International Students: The Canadian experience

This paper is an analysis of the results of a voluntary on-line survey administered to international students attending Canadian universities. The participants include students attending a full programme of study as well as English as a second language (ESL) and exchange students. This study examines the role of the university with reference to providing the pertinent information/services to the students, pre- and post-arrival. Certain choice patterns of international students in selecting Canada vis-à-vis other countries are also examined. The results of our analyses indicate that Canada seems to have performed well in meeting the expectations of international students. Furthermore, this study did help to illustrate some of our inherent strengths that, if marketed properly, could allow Canada to enlarge its share of the foreign student market.

     

A documentary analysis of the support services offered to adult learners with dyslexia in higher education

ABSTRACT

The National Student Survey (NSS) seeks to measure how ‘satisfied’ students are with their programmes of study and educational experience. Ongoing NSS data demonstrates that global satisfaction scores are increasing; however, when this is separated into disabled and non-disabled students, downward satisfaction trends for disabled students are apparent. Around half of these students will have dyslexia. This ‘snapshot’ documentary analysis evaluates the currently publicly available information outlining the support services that are available for students with dyslexia. The survey focuses upon a sample of higher education institutions (HEIs) in England. Findings indicate that there are notable differences in the types and consistency of support offered across the sample institutions. The most frequently used model is that of additional learning support (ALS), where support is provided outside of the usual class contact time. Mentoring provides benefits for students with dyslexia but fewer than half of the institutions surveyed offered this. Subject specialist mentoring is particularly beneficial but there is little evidence of this taking place. There is a level of support in all the institutions that appears to meet the requirements of the Equality Act (2010) but this does not necessarily indicate that dyslexic students are supported in the most effective way.     

Defining the dynamic role of Australian academic skills advisors

ABSTRACT

In the Australian university context, Academic Language and Learning (ALL) entails advisors working with academics and students to enhance learning. It is a relatively new area, beginning around the mid-1980s, and ALL units developed within their respective institutions. Since early 2000s, there has been an increasing amount of literature discussing the work of these centres. Significantly though, academic support services remain on the periphery of higher education. This article seeks to define the dynamic role of academic skills advisors. In late 2016, we distributed a questionnaire to ALL unit managers at each of the 39 Australian universities, receiving 29 responses. Combining multiple-choice and open-ended questions, the survey investigated the location of the unit, the role of ALL advisors, the qualifications and experience asked for at recruitment, the training required, and pedagogy when working one-to-one with students. A consistent picture emerged in the responses. One key point is a growing demand for advisors with eLearning and eTeaching skills, indicative of broader changes in Australian universities. This article describes the unique set of professional and personal attributes that ALL advisors bring to the role. The survey results found that ALL advisors are responsive to change; broadly use constructivist approaches; have an extensive range of skills, experience and competencies; and are knowledgeable across a range of disciplines. Further investigation comparing the scope of work done in countries such as the UK, New Zealand and Canada could shape and define the changing role of ALL advisors in Australia.     

An investigation into the English language experiences of Indian international students studying in New Zealand universities

ABSTRACT

Language proficiency is highlighted in the literature on the adjustment and security of international students. India is the second top source country for mobile students globally, but few studies have focused explicitly on students from India. The purpose of this study was to examine the English language experiences of Indian students at New Zealand universities. This mixed-method study utilised a questionnaire (n?=?109) and interviews (n?=?15). Collectively the participants had high levels of confidence and proficiency in English language and adjusted more rapidly than many international students to the new academic environment. Major differences experienced by the participants between India and New Zealand related to unfamiliar forms of academic writing and tasks, and on the role of learning support services. Formal high value assessment was for some the first indication of a problem with writing. While most students adjusted through error-based learning others struggled with argumentation and avoiding plagiarism. These findings have relevance for local and international students. We recommend the use of, and research on, early low-stakes assessment of writing and on effective support services for students transitioning into new academic contexts.     

International Students: The Canadian experience

This paper is an analysis of the results of a voluntary on‐line survey administered to international students attending Canadian universities. The participants include students attending a full programme of study as well as English as a second language (ESL) and exchange students. This study examines the role of the university with reference to providing the pertinent information/services to the students, pre‐ and post‐arrival. Certain choice patterns of international students in selecting Canada vis‐à‐vis other countries are also examined. The results of our analyses indicate that Canada seems to have performed well in meeting the expectations of international students. Furthermore, this study did help to illustrate some of our inherent strengths that, if marketed properly, could allow Canada to enlarge its share of the foreign student market.     

Curriculum mapping food science programs: An approach to quantification of professional competencies

It is fundamental that students are able to identity where they have developed specific professional competencies during their study. This ensures students can not only articulate their competencies well in job applications and assessments but also draw on their experiences for use in the workplace. The aim of study was to ascertain if desirability of an element or competency as indicated by employers, was reflected in an equivalent level of program content, appropriately perceived by the student. A case study approach mapped elements of the previously developed Competencies for Food Graduate Careers framework against food sciences curricula at University of Nottingham. The mapping process facilitated evaluation of appropriate levels of inclusion of each element in degree programs, by recording types of content and experiences provided, in collaboration with teaching staff. Perspectives of the student experience were captured using an online survey. In addition, guidance from a prior industry survey provided context of the level of desirability for each element across the range of graduate roles in the United Kingdom. The results showed some areas of mismatch, where curricular content did not align with employer expectations or student perceptions. This has informed review of this curriculum, to best reflect “competency development” to meet the needs of the food industry. Recommendations were made to address gaps through enhancement of content, delivery, communication, or assessment. Additionally, the exercise has suggested a more informed development of curricula categorization and coding for future similar mapping activities.     

Systematic Review of Early Childhood Mental Health Consultation: Implications for Improving Preschool Discipline Disproportionality

ABSTRACT

Early childhood mental health consultation (ECMHC) is a framework that continues to expand as students’ social-emotional needs emerge at younger ages. The present systematic review examines the extant literature surrounding the use of ECMHC and behavioral consultation in addressing mental health concerns and challenging behaviors in preschool students. Findings associated with this systematic review suggest that ECMHC could be a promising practice for targeting internalizing and externalizing behavioral concerns in prekindergarten students across a variety of settings. However, more research is needed in the areas of mental health/behavioral consultation and disciplinary disproportionality, as well as on the impact of such practices on preschool children of color. Implications for school psychologists are discussed, as are disciplinary practices when providing ECMHC and behavioral consultation services with students of diverse racial, ethnic, and cultural backgrounds.     

Effects of mobile apps for nursing students: learning motivation,social interaction and study performance

Abstract

This study examined the effects of mobile apps on the learning motivation, social interaction and study performance of nursing students. A total of 20 students participated in focus group interviews to collect feedback on their use of mobile apps for learning and communicative activities. Two consecutive cohorts of students in a nursing programme, each with about 200 students, were recruited for assessing their learning motivation through a survey and study performance by two tests. The results showed that the students actively used the mobile apps for studying supplementary materials as well as participating in in-class activities and clinical assessments. The students had a relatively high level of motivation for performing and learned well, but relatively low perceived satisfaction and self-efficacy with mobile learning. They showed better study performance after practising mobile learning. The results also suggest that students’ perceived intrinsic value with mobile learning has to be enhanced for improving study performance.     

Walking the walk: Rasch analysis of an exploratory survey of secondary teachers’ attitudes and understanding of students with learning difficulties

Abstract

This paper describes the use of low stakes Rasch analysis to examine the findings of a 2004 survey focused on secondary teachers’ attitudes and understanding of students with learning difficulties. The responses of 280 secondary teachers from across Queensland have been interpreted in complementary ways. Two sets of quantitative data were subjected to analysis using the Rasch model for rating scale data (Andrich, 1988; Bond & Fox, 2001). Attitudinal data was collected by Liken scale responses while data obtained from statements about student characteristics was analysed for understanding. These results were linked to demographic indicators and to qualitative data of selected teacher groups. This exploratory study revealed a uniformity of teacher attitude and understanding regardless of demographic indicator. This has significant implications for teacher educators, pedagogy, school organisation and culture as well as for the large numbers of students with learning difficulties enrolled in secondary schools.     

A call to action: exploring and responding to educational developers’ workplace burnout and well-being in higher education

ABSTRACT

There is a gap in research exploring stress, burnout, and well-being within the context of educational development. The purpose of this study was to examine the concepts of burnout and workplace well-being among educational developers across the international landscape. Thematic analysis from the survey responses (n = 210) revealed characteristics around four themes that both enhanced or hindered participants’ sense of well-being: a) colleagues, b) manager/director, c) institution/senior administration, and d) workplace. Our findings highlight the need to further amplify conversations related to burnout, as well as examine and promote workplace well-being for educational developers.     

A “can-do” Attitude for Students with Disabilities: Special Education in Rural Charter Schools

ABSTRACT

Charter schools are often the only alternative to traditional public schools for students with disabilities in rural communities. Part of a larger study, we employed a qualitative multiple case study design to examine special education practices in five rural charter schools to understand the services provided, barriers to providing these services, and any novel practices used to provide these services. Data analysis revealed the following themes: (a) intentional school models facilitated individualized approaches, (b) schools responded to tight labor supply by prioritizing retention and making efficient use of staff time, and (c) schools demonstrate flexibility and willingness to problem solve.     

Perceptions of academic quality and approaches to studying among technology students in distance education

Primary objective. To examine perceptions of academic quality and approaches to studying in students taking six technology courses by distance education.

Research design. Students taking four courses received an end-of-course questionnaire. The following year, students taking all six courses received a mid-course questionnaire.

Method. The Course Experience Questionnaire and the Revised Approaches to Studying Inventory were administered in a postal survey to 3539 students of the UK Open University.

Outcomes and results. Across successive levels of study, students were progressively less likely to adopt a deep approach, were more likely to adopt a surface approach and rated their courses less favourably, especially with regard to the workload and materials. Between the middle and end of a course, students were more likely to adopt a deep approach and gave more positive ratings with regard to the materials and amount of choice.

Conclusions. The survey instruments can be recommended as useful tools for monitoring the experiences of engineering and technology students.     

Community College Student Perceptions of Their Experiences Related to Global Learning: Understanding the Impact of Family,Faculty, and the Curriculum

ABSTRACT

The purpose of this mixed-method research study was to better understand community college students’ engagement in global learning. The study, supported by the Florida Consortium for International Education, was conducted during the 2015–2016 academic year in Florida across nine community colleges drawing from a 55-question survey with an 11% response rate (n = 175). Both qualitative and quantitative methods were used, with data analysis conducted using NVivo and SPSS software. An electronic survey was piloted with one institution, and a refined version was sent to select professors across nine community colleges in the state for distribution to students in the fall semester of 2015. A total of 175 students completed the survey. The majority of students responding were interested in global learning; however, they reported that this interest stemmed primarily from family encouragement and personal experiences rather than from their academic experiences. Students did report that professors were promoting global learning in their classes, although the results were not statistically significant. Students who did not express an interest in global learning felt as though it was not important because it was unrelated to their daily lives. It is the hope that this study will inform community college administrators and faculty to better understand how and why students become interested in global learning to more effectively promote their engagement both on and off campus.     

The Work Content of Resource Room Guidance Personnel at Universities and Colleges in Taiwan

Abstract

School resource room guidance personnel handle services to students with disabilities in institutions of higher education in Taiwan. This study conducted a survey of the kind of work performed by university and college resource room guidance personnel, and used a questionnaire to investigate 244 such personnel. This questionnaire contained ‘background variables’ and ‘five major aspects of work’ sections; the five major aspects of work were ‘reporting diagnoses’, ‘recruiting and examination services’, ‘individualized support plans’, ‘barrier-free services’ and ‘assistance with activities’. The findings indicated that differences existed in the work situation of guidance personnel of different ages, years of service, school type, night shift, work evaluation and incentive mechanisms and handling services apart from special education. No significant differences were found in gender, marital status and educational attainment. Based on these findings, the researchers made recommendations about resource room guidance personnel and their work situation at universities and colleges in Taiwan.     

Preparing university students to lead K-12 engineering outreach programmes: a design experiment

ABSTRACT

This paper describes an engineering outreach programme designed to increase the interest of under-represented youth in engineering and to disseminate pre-engineering design challenge materials to K-12 educators and volunteers. Given university students’ critical role as facilitators of the outreach programme, researchers conducted a two-year design experiment to examine the programme's effectiveness at preparing university students to lead pre-engineering activities. Pre- and post-surveys incorporated items from the Student Engagement sub-scale of the Teacher Sense of Efficacy Scale. Surveys were analysed using paired-samples t-test. Interview and open-ended survey data were analysed using discourse analysis and the constant comparative method. As a result of participation in the programme, university students reported a gain in efficacy to lead pre-engineering activities. The paper discusses programme features that supported efficacy gains and concludes with a set of design principles for developing learning environments that effectively prepare university students to facilitate pre-engineering outreach programmes.     

Refugees and online education: student perspectives on need and support in the context of (online) higher education

ABSTRACT

Online education and in particular Massive Open Online Courses (MOOCs) are often regarded as a way to solve global educational challenges. In this article, we highlight the students’ uptake of such a ‘digital solution’. Presenting initial findings from a research project in Germany, we situate our investigation in the specific context of digital educational offers for refugees, using Kiron Open Higher Education as an example. Kiron has designed an innovative academic model, with MOOCs at its core, to ease refugees’ access into higher education. Drawing from student data of 1375 Kiron students we look at students’ actual usage of the offer and the accompanying support services as well as the difficulties refugee students face while navigating online higher education. Results show, amongst others, rather low completion rates in the online courses and point to a much more nuanced picture of how students make use of the offer – putting online education as an easy, straightforward formula to the integration of disadvantaged students into question.     

A motivational account of the undergraduate experience in science: brief measures of students’ self-system appraisals,engagement in coursework,and identity as a scientist

ABSTRACT

As part of long-standing efforts to promote undergraduates’ success in science, researchers have investigated the instructional strategies and motivational factors that promote student learning and persistence in science coursework and majors. This study aimed to create a set of brief measures that educators and researchers can use as tools to examine the undergraduate motivational experience in science classes. To identify key motivational processes, we drew on self-determination theory (SDT), which holds that students have fundamental needs – to feel competent, related, and autonomous – that fuel their intrinsic motivation. When educational experiences meet these needs, students engage more energetically and learn more, cumulatively contributing to a positive identity as a scientist. Based on information provided by 1013 students from 8 classes in biology, chemistry, and physics, we constructed conceptually focused and psychometrically sound survey measures of three sets of motivational factors: (1) students’ appraisals of their own competence, autonomy, and relatedness; (2) the quality of students’ behavioural and emotional engagement in academic work; and (3) students’ emerging identities as scientists, including their science identity, purpose in science, and science career plans. Using an iterative confirmatory process, we tested short item sets for unidimensionality and internal consistency, and then cross-validated them. Tests of measurement invariance showed that scales were generally comparable across disciplines. Most importantly, scales and final course grades showed correlations consistent with predictions from SDT. These measures may provide a window on the student motivational experience for educators, researchers, and interventionists who aim to improve the quality of undergraduate science teaching and learning.     

Mask Making in Human Services Education: A Case for Student Engagement

This article is an examination of strategies for engaging students in programs of human services education. We describe an in class mask-making activity, used by three human services instructors at an undergraduate university in western Canada, as a means of engaging students to grow in individual and collaborative awareness and skills. We present a survey study, conducted with students who have taken part in mask making, to examine their perspectives on the impact of the activity on their learning. We conclude with a discussion of applicability of mask making, particularly for students learning and working as part of diverse groups.     

Teaching Toward Justice: Reflections on Collaboration,Engagement, and Social Action in Uncertain Times

ABSTRACT

Recent societal and political shifts have underscored the need for higher education programs to examine and reflect on the ways in which they address equity and social justice. As teacher-educators, we feel this call with particular urgency. In this paper, we describe our past and current efforts to engage in self-reflective inquiry and enact ways to better teach social justice in uncertain times. These efforts have included reflecting on our existing efforts as well as new directions such as creating an assignment to engage students in the analysis of their own social locations and creating a new course aimed at addressing intersectionality and social justice in education through the lens of documentary films. We recognize the need to not only address barriers to educational equity within our coursework, but also within our program itself as we work to improve our representation as well as our relationships with the surrounding schools and communities.