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Descriptors:
Psychomotor Skills; Skill Development; Computer Simulation; Clinical Experience; Nursing Students; Undergraduate Students; Student Experience; Learning Processes; Interviews; Content Analysis; Video Technology; Reflection

Abstract:
Learning manual skills is a fundamental part of health care education, and motor, sensory and cognitive learning processes are essential aspects of professional development. Simulator training has been shown to enhance factors that facilitate motor and cognitive learning. The present study aimed to investigate the students' experiences and thoughts about their learning through simulation skills training. The study was designed for an educational setting at a clinical skills centre. Ten third-year undergraduate nursing students performed urethral catheterisation, using the virtual reality simulator UrecathVision[TM], which has haptic properties. The students practised in pairs. Each session was videotaped and the video was used to stimulate recall in subsequent interviews. The interviews were analysed using qualitative content analysis. The analysis from interviews resulted in three themes: what the students learn, how the students learn, and the simulator's contribution to the students' learning. Students learned manual skills, how to perform the procedure, and professional behaviour. They learned by preparing, watching, practising and reflecting. The simulator contributed by providing opportunities for students to prepare for the skills training, to see anatomical structures, to feel resistance, and to become aware of their own performance ability. The findings show that the students related the task to previous experiences, used sensory information, tested themselves and practised techniques in a hands-on fashion, and reflected in and on action. The simulator was seen as a facilitator to learning the manual skills. The study design, with students working in pairs combined with video recording, was found to enhance opportunities for reflection. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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High School Students; Hispanic American Students; Grade 11; Grade 12; Ethnic Studies; Hispanic Americans; Mexican Americans; Student Experience; State Legislation; Educational Policy; Social Change

Abstract:
Drawing from a nine-month critical teacher inquiry investigation, this article examines the experiences of eleventh and twelfth grade students who participated in a year-long Chicana/o-Latina/o Studies course in California shortly after the passing of Arizona House Bill 2281 (HB 2281). Through a borderlands analysis, I explore how these students describe their experiences participating in such a course, and in doing so, debunk some of the myths upon which HB 2281 was constructed. I find that these classroom experiences served as "sitios y lenguas" (decolonizing spaces and discourses; Perez in The decolonial imaginary: Writing Chicanas into history, Indiana University Press, Bloomington, 1998) in which high school students were able to reflect on the ongoing transformation of their social, political, and ethnic identities, and developed a relational ontological base. This article explores the physical and metaphorical borders (Anzaldua in "Borderlands/La frontera: The new mestiza," Jossey-Bass, San Francisco 1987) that Chicana/o and Latina/o youth navigate and challenge while simultaneously working for social change in their communities. Lastly, it conveys what we stand to lose if the decolonizing spaces and discourse constructed in Ethnic Studies courses become casualties of xenophobic policy. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Business Administration Education; Law Related Education; College Instruction; College Students; Learner Engagement; Expectation; Student Experience; Class Activities; Group Activities; Course Content; Role Playing; Feedback (Response)

Abstract:
Many instructors have fallen into the syllabus habit of the first day, and students have come to expect nothing more. While reviewing the syllabus is important, it is not all that engaging for either the instructor or the students. In this article, the author establishes the pedagogical importance of the first day of class experience through the perspectives of instructor objectives and student expectations. Next, he provides the "Bistro 24" Activity ("Activity") built upon this foundation (with some help from Jack Bauer). Then, he sets forth the class methodology, including the learning objectives, teaching notes, and potential alternative uses of the Activity. He also provides an overview of student feedback about the Activity based on a student survey. Finally, he provides a conclusion that considers the success of the Activity based on its learning objectives. (Contains 1 table and 41 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Educational Research; Student Experience; Global Approach; Nationalism; Researchers; Research Methodology; Governance

Abstract:
This essay argues that there is a need for higher education researchers to become aware of methodological nationalism (MN) and take steps to reframe their scholarship in new ways. It illuminates two characteristics of MN prevalent in higher education research and suggests that although a few researchers have attempted to move beyond MN in the higher education globalization literature, most remain encapsulated in a view of nation-state equates society. The authors address this gap by arguing for the expansion of analytic approach to some of the common phenomena studied within U.S. higher education (such as college student experience, diversity, and governance) and highlight how these typical objects of study would transform once we overcome MN. (Contains 10 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Mathematics; Numbers; Comprehension; College Students; College Mathematics; Case Studies; Student Experience

Abstract:
The aim of this paper is to examine students' understanding of the limiting behavior of a function from [set of real numbers][superscript 2] to [set of real numbers] at a point "P." This understanding depends on which definition is used for a limit. Several definitions are considered; two of these concern the notion of a neighborhood of "P", while another two are directed at the consistency of limits obtained by restricting the function to lines or half-lines passing through "P". A case study is presented involving four university students studying Mathematics. Comments are made about their abilities in working with each definition, associated images that were evoked, and how they related one definition to another (including the issue of logical equivalence). The influence of the students' previous experience in handling limits for real functions of one variable is also discussed. (Contains 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Student Experience; Undergraduate Students; Undergraduate Study; Predictor Variables; Academic Persistence; School Holding Power; Online Surveys; Factor Analysis; Statistical Analysis; On Campus Students; Comparative Analysis; Social Integration; Transitional Programs; Student Adjustment; Place of Residence

Abstract:
Many factors go into the decision of selecting a university, ranging from the overall costs and the programme of study to the institute's reputation; however, accommodation while at university and proximity of the university to one's permanent abode also play important roles in this decision-making process. Thus, first-year students experience different stages of separation from their prior networks depending on their individual situations. The results of this Ontario (Canada) 2012 study add to prior research by indicating that separation of students' living arrangements and distance from home impact on transition and incorporation variables, which influenced students' adaptation to university. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Learner Engagement; Student Attitudes; Foreign Countries; Predictor Variables; Student Experience; Focus Groups; Student Surveys; Graduate Students; Educational Quality; Online Surveys; Comparative Analysis; Multivariate Analysis; Regression (Statistics); Mixed Methods Research

Abstract:
Background: Measuring the student experience is becoming increasingly important in higher education in the UK. Student experience surveys are used as indicators of quality and form the basis of rankings of higher education institutions. They are also used by them as tools to assist their quality enhancement initiatives. However, these surveys frequently suffer from low response rates, which can reduce the reliability and usefulness of their data. The UK Postgraduate Taught Experience Survey (PTES) is a relatively new survey and suffers from a low response rate. As this survey is new, little is known about why students do not respond to it. Purpose: This study aimed to explore the reasons why postgraduate students do not respond to the PTES. Sample: Three hundred and fifty-five postgraduate taught students from four health faculties in one UK higher education institution completed an online survey. Of these, seven participated in one of two focus groups. Design and methods: The online survey was completed both by students who completed the PTES in 2011 and those who did not. This provided us with cross-sectional data to compare both groups' knowledge of PTES and their reasons for completing or not completing it. We used multivariate regression analysis to explore which variables were associated with response to PTES. We led two focus groups to explore the themes that emerged from the survey in more depth. This data was analysed by two researchers using thematic analysis. Results: The cross-sectional data found that students who were not clear about the purpose of PTES were less likely to respond, independent of other potential predictor variables. Focus group data indicated that if postgraduate students felt a stronger connection to the university community they may be more likely to respond to PTES. Conclusions: This study suggests that higher education institutions may wish to review their strategies for advertising student experience surveys to focus more on the purpose rather than their impact. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Ethnography; Mixed Methods Research; School Holding Power; Student Attrition; Student Experience; Engineering Education; Graduate Students; Student Surveys; Interviews; Validity; Reliability

Abstract:
As part of a sequential exploratory mixed methods study, 9 months of ethnographically guided observations and interviews were used to develop a survey examining graduate engineering student retention. Findings from the ethnographic fieldwork yielded several themes, including international diversity, research group organization and climate, perception of value, and individual and group learning. In this article, the authors present the final themes from the ethnographic analysis and discuss how these data were configured into constructs and survey questions. The authors discuss the final survey, including validity and reliability analysis, and how constructs were developed to test hypotheses for future studies. The article concludes with implications for mixed methods researchers interested in using qualitative methods to create new surveys. (Contains 8 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Higher Education; Undergraduate Students; School Holding Power; Educational Policy; Public Policy; Access to Education; Student Experience; Tuition; Student Costs; Proprietary Schools; Educational Trends; Futures (of Society)

Abstract:
This article traces recent policy developments relating to full-time undergraduate student retention within the English higher education system. It focuses specifically on the changing government policies and strategies designed to influence institutional behavior to promote widening participation while attending to the student experience and through that to raising student retention rates. The article finally explores the potential impact of recent proposals to allow institutions to be free to raise tuition fees, placing the burden of cost on the student alongside an encouragement to open the market to more completion through "for profit" new private sector providers. (Contains 6 figures, 4 tables, and 5 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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School Holding Power; Graduation Rate; College Administration; Methods; College Environment; Undergraduate Students; Student Experience; Student Empowerment; College Freshmen; College Curriculum

Abstract:
When institutions engage in discussions regarding improving retention and graduation rates, invariably the conversation focuses on entering student characteristics, especially ACT and SAT scores and high school grades. Clearly, attracting and enrolling well-prepared and motivated high-ability students will certainly improve institutional measures of academic achievement and time to degree. However, if one accepts the premise that degree completion is also an outcome of a high-quality undergraduate experience broadly defined, then institutions must focus attention on students' encounters with broad processes more than simply inputs. Indeed, if graduation is the primary metric by which institutional performance should be judged, then one has to ponder this question: "What kinds of empowering institutional processes produce the most desirable results for the majority of students?" This article underscores the importance of creating broad-based, empowering undergraduate experiences that intentionally foster a higher level of success for large numbers of students--the "process" component of a 4 Ps framework. By focusing more on processes than isolated, discrete activities, institutions can create shared responsibility for educational quality and productivity. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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