact of this epidemic and slow its spread in our country, Turkey, as in the whole world, education was suspended, and then an emergency transition to distance education was made. In this context, the aim of the research is to examine the experiences of university students with special needs regarding emergency distance education in the pandemic and the problems they encounter in this process. Method: The study group of the research consists of 14 university students with special needs at a foundation higher education institution in Istanbul in the 2020-2021 academic year. In the research, phenomenological (phenomenological) design, one of the qualitative research method approaches, was used. The data were collected through the interview form developed by the researchers and analyzed with descriptive analysis. Results: Research findings show that students benefit from the emergency distance education process to a certain extent, they have both positive and negative experiences in this process, and they face various problems especially in the measurement and evaluation process. Discussion: The findings obtained in the research were discussed within the framework of the literature. According to the findings, it can be stated that there is a need to consider individual differences in synchronous and asynchronous courses and in measurement and evaluation applications.

Promoting Success in College: A Scoping Review of Autistic Students’ Postsecondary Education Experiences

Abstract Objective To identify and analyze peer-reviewed qualitative or mixed methods studies published in the last 10 years that examined autistic individuals’ perspectives on their postsecondary experiences. Data Sources A scoping review was conducted in the PsycInfo, PubMed, Google Scholar, and Web of Science databases for studies published between January 2013 and March 2023 in the USA for studies focusing on the experiences of autistic college students. Studies were excluded from consideration if they did not include autistic individuals as participants, were not published in the USA, were case studies, review articles, or experimental designs testing an intervention. Data Synthesis Twenty-two studies were included in this scoping review. The main themes were: availability in services and service gaps, mental and physical health, individual characteristics, strategies for success, identity and disclosure, and social environment/supports. Across numerous studies, many students reported that the services they received were either inappropriate to their needs or inadequate to promote academic and social success in a postsecondary educational environment. However, many participants in the articles reviewed mention college as a fruitful environment for finding special interest clubs and bonding with other students with similar interests, indicating that college can be a conducive environment for expanding social horizons and finding social support. Conclusions Findings from the articles reviewed above indicate that, while many autistic college students have positive experiences with campus life and certain services received through disability supports and other campus resources, there is still much to be desired in the college experiences of many autistic students. Despite the needs of this population, the extant literature is scant and sample sizes are small. With more autistic young adults heading to college than ever before, it is critical to understand the experiences of these students.

First year and adjustment in university life: A qualitative study to determine the needs of first year university students

This study was conducted to identify the adjustment needs of first-year university students during their transition to university. The first year at university is a time when students review and organize their needs, their expectations from the university, the quality of their communication with other students, academic and administrative staff, the rules and working methods of the new academic environment, and the personality traits that students bring to the university. In the first year, most university students have to deal with many stress factors such as economic difficulties, academic difficulties, loneliness and homesickness, and difficulties in establishing social relationships. Based on this information, this study aims to explore in depth the needs and experiences of first-year university students in Turkey. In this study, the case study model, which is one of the qualitative research methods, was used to determine the adjustment difficulties and first-year needs of first-year university students. The participants were asked 11 open-ended questions with a semi-structured interview form. Content analysis, which is a qualitative data analysis method, was conducted by creating themes and codes for the data obtained from the interviews. The findings from the research were discussed in the context of the literature.

Spiritual Fitness, Spiritual Readiness, and Depressive Symptoms in Reserve Officers' Training Corps Cadets.

Over the past decade, the United States military has taken an interest in addressing soldiers' spiritual fitness and readiness to help improve their mental health and resiliency. Similar efforts have not been applied within the Reserve Officers' Training Corps (ROTC) population despite the mental health challenges these college students experience. To examine spiritual readiness, spiritual fitness, and depressive symptoms in ROTC cadets. Cross-sectional study. Web-based survey. We recruited ROTC cadets from 1 large southeastern university (n = 91 of 315, 28.9% response rate). The ROTC cadets (age = 21 ± 3 years; men = 68, 74.7%; women = 22, 24.2%; missing = 1, 1.1%) were mainly classified as juniors (n = 30, 33.0%) and in Army ROTC (ROTC branch: Army = 69, Air Force = 20, Navy = 2). The survey contained 3 validated instruments used to assess spiritual fitness (the Spiritual Fitness Inventory [SFI]), spiritual readiness (Spiritual Wellbeing Scale [SWBS]), and mental health via depressive symptoms (Patient Health Questionnaire [PHQ-9]). Results were analyzed using descriptive statistics and nonparametric Mann-Whitney U tests to compare belief in God or gods with the dependent measures. A Pearson correlation was calculated to assess the relationship between the SWBS score and PHQ-9 data. In total, 85.7% (n = 78/91) of ROTC cadets stated that they believed in God or gods. Overall, the cadets were considered to have average spiritual fitness (mean = 75.04 ± 14.89) and moderate spiritual well-being (mean = 90.46 ± 18.09). The average PHQ-9 score was 4.22 ± 5.25. Individuals who believed in God or gods had higher spiritual readiness (believer = 94.44 ± 16.10, nonbeliever = 67.00 ± 9.35; P ≤ .01). No statistically significant differences were noted for symptoms of depression (believer = 3.38 ± 4.90, nonbeliever = 6.60 ± 6.90; P = .143) or spiritual fitness (believer = 76.12 ± 14.78, nonbeliever = 64.40 ± 12.68; P = .054) in ROTC cadets based on belief status. Overall, the ROTC cadets had moderate to average spiritual fitness and readiness, with typical depressive symptoms scores. Spiritual readiness was different for those who believed in God or gods, and existential well-being was significantly correlated with depressive symptoms.

An Evaluation of the Impact of Artificial Intelligence on university Students' Learning

With the rapid development and increasing popularity of AI in various industries, its impact on higher education, especially on the learning experience of college students, has become more profound. Various AI-powered educational tools and smart learning software are emerging, providing students with rich and convenient learning resources. The selected impact indicators were analyzed using the K-medoids clustering algorithm, which classified them into five different clusters: attitudes and expectations towards the use of AI learning tools, future prospects and adaptability of AI learning tools, patterns and purposes of AI use, safety and related concerns of AI tools, and meaningful and desirable features of AI learning tools. Subsequent ANOVA tests yielded a p-value of less than 0.05, thus confirming the appropriateness of the selected evaluation metrics. This academic review highlights the sound selection of evaluation criteria in the context of AI educational applications.

The experiences and perceptions of campus resource utilization by college students with childhood domestic violence exposure histories

Objective: The purpose of this study was to examine the campus resource utilization experiences of university students with childhood domestic violence exposure (CDV) histories. Participants: 368 students attending a large, flagship, land-grant, predominantly White university in the Southeastern United States. Methods: Participants completed a web-based survey with variables including CDV, campus resource utilization and perceptions of said resources, and participant resource suggestions. Results: Most students utilized at least one health-related campus resource, with the student health and counseling centers being the most common and helpful. Suggested areas for institutional and service provider growth include enhanced advertisement and accessibility for existing resources and added support groups. Conclusions: College campuses provide unique opportunities to support young adults with CDV histories. Tailoring programming to students with CDV histories has the potential to improve student’s success in and beyond college.