Student Reflections Research Articles

“In Absolute Control of My Own Grading Destiny”

Abstract This article focuses on student perceptions of their experiences in an ungraded classroom that uses engagement-based grading contracts (EBGCs). The assessment ecology is described in detail, and then the author shares student reflections on their experiences with EBGCs, which were collected in the form of an end-of-semester memo assignment. Comprehensively, students find EBGC use to be a positive and worthwhile assessment experience. While there is a learning curve involved, students appreciate the real-life approach to both labor and engagement on writing tasks, the amount of agency and choice built into the contract, and the ecology's incorporation of extensive written feedback in lieu of scores or points. Another key takeaway is its positive impact on student affect — especially in instances of students self-disclosing diagnoses of anxiety. Student-reported challenges to EBGC use are also discussed, including their own wrestling with ideas about past experiences with traditional grading, personal levels of motivation, and accountability. Overall, an engagement-based grading contract approach appears to be a pleasurable and accessible assessment option for teachers looking to pursue an ungraded approach in their writing classrooms.

Experiences of Dual Enrollment: Wisconsin Student Reflections on Its Role in Shaping Their Thinking of Their Educational Trajectory

Research indicates that engaging in dual enrollment (DE) courses positively impacts college performance and degree completion time, evidenced mostly by static outcome measures (e.g., success in college, college admission, grades). These indicators are important, but do not fully examine how students perceive/experience DE opportunities. The current study used focus groups with DE students across Wisconsin (N=49) to explore how they thought about their experiences and how it informed their thinking about their future educational trajectories. Five themes emerged from thematic analysis of focus groups. First, they were able to maximize their experience thanks to onboarding support. Second, they gave a general description of how they saw their own growth as learners. Third, throughout their in-person interactions on campus, DE had the biggest influence on how this individual understood themselves. Fourth, logistical problems made the experiences less enjoyable. Fifth, the fact that DE credits offered faster and less expensive routes to and through college served as a motivator for many. Student responses indicated that DE courses on college campuses, rather than high schools, yielded more benefits. Overall, the study points toward the value of exploring student experience and particularly in relation to modality of DE.

Bridging the Telehealth Digital Divide With Collegiate Navigators: Mixed Methods Evaluation Study of a Service-Learning Health Disparities Course.

Limited digital literacy is a barrier for vulnerable patients accessing health care. The Stanford Technology Access Resource Team (START), a service-learning course created to bridge the telehealth digital divide, trained undergraduate and graduate students to provide hands-on patient support to improve access to electronic medical records (EMRs) and video visits while learning about social determinants of health. START students reached out to 1185 patients (n=711, 60% from primary care clinics of a large academic medical center and n=474, 40% from a federally qualified health center). Registries consisted of patients without an EMR account (at primary care clinics) or patients with a scheduled telehealth visit (at a federally qualified health center). Patient outcomes were evaluated by successful EMR enrollments and video visit setups. Student outcomes were assessed by reflections coded for thematic content. Over 6 academic quarters, 57 students reached out to 1185 registry patients. Of the 229 patients contacted, 141 desired technical support. START students successfully established EMR accounts and set up video visits for 78.7% (111/141) of patients. After program completion, we reached out to 13.5% (19/141) of patients to collect perspectives on program utility. The majority (18/19, 94.7%) reported that START students were helpful, and 73.7% (14/19) reported that they had successfully connected with their health care provider in a digital visit. Inability to establish access included a lack of Wi-Fi or device access, the absence of an interpreter, and a disability that precluded the use of video visits. Qualitative analysis of student reflections showed an impact on future career goals and improved awareness of health disparities of technology access. Of the patients who desired telehealth access, START improved access for 78.7% (111/141) of patients. Students found that START broadened their understanding of health disparities and social determinants of health and influenced their future career goals.

OPTIMIZING MATHEMATICS LEARNING IN FIFTH GRADES: THE CRITICAL ROLE OF EVALUATION IN IMPROVING STUDENT ACHIEVEMENT AND CHARACTER

The aim of this research is to describe the role of learning evaluation in fifth grade elementary school mathematics subjects. This research was conducted on Fifth-Grades students of UPT SD Negeri 060809 Medan Kota. The research method used in this research is descriptive qualitative. The subjects in this research are Fifth-Grades students and Fifth-Grades teachers and the objects in this research are the results of interviews and observations. Data collection techniques in this research are interviews with students and teachers, conducting classroom observations, analyzing supporting documents and literature studies. The data analysis technique used in this research is content analysis. The research results show that evaluation of mathematics learning in Fifth Grades of SD Negeri 060809 Medan Kota has an important role in measuring learning achievement, providing feedback, identifying weaknesses and strengths, and directing learning improvements. The evaluation instruments used include oral tests, assignments and portfolios. Apart from that, evaluation also aims to measure academic achievement and character, foster multicultural awareness, and encourage the application of values in real contexts. Furthermore, evaluation also plays a role in developing student learning competencies by measuring student progress, identifying their learning needs, and planning appropriate interventions. It also involves providing constructive feedback, developing metacognitive skills, and encouraging reflection and continuous improvement for students.

Constructing Sacred Containers for Participatory Action Research: An Embodied Mindfulness Arts-Based Practice.

College campuses are sites of institutional betrayal and interpersonal harm for too many survivors of gender-based violence. In pursuit of change aligned with empowerment frameworks and feminist epistemologies, many of us create spaces for impacted students to engage in participatory action research and learning. This article describes a mindfulness, arts-based embodied practice for transforming settings and positioning participants as visionaries and experts on safety, power, and well-being. Through intentional dyadic and collective discussion, the Sacred Containers form the foundation for a coconstructed community. This article describes the rationale, process, impact, and recommendations via student and faculty reflections across four cohorts.

Implementing Equitable Practice-Based Teacher Education to Advance Rural STEM Teacher Candidates’ Pedagogical and Content Knowledge

This longitudinal three-year study explored implementation of practice-based teacher preparation incorporating high-leverage teaching practices to advance PCK. Participants included teacher candidates (n = 45) who completed elementary science and mathematics methods courses at a rural Midwestern university. Students engaged in teaching rehearsals to explore STEM concepts and equitable teaching practices. Data from surveys and student reflections revealed an increase in teacher candidates' perceptions of their knowledge and competence of teaching science and math content equitably.

Implementing Equitable Practice-Based Teacher Education to Advance Rural STEM Teacher Candidates’ Pedagogical and Content Knowledge

This longitudinal three-year study explored implementation of practice-based teacher preparation incorporating high-leverage teaching practices to advance PCK. Participants included teacher candidates (n = 45) who completed elementary science and mathematics methods courses at a rural Midwestern university. Students engaged in teaching rehearsals to explore STEM concepts and equitable teaching practices. Data from surveys and student reflections revealed an increase in teacher candidates' perceptions of their knowledge and competence of teaching science and math content equitably.

Generative AI in student English learning in Thai higher education: More engagement, better outcomes?

Despite the growing body of research exploring artificial intelligence (AI) in educational contexts, there remains a critical gap in understanding the specific effects of generative AI (GAI) on English language learning, particularly within higher education in Thailand. This study addresses this gap by employing an explanatory sequential mixed-method design to explore both student and teacher perspectives. Quantitative data were analyzed using descriptive statistics, Mann-Whitney U tests, Spearman correlation analysis, and Kendall–Theil regression to examine students' acceptance, usage, and the relationship between GAI engagement and academic performance. Qualitative data, collected through structured written interviews, were analyzed using thematic analysis to uncover key themes from both student and teacher narratives. Quantitative findings reveal high student acceptance of GAI tools in terms of performance expectancy (M = 3.66, SD = .58), effort expectancy (M = 3.61, SD = .59), facilitating conditions (M = 3.51, SD = .59), and use behavior (M = 3.52, SD = .48), while social influence remained relatively lower (M = 3.31, SD = .54). Mann-Whitney U tests showed no statistically significant differences in GAI usage across high- and low-performing students (p > .05). Correlation analyses indicated strong associations between performance expectancy and other factors (ρ = .87, p < .001), yet no significant correlation with GPA (ρ = −.06, p = .76). Qualitative results from student reflections revealed improved efficiency, enhanced engagement, and increased linguistic confidence. Yet, concerns about overreliance on AI and the necessity for critical use were noted. Teacher narratives accentuated ethical concerns and the potential for GAI misuse, highlighting the need for balanced, responsible integration of AI into pedagogical practices. These findings underscore the potential of GAI to enhance learning experiences while emphasizing the importance of maintaining academic integrity and fostering critical thinking.

Thriving, not just surviving: Using positive psychology to build psychological wellbeing in pre-tertiary students

The significance of psychological wellbeing for student success is under-investigated, particularly for pre-tertiary Enabling students (those traditionally under-represented in higher education). Positive Psychology Interventions (PPIs) have proven effective in enhancing wellbeing but are rarely integrated into university courses. This study explored a PPI, Be Positive, a 12-week program, designed to teach students strategies and techniques to help them re-frame their thinking about themselves and their academic pursuits. The program was evaluated with 37 Enabling students who completed weekly wellbeing questionnaires alongside self-reports about their study-related wellbeing. Results indicated fluctuating but generally positive levels of wellbeing throughout the program, with the highest levels recorded in the final weeks. A significant number of participants (79%) reported positive wellbeing by the program end, contrasting typical declines in student wellbeing during university terms. Thematic analysis of student reflections on how the program supported their wellbeing identified four key areas: affective balance, adaptive psychological resources, self-regulation, and positive implications for both academic and personal life. The findings suggest that PPIs like Be Positive can offer a proactive approach to mental health, equipping students with tools for resilience and emotional regulation, thereby enhancing wellbeing and potentially subsequent academic performance.

Student and graduate perceptions of a ‘clients as teachers’ experiential learning program on development of family-centered practice

ABSTRACT Family-centered practice (FCP) is a healthcare framework which prioritizes the voices of clients and their families to allow them to achieve their goals and optimize quality of life. However, current research evidence indicates weaknesses in the education of university students to develop skills in FCP. An Australian university’s Parent Tutor Program (PTP) is a ‘clients as teachers’ experiential learning program which aims to improve students’ understanding of FCP in their first year as speech-language pathology (SLP) students. This study aimed to investigate the impact of the PTP on (1) SLP students’ perceptions of their understanding of FCP and (2) SLP graduates’ perceptions of the long-term implementation of FCP. Two focus groups, one with SLP students, and one with SLP graduates, were conducted. Data were analysed inductively through open coding, followed by synthesis into themes and subthemes. Participants believed that the PTP instilled a strong value of FCP. The participants conveyed that the PTP was part of a larger experiential journey in learning FCP. The immediate and long-term impacts of the program were identified within the student and graduate reflections. The findings of this study will inform tertiary educators of the value of ‘clients as teachers’ programs in higher education.

Supporting the Next Generation of Indigenous Psychologists: An Illustrative Case Example

To effectively increase American Indian/Alaska Native (AI/AN) representation in the psychological workforce and prepare AI/AN psychologists to serve AI/AN communities, transformation is critically needed in graduate training programs. Therefore, we provide an illustrative case example of a graduate student-led, cross-institutional Indigenous Research Group (IRG) mentored by an Indigenous faculty member. Using first-person and synthesized narratives, we summarize our transformative experience in the IRG as a journey in which we found belonging and community, culturally responsive mentorship and training, and the support to become emergent Indigenous psychologists. Informed by the student and faculty mentor reflections on the IRG, we then provide recommendations for graduate programs to support Indigenous students. Ultimately, the IRG is a testament to the creative ways Indigenous scholars navigate the academy and serves as well as a call for faculty to support the next generation of AI/AN psychologists.

Using image-reflections to support undergraduate students’ relational employability: A practitioner reflection

This practitioner reflection explores our integration of the Relational Employability Framework within the Health Research Project capstone unit of a Bachelor of Health Science degree. To address the historically low quality of student reflections, we incorporated image-based reflective activities to improve engagement and depth. These activities encouraged students to use visual media to examine their developing relational employability. We developed and implemented a series of tutorial activities designed to scaffold this process, aiming to foster deeper reflective practice and highlight its importance for career development and employability. Our reflections indicate that, while grades did not significantly increase, students showed enhanced critical thinking and engagement with reflective practice, suggesting the framework’s effectiveness in broadening awareness and enriching employability overall. We discuss the need for peer support among educators to sustain and enhance reflective practices in teaching-learning and conclude with thoughts on our ongoing efforts to embed and expand reflective practices in teaching approaches

Negotiating Meaning with Machines: AI's Role in Doctoral Writing Pedagogy

AbstractThis paper examines the integration of generative artificial intelligence (AI) in doctoral writing pedagogy. It explores how AI augments traditional teaching and composition processes, fosters a new paradigm of cognitive engagement and collaborative academic writing, and the broader ethical and social implications of human-AI writing in doctoral writing pedagogy. A community-engaged participatory research methodology was employed within a Doctor of Healthcare Administration program. Data were collected through discussion board messages, self-assessment papers, student reflections, and a focus group interview, and analyzed using thematic analysis. The research unearthed a hybrid human-AI writing process characterized by dynamic brainstorming, continuous negotiation of meaning, and comparative evaluation. These practices enhanced students' cognitive and metacognitive engagement, confidence, and learner agency, signifying a shift toward a collaborative approach to academic writing. The findings highlight the need for academic institutions to adapt policies and curricula to incorporate AI technologies ethically and responsibly. Emphasis on AI literacy and academic integrity is crucial for preparing graduates for an AI-integrated workforce. This study contributes to the understanding of AI's role in doctoral education, specifically doctoral writing development, presenting a novel perspective on the synergistic collaboration between students and AI in academic writing and its implications for institutional policies and writing pedagogy.

Manchester at 200: Student Reflections, Differing Cohorts, and Changing Times 1965–2024

In 2024, the University of Manchester is celebrating its ‘bicentenary’. Mindful of this and reflecting recent historiographical trends that have sought to give increased focused to the importance of ‘student voice’, the primary purpose of this article is to present the personal memories and recollections of four graduates of the University of Manchester’s History department over a sixty year period from 1965–2024. Individually and cumulatively, they provide snapshots of the changing nature of university and student experience from both individual and institutional perspectives, as well as first-hand evidence of how both have responded to the changing social and political environments in which they find themselves. In addition, and in order to provide context to this year’s celebrations, the article critiques aspects of the university’s institutional lineage and contrasts its present celebrations with traditional accounts of its founding as well as those of its predecessor organisations.

Generative Artificial Intelligence: A Reflexive Thematic Analysis of Nursing Students' Perceptions Following a Guided Learning Activity.

Understanding the functionality, benefits, and limitations of generative artificial intelligence (GAI) is important for nurses and nursing students. This study explored nursing students' perspectives on GAI after a guided learning activity in which students used a chatbot to answer a clinical question. A qualitative approach using reflective thematic analysis of written reflections was conducted with 19 nursing students in a nursing baccalaureate completion program. Student reflections demonstrated 4 themes: surprisingly familiar; the importance of critical thinking and external validation; a good summary lacking depth and nuance; and cautious optimism. Two subthemes were also identified: validation is time-consuming and a new perspective. Learning activities using GAI influence students' knowledge and attitudes and instill critical awareness of the advantages and limitations of this technology. Additional emphasis on bias in GAI is needed when teaching about AI.

Reflections of Doctoral Students' Creative Thinking Skills on Their Dissertation Preparation Process

The importance attached to graduate education is increasing to meet the demands of preparing qualified manpower. Training researchers aims to build the skill sets of mastering scientific research and critical thinking, being an expert in a field while generating and grasping knowledge. Additionally, creative thinking skills are highly valued in producing original and authentic studies. In this respect, dissertations (for PhD) are reported to include more of these skill sets compared to the theses (for MSc). This research aims to examine how creative thinking skills of doctoral students are reflected in their dissertation preparation process. This case study investigates these processes experienced by five doctoral students who are in the stage of dissertation proposal submission. With a semi-structured interview, their reflection on their use of creative thinking skills in dissertation processes are comprehensively analyzed. It is concluded that these students utilize various strategies to produce original work by integrating creative thinking skills such as fluency, flexibility, elaboration, combinational and exploratory creativity to their dissertation processes. At the same time, personal, environmental, financial, and implementation related challenges that would adversely affect their creative thinking skills are reported along with the approaches of their advisors towards the originality and limitations of dissertations.

Deep mapping in geography education: learning about a distant place and people in a summer school as a ‘committed outlier’

ABSTRACT This article discusses Deep Mapping in Geography teaching and learning by drawing on a case study of a summer school organised during the COVID-19 pandemic. Deep Mapping was used to foster deep learning among the students and teach them about a distant place and people. The exercise tasked the students to work on the creation of layered maps representing the fieldwork site, the city of Vancouver, Canada. Critical student reflections about the Deep Mapping process are used to address some of the benefits and challenges. The Deep Mapping exercise stimulated the students to critically engage with the diverse summer school materials, move beyond a superficial view of the city, maps and mapping, and reflect on their positionality. The method is promising in light of making deep engagement with other places more accessible to those who might not have or be inclined to access such international educational experience and also offers another opportunity for blended learning. In conclusion, we argue that Deep Mapping offers a timely and highly engaging approach to learn about a place and people from another part of the world – be it on location or at a distance.

Students' perspectives from co-designed, lived experience eating disorders education: A qualitative inquiry

BackgroundThere is an intricate connection between eating disorders and trauma. Despite this, traditional eating disorders education for health professions has not taken a trauma-informed approach. AimWe aimed to explore the reflections of graduate entry dietetic and undergraduate nursing students who participated in a trauma-informed, co-designed education innovation that focussed on an individual's storied lived experience. MethodsWe applied an interpretive lens in this qualitative inquiry-based study. Graduate entry dietetic and undergraduate nursing students participated in this study. The lived experience, co-designed workshops (n = 35) were embedded in the curricula with an optional follow-up discussion with the lived experience and academic educators. Students were asked to write their key reflections on a sticky note at the end of the workshop. Thematic analysis of the student reflections was completed by the research team including the lived experience educator and academics. ResultsA total of 442 sticky notes were collected; 145 from the dietetic and 297 from the nursing students. Analysis of the dietetic and nursing students' reflections generated six themes: 1) Do no harm, 2) Seeing beyond the diagnosis, 3) Language matters, 4) Humanise the relationship, 5) Recovery in the context of healing, and 6) Significance of hope. There was consistency across the reflections for the two different disciplines. ConclusionsCo-designed lived experience eating disorders education that honours the living experiences and complexities of eating disorders can deepen health profession students' understandings of how they can work with, rather than against, people living with and recovering from eating disorders through a trauma-informed approach.

Qualitative Analysis of Student Reflections on Preclinical Dental Implant Education.

This study employed qualitative research methodology to analyze second-year dental students' reflections on their educational and development of psychomotor skills in a preclinical course focusing on dental implants at the University of Nevada, Las Vegas. These reflections served as the primary data source for qualitative analysis. The analysis was facilitated using NVivo software version 12 plus, which assisted in data coding and the organization of these codes into meaningful units, patterns, and themes. Four themes emerged, which interrelated to each other and to the research question. Students reported positive course outcomes in dental implant learning, improvements in applying theoretical implant knowledge while developing practical skills, digitally scanning implant cases for the final restoration, and enhancement of their insight in evidence-based restoratively driven implant planning. They generally found the hands-on experience to have improved their understanding of the dental implant as an option for restoration. Although there were challenges, students viewed these as learning opportunities. For us, as educators, it provided invaluable feedback to understand students' perceptions of difficulties in knowledge acquisition and psychomotor skill development in placing and restoring dental implants. Within the limitation of this study, students expressed a positive perception of their learning experience in the introductory course on dental implants.

Exploring the use of ChatGPT to foster EFL learners’ critical thinking skills from a post-humanist perspective

The use of ChatGPT for educational purposes is in its infancy, and its practical classroom application remains underexplored. While some studies have investigated the impact of ChatGPT on English as a Foreign Language (EFL) learners’ critical thinking skills, they have not focused on structured pedagogical designs, leading to limited pedagogical insights. This study aims to fill this gap by examining specific pedagogical designs that leverage ChatGPT to cultivate critical thinking skills among 58 university EFL learners in Macau. Data were collected through pre- and post-tests of critical thinking skills and student reflection journals. Drawing on a post-humanist perspective, this study uncovered innovative results. While the statistical analysis of critical thinking tests suggested that the student participants did not experience significant changes in their critical thinking skills after attending the programme, findings from their reflection journals indicated that the utilisation of ChatGPT assisted students in becoming spatially advised critical thinkers. They perceived ChatGPT as a valuable tool for enhancing cognition and stressed the significance of maintaining a balance between technology and human thought processes to develop critical thinking skills. The findings offered a useful guide on how to use ChatGPT to enhance critical thinking skills and illuminated the influence of ChatGPT on the advancement of students’ critical thinking skills. Implications for both research and practice were discussed.