Undergraduate Experience Research Articles

A Phenomenological Variant Ecological Systems Theory Approach for Exploring Racial Stress, and Campus Engagement Among Black Male College Students

Studies show that a nexus exists between racialized campus experiences, racial-ethnic identity, and engagement in campus activities for Black college men and shapes their perceptions about an institution's commitment to support the communities they represent. Yet, there is limited knowledge about how this nexus may unfold ecologically for this student population during their undergraduate experience. Using the Phenomenological Variant Ecological System Theory, this qualitative study describes how 31 Black college males leveraged their identities to manage self and societal appraisals, cope with stress experienced in university programs, and navigate feelings of marginalization and sense of belonging during their undergraduate experience.

Igniting the fire and seeing through the smoke: Enabling medical students to see themselves as future clinical academics

Purpose Lack of recruitment to clinical academic careers is of concern, and may be linked to lack of awareness and promotion of this pathway in undergraduate medical education. Our study explored undergraduate experiences which support academic career progression and potential barriers to pursuing Specialised Foundation roles in the United Kingdom. Methods We adopted a constructivist lens and conducted interviews with specialised foundation programme (SFP) doctors and final year students who had applied for SFP positions. We analysed interview transcripts using reflexive thematic analysis. Results We recognised four key stages which stimulated and supported students in pursuing a clinical academic career: (1) Lighting the inner spark; (2) Igniting the fire; (3) Feeding the fire; and (4) Seeing through the smoke. Although students showed a strong inner drive, meaningful undergraduate experiences and positive interactions with academics were crucial for sparking academic interests. Participants were more often inspired by their extra-curricular activities than core undergraduate education. Conclusions Early positive experiences are needed for students to overcome stereotypes and consider clinical academic careers. Medical schools should raise awareness of clinical academic careers early on, ensure all students have opportunities to participate in relevant activities with academic teams, and develop medical educators and researchers who can engage and inspire others.

Design Thinking in Online Spaces: How Students Develop Their Engineering Identities

Engineering identity plays a key role in the educational experiences of undergraduates majoring in engineering fields. Design thinking pedagogy can enhance engineering identity. However, little is known about how design-thinking pedagogy influences engineering identity development within an online environment, and specifically how this looked during the COVID-19 pandemic. The purpose of this qualitative study was to understand how a design thinking-oriented engineering course delivered online supports undergraduate students’ engineering identity development during the COVID-19 pandemic. Researchers collected 63 observations, totaling approximately 79 hours of observation of an embedded systems engineering course. Findings revealed the importance of language and framing in shaping engineering identity in online learning spaces. In addition, online student-faculty interactions were seen as an area of growth. Finally, the study found that online spaces can complicate opportunities for engineering identity performance. This study has implications regarding intentionality and online learning. To enhance engineering identity, faculty and administrators should consider how they use language to frame their courses and create meaningful student-faculty interactions.

Autistic Undergraduates' Experiences and Intentions to Persist in College

Abstract: This study examined autistic undergraduate students' college experiences and their perceptions about their intentions to persist in college. Semi-structured online interviews were conducted with 27 autistic undergraduate students (mean age = 21.8 years; 40.7% men), and their responses were analyzed using qualitative content analysis. Students discussed their perspectives about revealing their autism diagnosis, the value of the social community or lack thereof, the process of getting accommodations from professors, and autism acceptance on campus. Students perceived that their intentions to persist in college were related to their desire to learn, the practical utility of a college degree, the symbolic value of a degree, and the value placed on education by their families.

Effects of bilingualism on the cognitive development of selected Nigerian University undergraduates

This study is an exploration of the perceptions and experiences of Igbo-English bilingual undergraduates in relation to the social, cultural and cognitive benefits and drawbacks of bilingualism. In this study, a questionnaire was designed and then given to 150 Igbo-English bilinguals from the University of Nigeria, Nsukka, and Enugu State University of Science and Technology. All the responses were identified, categorised and analysed qualitatively. Vygotsky’s sociocultural theory of cognitive development was adopted as the theoretical framework for this study. The findings showed that bilingualism has both positive and negative social, cultural and cognitive effects. Positively, from the perceptions and experiences of the undergraduates under study, bilingualism improves selective attention, and enhances the auditory stem response, among others, while negatively, it can be viewed as a threat to monolingual culture, and also affects speaking a second language other than that of the home environment, which creates conflict and confusion among parents and children.

Generative Artificial Intelligence in Clinical Practice: Undergraduate Experience

The objective of this article is to assess the impact of generative artificial intelligence (AGI) as a learning tool in clinical practice, as perceived by clinical students of human medicine. To this end, six learning activities were devised and executed, employing diverse pedagogical approaches and AGI tools, with the objective of addressing various facets of clinical practice. These included the creation of explanatory material, literature analysis, the selection of clinical cases for publication, the development of self-assessment questions, the production of explanatory videos, and the creation of scientific posters. These activities were conducted during the clinical internships of the fifth year of the medical curriculum and were evaluated using both quantitative and qualitative methods. The findings indicated that the incorporation of GAI as a pedagogical instrument in the clinical training of medical students yielded a favorable influence on their motivation, self-assurance, satisfaction, competencies, and knowledge. The students identified GAI as a novel, applicable, useful, and transferable tool and expressed interest in continuing to use it in the future. However, the results also indicated that students encountered certain challenges and difficulties in utilizing GAI as a learning tool, including overconfidence, resistance, and a lack of understanding. In conclusion, this study provides empirical evidence on the use of GAI as a learning tool for undergraduate medical students' clinical practices, and contributes to the knowledge base regarding the possibilities and challenges of GAI application in higher education.

Assessing and Improving the Quality of Undergraduates in Preschool Education Programs in China: The Course Experience

This study examined the current status of course satisfaction among Chinese preschool undergraduate students and the prediction of five influencing factors on students satisfaction: teacher instruction, course management, course setting, course environment, and course resources. The findings revealed that: 1. the mean value of course experience was M=3.861 (out of 5); 2. there were differences in the satisfaction of undergraduate students' course experience by different background variables; 3. course, course resources, and loyalty had significant predictive power on undergraduate students' satisfaction with course experience; 4. instructor instruction (TI) did not significantly predict students' satisfaction with course experience (SCES) (p> 0.001); 5. Faculty instruction (TI) in this study had the highest mean satisfaction score (M = 4.191) and the mean satisfaction score was only (M = 3.861). The results show that the current status of course satisfaction among Chinese preschool undergraduates is at an moderate level, and there is more space for improvement; although students' satisfaction with teacher instruction (TI) is high, effective teacher instruction does not have a substantial impact on the acquisition of SCES or general competencies, and this passive learning and teaching style leads to a lack of independent learning and active participation among Chinese preschool undergraduate students.

“It Is Becoming Easier”: Lessons From an Undergraduate Physical Activity Champion

With the continued push by organizations such as the Centers for Disease Control and Prevention and the World Health Organization to build healthy K-12 campuses, it is important to find ways to prepare preservice physical education teachers to successfully contribute to these whole-school models. This article shares the first-hand experience of an undergraduate student who took on the role of physical activity champion at a university campus. The health and physical education program at the university became the first college campus to adopt the Daily Mile as a whole-campus physical activity initiative. The initiative was used to give an undergraduate student first-hand experience as a physical activity leader. This article shares the joys and challenges faced in this role and reflects on the usefulness of the process to prepare for a future role as a physical education teacher.

Admissions pathways and international undergraduates’ academic achievement

ABSTRACT Background There are a number of pathways available for international students to gain admission into universities in English-speaking countries. While many international students for whom English is not their first language succeed academically, there is concern that some do not cope with the demands of university which can affect their retention and academic success. This study considers the effects of different admissions pathways on international undergraduate students’ academic success in one New Zealand university. Purpose Findings from the first phase of this research revealed that international students who entered university with the National Certificate of Educational Achievement (NCEA) gained at high school in New Zealand performed significantly worse academically than their peers who entered through three other admissions pathways. This study aimed to ascertain whether there were salient features of students’ prior education and undergraduate experiences which contributed to this outcome. Method In-depth interviews were conducted with nine students who entered a university in New Zealand via two admissions pathways: NCEA or the International English Language Testing System (IELTS). The data generated through these interviews was analysed to enable qualitative comparisons between the two groups. Findings Results suggest that the IELTS group outperformed their NCEA peers due to maturity and prior education in their home countries. While the NCEA students had spent some years at high school in the host country, they did not, in general, demonstrate the same level of academic literacy as their IELTS peers. Conclusion International students’ outcomes appear to differ due to previous educational experiences. Students who enter via NCEA are potentially more likely to need support, as they may still be dealing with language proficiency issues, whereas those who enter via IELTS with prior higher-level education in their home country may be more academically prepared. It is important that institutions promote learning support opportunities for all international students, to ensure they experience a positive social and learning experience, which can ultimately contribute to their retention in learning, and their academic success.

Undergraduate physics students’ experiences: Exploring the impact of underrepresented identities and intersectionality

Historically, physics has been a predominantly male field, with previous literature showing that there is little diversity among U.S. physics students at the undergraduate and graduate levels or among physicists within the work force. Recent research indicates that the lack of diversity in physics is partially due to an unwelcoming climate within physics departments, as well as differential experiences during college. Most physics education research that addresses the lack of underrepresented identities within the field has focused on the identities of women and people of color. There has been little research to investigate people with multiple underrepresented identities, including those such as socioeconomic status, first-generation college students, or learning disabilities. Furthermore, there has been even less research conducted to better understand the impacts of the intersection of these underrepresented identities and how it relates to experiences when pursuing a physics major. In order to address this gap in the literature, our research project has investigated undergraduate physics students’ experiences to better understand what factors affect their experiences and how these may differ by the intersection of one’s underrepresented identities. In particular, we explored how these identities impact their experiences as a physics major. To achieve this goal, we conducted a series of in-depth interviews with physics majors at one university to learn more about their college experiences regarding physics. Our findings suggest that there is a disproportionate number of obstacles when pursuing a physics major faced by those with a greater number of underrepresented identities. We conclude that there is a need for more equitable pedagogical practices and departmental policies within the undergraduate physics experience, in addition to a more “human” approach to mentorship, in order to foster an environment in which students with underrepresented identities can feel supported and thrive academically and professionally. In particular, we believe that dedicated formal pedagogical trainings that teach diverse teaching skills to accommodate students with different learning styles would be useful to many university physics instructors. This type of formal training would include annual workshops designed to educate faculty on how curriculum, pedagogy, and departmental practices can be altered to be more inclusive with the intent to ensure a more equitable and welcoming experience for all students. Additionally, incorporating mentorship programs that focus on a more individualized and natural support system would likely benefit all students, especially those with underrepresented identities, by creating a more welcoming and inclusive space within physics departments. Published by the American Physical Society 2024

Effective mentoring strategies to support underrepresented students during a virtual summer research experience for engineering education undergraduates

PurposeIn this study, students’ perceptions of the effective practices of their research mentors were examined. The research mentors implemented the practices informed by the Center for the Improvement of Mentored Experiences in Research (CIMER) mentorship competencies to mentor underrepresented students in engineering education research in a virtual environment.Design/methodology/approachThis research experience for undergraduates (REU) program, situated in the United States of America, consisted of undergraduate students (i.e. mentees), graduate students and faculty mentors who all had at least one underrepresented identity in engineering (i.e. Black, Latiné/x, and/or women). Using qualitative methods, we used data from reflection surveys and follow-up interviews with REU mentees to understand the outcomes of the mentorship strategies employed by the mentors in the program. The data were analyzed thematically using CIMER model constructs and social capital theory as guiding frameworks.FindingsThe results indicated the identified strategies students perceived as the most impactful for mentorship throughout the program. Students in the REU gained knowledge on how to activate social capital in mentorship relationships and how to better mentor others.Research limitations/implicationsThe findings provide insight on how to operationalize the CIMER mentorship competencies to skillfully mentor underrepresented students in engineering. Given the size of the REU and the nature of qualitative research, the sample size was limited.Practical implicationsThe results help inform mentorship practices for underrepresented individuals in engineering education and the workforce. Further, they add to the practical knowledge of implementing CIMER best practices virtually, at a time when the world has transitioned to more hybrid and virtual working and learning environments.Originality/valueThis study identifies impactful strategies for operationalizing mentorship strategies informed by theory- and evidence-based CIMER mentorship competencies. In addition, this study extends knowledge about how to implement mentoring best practices and engage mentorship in a virtual environment.

“You don’t have to push yourself until you break”: Exploring rest during undergraduate field experiences

Field experiences are an important aspect of geoscience training; however, the novelty and complexity of the environment may overwhelm students. One way to mitigate these feelings is to provide time for rest. Yet, prior work indicates that <50% of field courses provide time for social interactions/recreation. This study presents a qualitative phenomenological case study of student experiences of rest during field education (n = 16). This work was informed by occupational balance theory, comprised of mental, physical, social, and rest components of a person’s life. Students completed a questionnaire indicating their general preferences for rest, and they participated in pre-post rest day interviews to uncover perceptions of the mental, physical, social, and rest components of their field experiences. Findings indicate that students expect at least one day of rest per week during field experiences, and they want to have a choice in what they do during that rest time. After the rest day, students had reduced feelings of anxiety, mentioned the physical challenges and long field days less, and made fewer references to competition and differing knowledge amongst the group. Most students felt physically and mentally recharged after the rest day, and some linked the rest day to more effective groupwork afterward. However, some of these benefits were affected when students encountered their first mapping exercise following the rest day. These findings suggest that rest should be intentionally provisioned within field experiences, with special attention to student agency and support.

Memphis NeuroSTART Program: Promoting Student Success and Increasing the Diversity of Applicants to Neuroscience Graduate Programs.

With grant support from the Research Experience for Undergraduates (REU) program funded by the National Science Foundation (NSF) and the Awards to Stimulate and Support Undergraduate Research Experiences (ASSURE) program funded by the Department of Defense (DoD) Air Force Office of Scientific Research (AFOSR), we established a program intended to increase the number of underrepresented racial and ethnic minority (URM) and first-generation undergraduate students successfully applying to neuroscience and other STEM-related graduate programs. The Neuroscience Techniques and Research Training (NeuroSTART) Program aimed to increase the number of undergraduate students from the Memphis area involved in behavioral neuroscience research. In this two-semester program, students completed an empirical research project in a neuroscience lab, received individual mentoring from neuroscience faculty, became part of a STEM network, presented at research conferences, and attended specialized professional development seminars. In two cohorts of 15 students, 4 are PhD students in neuroscience-related programs or in medical school (27%), 4 are employed in neuroscience-related research facilities (27%), 3 are employed as clinical assistants (20%), and 1 is employed in the IT field (7%). The remaining three recently graduated and are planning a gap year prior to applying for admission to graduate/medical school. The Memphis NeuroSTART program has provided valuable training to participants, making them competitive applicants for jobs in the health sciences and for admittance into graduate neuroscience programs. By providing this training to first-generation and URM students, the broader impact of this program was an increase in the diversity of the health sciences workforce, particularly those specializing in neuroscience-related research and treatment.

Exploring Undergraduate Students' Experiences with Asynchronous Learning in English for Academic Purpose

The aim of this research is to identify higher education students’ experience regarding the application of Asynchronous Learning in learning English for Academic Purposes (EAP) so that future improvements can be made. This research method is an analytical survey with an exploratory method and a quantitative approach. The population of this study was 94 students taking EAP course, then 50 people were selected as samples using Simple Random Sampling. The instrument used in this research was questionnaire with 5-point likert scale to gain the data related to students’ experience in the implementation of AL in EAP course. The research results show that students believe that Asynchronous Learning can improve some students learning autonomy, and learning abilities. It is also found that AL can be developed better to help students improve their critical thinking skills, communication skills, social interaction and collaboration between students. Apart from that, students also consider the application of Asynchronous Learning in learning to be enjoyable.

Mixed reality simulation training in the assessment and management of acutely unwell patients in undergraduate medical education: a pilot study

Background: Development of the undergraduate simulation experience is needed to continue developing aspiring clinicians’ ability to assess and manage unwell patients. However, its heavy resource demand and ‘Generation Z’s’ desire for technologically enhanced learning means novel simulation modalities must now be considered. Mixed reality (MR) provides a platform to deliver such simulation; however, it is yet to be studied in this context. We conducted an observational cohort study with the aim to assess ift MR simulation improves students’ perceived ability to assess and manage unwell patients. Methods: We recruited 32 undergraduate medical students and asked them to rate their ability to assess and manage acutely unwell patients, out of 10. An MR simulation was then delivered using the Microsoft HoloLens and HoloScenario software produced by GigXR. Students then rated their assessment and management ability again, alongside their experience of the system and its usability. Data analysis used paired t-tests to assess for significant differences. Results: By attending the simulation, students showed a significant improvement in perceived ability to assess (p &lt; 0.001) and manage (p &lt; 0.001) acutely unwell patients. Mean assessment scores improved by 1.09/10 (95% confidence interval [CI 0.67, 1.52]) with 89% of students feeling more confident. Mean management scores improved by 1.63/10 (95% CI [1.15, 2.10]) with 84% of students reporting increased confidence levels. When considering usability, 69% of students did not find the MR system easy to use, with 75% of students having technical issues and 38% experiencing side effects. Overall, 88% of students believed the experience was beneficial to their learning. Conclusions: MR shows promise in its ability to deliver simulation training and improve students’ perceived ability to assess and manage unwell patients. Advances in software availability and content are required for integration into undergraduate medical curricula. Further research is required to assess if these results are replicated objectively.

Virtual Reality in the Classroom: Transforming the Teaching of Electrical Circuits in the Digital Age

In response to the digital transformation in education, this study explores the efficacy of virtual reality (VR) video games in teaching direct current electrical circuits at a public university in Colombia. Using a mixed-method action research approach, this study aimed to design, implement, and evaluate a VR-based educational strategy to enhance undergraduate learning experiences. The methodology integrated VR into the curriculum, facilitating a comparison of this innovative approach with traditional teaching methods. The results indicate that the VR strategy significantly improved students’ comprehension of electrical circuits and increased engagement, demonstrating the utility of immersive technologies in educational settings. Challenges such as the need for technological integration and curriculum adaptation were also identified. This study concludes that VR video games can effectively augment electrical engineering education, offering a model for incorporating advanced digital tools into higher education curricula. This approach aligns with ongoing trends in digital transformation, suggesting significant potential for broad applications across various educational contexts.

Importance of Being Before Doing in Occupational Experiences of Undergraduates With Learning Disabilities and Attention Deficit Hyperactivity Disorder

Abstract Date Presented 03/23/24 Preliminary analysis of occupational experiences (doing, being, becoming, and belonging) of undergraduates with learning disabilities and attention deficit hyperactivity disorder (LD/ADHD). Improvements in sense of self enhanced the doing aspects of undergraduates’ occupational experiences. Primary Author and Speaker: Consuelo Kreider Additional Authors and Speakers: Anushka Pandya, Katherine DeNunzio, Sharon M. DiFino

Music education alumni perceptions of undergraduate degree experiences, skills development, and job satisfaction

Music education alumni perceptions of undergraduate degree experiences, skills development, and job satisfaction

Research Experiences for Undergraduates Are Necessary for an Equitable Research Community

Dek : Encouraging expanding undergraduate research programs.

The contribution of a residential upon an undergraduate university experience

ABSTRACT Undergraduate student engagement can present a challenge to UK Higher Education Institutions and therefore it is pertinent to consider approaches that may improve attendance and sense of course belonging. This research explores the impact that a residential experience in the first term of a UK university course (BA Education) might have on students and their engagement with the course. This was a co- produced project between lecturers on the programme and two students from the course. Data were collected through interviews conducted by the students with 12 volunteer interviewees who had experienced the residential. The findings highlight the potential of residentials to have a positive impact on both student-to-student relationships and relationships between students and members of the teaching team. This improvement in relationships led to student openness to working with classmates outside of their immediate friendship group who they might not usually work with. Participants also reported a positive impact on their motivation to attend sessions and engage during activities and discussions, as well as positive influences upon wider life skills. As a result, practitioners on university courses should consider the potential of residential opportunities as part of undergraduate courses as a way of supporting student engagement, a sense of community and belonging.