Student Experience Research Articles

Exploring Science Identity and Latent Factors of Student Gains in a Place-based Marine Science CURE Designed to Provide Access to Hawai'i Students from Historically Marginalized Ethnicities.

Hawai'i students, and in particular Native Hawaiian students, face high rates of attrition and low representation in Science, Technology, Engineering, and Mathematics (STEM) academic majors and careers, but place-based Course-based Undergraduate Research Experiences (CUREs) such as the Research Experiences in Marine Science (REMS) summer program may help to better engage these students with scientific content understanding and skills development. This article assesses latent factors of student gains after participating in the REMS program as they relate to student science identity. Results from an exploratory factor analysis examining the internal structure of an assessment measure delivered during the program suggest strong evidence of four latent factors in student self-reported learning gains: Content Understanding, Scientific Skills, Interest, and Integration. These factors will guide the development and delivery of the REMS survey as it is applied to additional cohorts of students participating in REMS and other, similar programs being developed and implemented in Hawai'i to support Native Hawaiian students. Although there were no significant relationships between these factors and responses to a science identity survey item, additional insights from an alumna of the program highlight how place-based elements in CUREs provide authentic and rigorous research training experiences for students from populations historically marginalized in STEM.

Visualizing filtration: a hands-on model for understanding Starling forces in glomerular filtration rate.

Understanding complex physiological processes is a cornerstone of medical education, and one such fundamental concept is the regulation of the glomerular filtration rate (GFR) by Starling forces. Therefore, developing a physiologically sound educational model to demonstrate these forces can significantly enhance the learning experience for students, providing them with a clear and comprehensive understanding of renal filtration. Starling forces include the glomerular capillary hydrostatic pressure, which drives plasma filtration; the plasma colloid osmotic pressure (also referred to as the oncotic pressure within the capillary), which opposes filtration; and the Bowman's capsule hydrostatic pressure, which resists fluid influx. Bowman's capsule oncotic pressure is typically considered negligible in healthy kidneys and, therefore, does not usually influence the glomerular filtration process. It is crucial for future clinicians to understand these Starling forces in order to monitor and manage kidney function effectively. To aid in understanding these concepts, we present a simple yet effective physical model of GFR. This model uses pressurized air and a serological pipette setup to simulate the filtration process, with a ping-pong ball's height representing GFR. Various perturbations demonstrate changes in Starling forces, allowing students to visualize the impact of different physiological and pathological conditions on GFR. This hands-on approach aims to simplify the complex interplay of factors affecting GFR, making it an invaluable educational tool for medical students.NEW & NOTEWORTHY Physical models enhance the understanding of complex physiological concepts. This Illumination introduces a hands-on model using pressurized air and a serological pipette to simulate glomerular filtration rate (GFR), with a ping-pong ball indicating filtration rate. The model demonstrates how Starling forces, glomerular capillary hydrostatic pressure, plasma colloid osmotic pressure, Bowman's capsule oncotic pressure, and Bowman's capsule hydrostatic pressure, affect GFR, providing a clear and comprehensive learning experience for students.

Elevating Marginalized Student Experiences of Belonging in the Life Sciences: A Qualitative Case Study Approach.

College students with identities traditionally marginalized in scientific disciplines are more engaged and more likely to remain in science if they feel that they belong in their science, technology, engineering, and mathematics (STEM) classes and departments. In this qualitative case study, we elevated marginalized student voices to learn how departmental experiences shaped their sense of belonging in curricular and co-curricular spaces. Our research team interviewed 27 undergraduate life science students at a large predominantly white, research-intensive university. Participants reflected on their lived experiences and feelings of belonging within a biology department and shared their perceptions of departmental efforts related to diversity, equity, and inclusion. Three themes emerged as being of value to undergraduate students while they navigated the sciences: 1) implementing inclusive pedagogies, 2) providing co-curricular resources and support, and 3) humanizing life sciences education. These stories illuminated the importance of authenticity and intentionality in the implementation of strategies related to these three themes. This study provides an example of the power of centering marginalized students' lived experiences to identify strategies that can be employed more broadly to improve our courses, our departmental cultures, and our institutional policies-strategies essential to supporting students with a diversity of identities in engaging, belonging, and persisting in STEM.

Evaluating a National Biomedical Training Program Using QuantCrit: Revealing Disparities in Research Self-efficacy for Women of Color Undergraduates.

Program evaluation for interventions aimed at enhancing diversity can fall short when the evaluation unintentionally reifies the exclusion of multiple marginalized student experiences. The present study presents a Quantitative Critical Race Theory (QuantCrit) approach to program evaluation to understand outcomes for Women of Color undergraduates involved in a national biomedical training program called the Building Infrastructure Leading to Diversity (BUILD) initiative. Using longitudinal data, we examined the impact of participation in the BUILD Scholars programs and BUILD-developed novel biomedical curriculum on undergraduate's research self-efficacy. Employing propensity score matching and multiple regression models, we found that Black women who participated in the BUILD scholars program reported higher research self-efficacy, whereas Latine and White undergraduate BUILD scholars had lower research self-efficacy. Additionally, Latine women who participated in novel biomedical curricula reported significantly lower research self-efficacy. We contend that disaggregated and intersectional analyses of subpopulations are necessary for improvingunderstanding of program interventions and identifying areas where systems of exclusion may continue to harm students from minoritized backgrounds. We provide recommendations for future quantitative program evaluation practices and research in science, technology, engineering, mathematics, and medicine (STEMM) equity efforts.

Investigating the common practice of higher education institutions’ facility management

Higher Education Institutions (HEIs) are an indispensable part of the UK society. In 2011, the Higher Education Funding Council for England set a carbon reduction target of 43% by 2020, that most HEIs failed to meet. HEIs have a clear interest in improving student experience/comfort and their sustainability credentials. However, this research found that space management in HEI is clearly inefficient. This research represents the first phenomenological study in this field and identifies current practices in HEIs regarding their space/energy management. First, a traditional thematic literature review was completed, which found a clear gap on what data is collected and used to calculate the ventilation/heating/cooling by facilities managers at HEI. Then, semi-structured interviews were conducted with facilities management experts (n=10) based in HEIs. This study concludes that HEIs should calculate ventilation, heating and cooling loads working in geometry and real occupancy, as this will improve occupant comfort, enrich the student experience and increase energy efficiency. A building information modelling (BIM) platform could be adopted to integrate different systems so that building management systems (BMS) have enhanced access to time-sensitive space/energy data.

Sociocultural experiences of first year students: A case study of a selected university in South Africa

The transition into higher education institutions is a perilous life stage for every first-year university student around the world. The aim of the study is to explore the sociocultural and lived experiences of first year students in one of the universities in South Africa. This study adopted qualitative approach which involved the use of focus group discussion and questionnaire for data triangulation. The diffusion of innovation theory of learning was used to frame the study. Convenient and purposive sampling were employed to select the sample population of 93 students who are coming from different provinces of South Africa, and registered for the first time at selected university to pursue their Bachelor Degrees in the faculty of Education. Findings revealed positive and negative experiences, and the study suggests the construction of knowledge through active engagement and involvement of these students as to help them to embrace both learning opportunities and challenges while studying at the university.

Safe Spaces to Discuss Wicked Problems: A Staff and Student Co-Creation Project on Addressing the Awarding Gap

This article discusses the impact of a staff and student co-creation project embedded within a core module, which worked to both explore and seek ways to address the awarding gap. The project established safe spaces for students to share difficult lived experiences at the university, spanning an academic year, and included students in their final year of undergraduate study from a range of disciplines. Student experiences were gathered to inform policy and, with staff, co-created resources were developed and delivered for universities (at both our institution and two external universities) to address the awarding gap, adopting a decolonised and anti-racist approach. The project was vast and, therefore, this article presents only one part of the conducted research, which explored the project’s impact on co-creation students through a participatory evaluation approach known as the world café. The findings highlighted the positive effect of co-creation on students’ sense of belonging, friendships, and connection with faculty, and for the co-creation project to be embedded in the curriculum at all levels of study. Additionally, the students provided clear actionable recommendations for universities to improve student outcomes and address the wickedness of the awarding gap.

Students’ Perceptions in the Integration of E-learning at a Free State TVET College in South Africa

The increasing demand for Technical Vocational Education and Training (TVET) colleges in South Africa to align with economic growth and technological advancements has intensified, particularly post-COVID-19. The government’s White Paper on e-Education outlines a strategy to make the education system more efficient and equitable through digital transformation. This qualitative interpretive study explores the experiences of TVET students using open-ended questionnaires to gather in-depth insights into their perceptions of e-learning. Participants were purposefully selected from a predominantly rural campus, with data analysed thematically to identify critical challenges and opportunities faced in e-learning environments. The study engages with the pertinent issue, emphasising the perceived difficulties and prospects of TVET students while learning via e-learning platforms. By analysing student responses through the TAAA model, the study outlines critical factors for improving digital literacy and infrastructure, which is essential for scalable e-learning solutions in resource-limited settings. The findings derived from this qualitative interpretive study have disclosed that many obstructive elements exist, simultaneously giving rise to opportunities associated with e-learning. These findings can establish a basis for the extant body of knowledge and are recommended for the consideration of relevant stakeholders capable of addressing the challenges linked to e-learning environments in TVET college education.

Curriculum Development Process, Design Practice, and Delivery Evaluation in Chinese Universities

This study aimed to comprehensively investigate curriculum development practices in Chinese universities, focusing on the interconnected phases of development, design, and evaluation. A descriptive survey was employed to collect data from 425 administrators, teachers, and students across ten universities in Henan province. The findings revealed a moderate level of awareness among respondents regarding the significance of each stage in the curriculum development process. The study underscored the cyclical nature of curriculum development, emphasizing the interdependence of development, design, and evaluation. Curriculum development, rooted in a thorough analysis of social needs and learning contexts, serves as the foundation for establishing clear learning objectives and content selection. Design practice, the subsequent phase, translates these objectives into practical instructional strategies and innovative teaching methods. Delivery evaluation, the final component, assesses the effectiveness of curriculum implementation through student learning outcomes and teaching efficacy. The research highlights the importance of understanding these interconnected stages to optimize curriculum effectiveness and relevance. By fostering a holistic approach to curriculum development, universities can enhance student learning experiences, improve teaching practices, and ultimately contribute to the overall quality of higher education.

Exploring the multimedia piano group class for early childhood education majors in universities

The multimedia piano group class for early childhood education majors in universities represents an innovative teaching model that integrates digital pianos, multimedia teaching devices, and live-streaming technology, bringing significant transformation to piano instruction. This model not only enriches teaching resources and enhances instructional efficiency but also strengthens teacher-student interaction and students' practical abilities. By leveraging the accurate sound reproduction and weighted key touch of digital pianos, students can improve their techniques in an experience closely resembling traditional piano performance. The multimedia teaching device supports the presentation of musical scores and demonstration videos, assisting students in gaining a deeper understanding of musical works and improving their artistic appreciation. Additionally, the use of live-streaming technology enhances classroom interactivity, allowing students to observe the teacher’s demonstrations clearly and learn through precise imitation. However, the implementation of this teaching model faces challenges, including technical difficulties, limited teaching resources, significant student variability, and a shortage of qualified instructors. This study examines the advantages of the multimedia piano group class, such as fostering teacher-student interaction, improving teaching efficiency, and enabling personalized instruction. It also explores the applications and benefits of multimedia technology for both instructors and students. Furthermore, this research proposes measures to address existing challenges, including enhancing teacher training, enriching teaching resources, optimizing instructional strategies, and expanding the teaching workforce. The aim is to further optimize piano teaching for early childhood education majors in universities, improving teaching quality and the overall student learning experience.

Science Learning Media for Elementary School Students

The use of media in learning will provide a learning experience for students because it can involve more senses and give them the freedom to interpret. This study aims to: develop android-based science learning media for elementary school students, obtain android-based science learning media suitable for elementary school students, and determine the response of elementary school students to android-based science learning media. This research is a Research and Development (R&D) study. The development procedure consists of six steps, namely: analysis of potential problems, data collection, product design, design validation, design revision, and product testing. The assessment instrument used is a questionnaire sheet to test the quality of Android-based science learning media products. The assessment of the quality of Android-based science learning media products is conducted by reviewers, peer reviewers, elementary school (SD/MI) teachers, and the response of sixth-grade students. The results of this development research are as follows: 1) Android-based science learning media products on the topic of living organism reproduction for sixth-grade students of SD/MI have been developed, 2) the Android-based science learning media for sixth-grade students of SD/MI on the topic of living organism reproduction has been assessed by reviewers, peer reviewers, and SD/MI teachers with a rating of "Very Good" (SB) with a score of 631 and a percentage rating of 86.85%, and 3) the response of sixth grade students of SD/MI to the Android-based science learning media falls within the "Agree and Strongly Agree" interval, resulting in a score of 635 with a rating percentage of 88.23%.

Training the trainers: The work of student affairs professionals in leadership training.

Although universities often expect student affairs staff to possess advanced leadership skills, many have not undergone formal training as leadership educators, which often leads to inconsistent outcomes in leadership development programs. Drawing on best practices in facilitating leadership learning -including the use of multiple pedagogies, critical reflection, and the avoidance of superficial or unstructured facilitation-we argue leadership educators require specialized training to effectively facilitate leadership trainings. Moreover, institutions have underinvested in the professional development of leadership educators, despite the significant role they play in shaping student leadership competencies. Through targeted investments in professional development, universities can better equip their leadership educators, thereby ensuring more effective mentorship and impactful leadership experiences for students. This article calls for a paradigm shift in leadership education, advocating for a strategic commitment to developing educators who can fulfill the promise of training the next generation of leaders.

A Socio-Educational Study on NEP 2020's Emphasis on Local Language Inclusion in Digital Content: With Special Reference to the Arunachal Pradesh

This socio-educational study explores the emphasis of the National Education Policy (NEP) 2020 on local language inclusion within digital educational content, specifically focusing on Arunachal Pradesh's unique linguistic landscape. NEP 2020 highlights the importance of multilingualism to ensure equitable access and meaningful learning experiences for students across India. Given Arunachal Pradesh’s rich linguistic diversity, implementing digital content in local languages presents both challenges and opportunities for educators, policymakers, and communities. This study investigates the effectiveness of NEP 2020’s language inclusion strategies, examining their impact on student engagement, comprehension, and overall educational outcomes. Through interviews with educators and analyses of student responses to local language content, the research assesses how digital multilingualism aids or hinders learning. Findings contribute to a broader understanding of NEP 2020’s role in supporting regional language preservation while promoting inclusive digital education, providing insights to enhance digital learning across diverse linguistic regions.

Creative Teaching Ability, Motivation, and Self-Efficacy Among Art And Design Teachers in Chinese Universities

This study explores the relationship between creative teaching ability, motivation, and self-efficacy among 425 art and design teachers in Chinese universities. A quantitative survey approach investigated these factors and their influence on teaching effectiveness. Most participants were female, aged 26-35, and held Master’s degrees or higher. The study identified “Evaluation and Reflection” as the most critical aspect for fostering creative teaching, while “Teacher Work Environment and Development” was the strongest motivator. Interestingly, self-development emerged as the most important factor for teacher self-efficacy. Age also played a significant role in the analysis. These findings highlight the interconnectedness of creative teaching ability, motivation, and self-efficacy for effective art and design education. The study proposes a comprehensive development plan for art and design schools based on these results. This plan encompasses strategies for educators, students, schools, and researchers. Educators would benefit from increased professional development opportunities, research support, and effective evaluation methods. Students would experience personalized education, practical training through industry collaboration, and mental health support. Schools could enhance interdisciplinary collaboration, implement international exchange programs, and cultivate an innovative college culture. Finally, researchers would be empowered by an improved research environment with grants, mentorship programs, and academic exchange opportunities. By implementing these recommendations, art and design schools can create an environment that fosters creative teaching, motivates educators, and ultimately enhances the overall learning experience for students.

Building Cultural Confidence

This study examines the enhancement of cultural self-confidence in foreign language education through targeted interventions. Addressing gaps in the literature, it employs a mixed-methods approach to assess the integration of cultural content into language curricula. Results indicate significant improvements in students' cultural identity, pride, and engagement in cultural activities post-intervention. Quantitative findings reveal substantial growth in cultural self-confidence, while qualitative insights highlight transformative student experiences. The study underscores the necessity of incorporating cultural education to prepare students for a multicultural world, promoting resilience and inclusivity. It advocates for the development of culturally relevant programs and suggests future research to explore the long-term effects of these interventions on students' cultural competence.

Online Learning Beliefs, Literacy, and Engagement Among Chinese University Students

The rapid adoption of online learning platforms in Chinese universities necessitates a comprehensive understanding of student experiences. This study explores online learning beliefs, literacy, and engagement among Chinese university students. We examine their attitudes, perceptions of effectiveness, and online learning skill development. Additionally, the study investigates factors influencing student motivation and participation in online environments. The findings highlight a general consensus among students regarding online learning: its accessibility, the learning environment it fosters, and the level of social engagement it facilitates. Interestingly, student profiles (gender, year of study, major) did not significantly influence these beliefs. However, a crucial positive relationship was identified between the three core variables – beliefs, literacy, and engagement. This suggests that stronger positive beliefs about online learning translate to better online learning literacy and a higher level of engagement with online learning platforms.

Preparing for a new paradigm: A mixed-methods study of student experience in on-site, hybrid, and online writing courses

As a result of the COVID-19 pandemic, nearly all students have had some kind of experience with modalities beyond traditional, on-site teaching. We wanted to study how first-year writing students experienced different modalities (i.e., on-site, hybrid, and online) to learn more about how best to support students and faculty in the future. This paper presents results of a mixed-methods study investigating differences in first-year writing student levels of confusion, satisfaction with social interaction, and preferences for modality in learning about writing. We found significant differences (with mostly small effects and some medium and large effects) in lower levels of confusion and higher satisfaction with social interaction in on-site classes relative to hybrid and online classes. We also found that students preferred a modality for a writing class for different and sophisticated reasons. On the basis of these results, we recommend more support for teaching in all modalities, more investigation of strengths/weaknesses of synchronous and asynchronous approaches, and more support offered to students before and during their writing classes for how best to learn how to learn in a given modality.

Empowering Young Educators: The Impact of Student Organizations Development in Vocational Colleges

This study explores the pivotal role of student club development in enhancing the professional competencies of young teachers in vocational colleges. Young educators often face significant challenges, including limited understanding of vocational education, inadequate communication skills, and insufficient mentorship opportunities. Through active participation in student organizations, teachers can cultivate essential pedagogical skills, expand their professional networks, and foster emotional resilience. This reciprocal relationship not only benefits the teachers’ professional growth but also enriches the educational experience for students. The findings underscore that involvement in student clubs creates a supportive community that promotes innovative teaching practices and job satisfaction. Consequently, it is imperative for vocational institutions to actively support and implement student club initiatives as a strategic approach to professional development. By doing so, educational leaders can enhance teaching quality and address critical issues related to teacher retention and satisfaction.

“A window onto a world”: a pilot research internship scheme for qualifying social workers

ABSTRACT Qualifying social work education is recognised as playing a critical role in equipping practitioners with the skills and interest to develop a ‘research minded’ approach to practice, yet in the UK context, the profession continues to grapple with questions about how to support practitioners to sustain and develop these skills post-qualification. This article reflects on the experiences of social work educators and students involved in a pilot research internship scheme based at a higher education provider in England (one of the four UK nations). Drawing on analysis of interviews with participating students and the reflective notes of the social work educators who led the scheme (the authors), we report on three key themes: 1. Students tended to have an idealised view of research. 2. Internships afforded opportunities to learn and work with people in new ways. 3. Post-project, students reflected on how to mobilise their learning but were conscious that they had only been afforded a ‘window’ onto the research ‘world’. We discuss the limitations of the internship model and highlight that, despite its strengths, more fundamental change is required if a ‘research minded’ workforce is to be developed and sustained. We question how realistic this change is in the current educational and professional context. We further discuss the complexities and contradictions that professional education programmes face in seeking to develop ‘research minded’ or ‘research active’ professionals whilst also protecting and nurturing alternative forms of professional knowledge and wisdom.

Engaging undergraduate students in synchronous online courses: challenges and strategies

ABSTRACT Synchronous online courses (SOC), enabling real-time interaction, have become increasingly prevalent in higher education, particularly during emergency remote teaching (ERT). This surge in online education raised questions about how student engagement, a crucial factor for the quality of higher education practices, was achieved during ERT. To address these questions and offer insights into effective practices for fostering student engagement in SOC, this study explores the experiences of undergraduate students and instructors during ERT. While a substantial body of literature addresses student engagement, there is a gap in studies that comprehensively synthesize effective practices to engage undergraduate students in SOC across various departments. Therefore, the present study seeks to bridge this gap. Insights were gathered through semi-structured one-on-one interviews and a focus group with ten instructors and fifteen students across diverse departments and universities. The study findings unveil effective strategies and practices to promote student engagement in SOC. These strategies closely align with the elements of teaching, social, and cognitive presence within the Community of Inquiry (CoI) framework, emphasizing interaction-based pedagogical practices and the role of emotional communication in SOC. The study not only provides valuable strategies for enhancing student engagement during crises but also highlights their relevance in normal times.