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The Impact of the Integrated Practitioner in Higher Education: Studies in Third Space Professionalism 综合实践者对高等教育的影响:第三次空间专业主义研究
IF 1.2
Student Success Pub Date : 2022-07-06 DOI: 10.5204/ssj.2431
S. Kift
{"title":"The Impact of the Integrated Practitioner in Higher Education: Studies in Third Space Professionalism","authors":"S. Kift","doi":"10.5204/ssj.2431","DOIUrl":"https://doi.org/10.5204/ssj.2431","url":null,"abstract":"Sally Kift reviews The Impact of the Integrated Practitioner in Higher Education: Studies in Third Space Professionalism","PeriodicalId":43777,"journal":{"name":"Student Success","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44197188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Improving Student Success with Online Embedded Tutor Support in First-Year Subjects 通过在线嵌入式导师支持提高学生在一年级科目中的成功率
IF 1.2
Student Success Pub Date : 2022-07-06 DOI: 10.5204/ssj.2338
K. Linden, Sarah Teakel, Neil van der Ploeg
{"title":"Improving Student Success with Online Embedded Tutor Support in First-Year Subjects","authors":"K. Linden, Sarah Teakel, Neil van der Ploeg","doi":"10.5204/ssj.2338","DOIUrl":"https://doi.org/10.5204/ssj.2338","url":null,"abstract":"Institutional commitment to the student experience in the early stages of university has the greatest potential to exceed student expectations. The cross-institutional Embedded Tutors Program provides undergraduate students with access to subject content experts from 12 first-year subjects across a regional university. Tutors provide one-on-one draft assessment feedback in subjects with a large written assessment task. A total of 428 students attended 615 tutor sessions held online via Zoom. Students who met with a tutor had higher average assessment marks and cumulative subject marks than those students who did not attend a session. Feedback from students was positive, with 78% of students rating the tutor session “extremely helpful.” This study provides evidence of the value of subject-specific draft assessment feedback for students in first-year subjects.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47512620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Improving the Online Regional Student Experience: Findings from the Country Universities Centre (CUC) Student Evaluation 改善在线地区学生体验:来自国家大学中心(CUC)学生评估的结果
IF 1.2
Student Success Pub Date : 2022-07-06 DOI: 10.5204/ssj.2313
C. Stone, N. Crawford, C. Ronan, Monica Davis
{"title":"Improving the Online Regional Student Experience: Findings from the Country Universities Centre (CUC) Student Evaluation","authors":"C. Stone, N. Crawford, C. Ronan, Monica Davis","doi":"10.5204/ssj.2313","DOIUrl":"https://doi.org/10.5204/ssj.2313","url":null,"abstract":"For Australian university students living out of reach of a campus and studying online, the growing presence of Regional University Centres (RUCs) is changing their student experience for the better. People from regional areas of Australia are historically under-represented at university. Those who begin university are at higher risk of not completing their qualifications than students from metropolitan areas. COVID-19 restrictions in the past two years have added to the continued growth in regional students studying their degrees online. A recent survey of students attending a Country Universities Centre (CUC) within their local community shows these centres to be highly effective in supporting regional students. The participants overwhelmingly reported improvements not only in their academic progress and results, but also in their motivation, confidence, and likelihood of completing their qualification.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46347824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Students’ Experience of Online University Education During the COVID-19 Pandemic: Relationships to Psychological Health 新冠肺炎疫情期间大学生网络教育体验:与心理健康的关系
IF 1.2
Student Success Pub Date : 2022-02-28 DOI: 10.5204/ssj.2023
R. Slykerman, Eileen Li, E. Mitchell
{"title":"Students’ Experience of Online University Education During the COVID-19 Pandemic: Relationships to Psychological Health","authors":"R. Slykerman, Eileen Li, E. Mitchell","doi":"10.5204/ssj.2023","DOIUrl":"https://doi.org/10.5204/ssj.2023","url":null,"abstract":"The COVID-19 pandemic resulted in the complete closure of many university campuses and a rapid shift to complete online delivery of university teaching.  Understanding the student experience of online learning under these conditions is important to inform improvements and adaptations to continued online delivery of university services. The aim of this study was to examine students’ experience of online learning, studying, and assessment during the pandemic and investigate the association between these perceptions and measures of psychological health. A cohort of 391 undergraduate students completed measures of stress, anxiety and psychological wellbeing at the beginning and end of a semester during which a shift to complete remote delivery of university teaching occurred due to COVID-19 restrictions.  Students also rated how stressful or difficult they found five aspects of online learning, study and assessment which was used to calculate a composite score. T-tests were used to compare stress, anxiety and psychological wellbeing scores from the beginning and end of the semester.  Regression models were used to examine the relationship between online learning composite score and psychological health measures. Unexpectedly, stress and psychological wellbeing improved over the semester during which the university campus closed, and all teaching and assessments were online. Students with higher stress scores and lower psychological wellbeing scores at the beginning of the semester were more likely to experience difficulty and stress with online teaching. \u0000 ","PeriodicalId":43777,"journal":{"name":"Student Success","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46319023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Academics’ Narratives of Productive Learning Cultures During COVID-19 Emergency Remote Teaching in Australia 澳大利亚COVID-19紧急远程教学中学者对生产性学习文化的叙述
IF 1.2
Student Success Pub Date : 2022-02-28 DOI: 10.5204/ssj.2146
M. Mitchell, Chelsea Gill, Sven Brodmerkel
{"title":"Academics’ Narratives of Productive Learning Cultures During COVID-19 Emergency Remote Teaching in Australia","authors":"M. Mitchell, Chelsea Gill, Sven Brodmerkel","doi":"10.5204/ssj.2146","DOIUrl":"https://doi.org/10.5204/ssj.2146","url":null,"abstract":"This research applies sociocultural learning theory to describe the learning cultures that academics at a small Australian university cultivated during synchronous emergency remote teaching (ERT) at the start of the COVID-19 pandemic. We sought to understand how academics fostered learning when thrust into a new technological environment that required them to revise face-to-face teaching approaches while managing students’ stress, anxiety, and expectations. The research combined a focus group with three small-group interviews. While the prospect of ERT initially concerned many participants, it generated growth in their teaching knowledge and ability. Our findings indicate that the assumptions of sociocultural learning theory provide helpful bases and practical ideas upon which academics can plan and deliver teaching to cultivate productive learning cultures during crises that require remote teaching.  ","PeriodicalId":43777,"journal":{"name":"Student Success","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41888234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Local Students at University: Narrative Descriptions of Lived Experiences 本地大学生：生活经历的叙事描述
IF 1.2
Student Success Pub Date : 2022-02-28 DOI: 10.5204/ssj.2000
L. Johnson, Nila Wiese
{"title":"Local Students at University: Narrative Descriptions of Lived Experiences","authors":"L. Johnson, Nila Wiese","doi":"10.5204/ssj.2000","DOIUrl":"https://doi.org/10.5204/ssj.2000","url":null,"abstract":"‘Local students’ attend college or university in the same city where they attended high school. Local students’ self-narratives suggest that their ‘identity or sense of self’ and ‘sense of belonging or connection with others’ may hinder their academic success. This study gathered data from focus groups and surveys of local and non-local students of a private, national liberal arts college concerning their lived experiences as local students at university. This data describes local students’ self-narratives about ‘identity or sense of self’ and ‘sense of belonging or connection with others.’ The beliefs and experiences reflected by these self-narratives may suggest unique challenges that affect local students’ university outcomes. With awareness of these experiences and beliefs, institutions of higher education could tailor programs to benefit local students to improve their sense of well-being, which may improve retention and academic success.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45065915","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Editorial Volume 13 Issue 1 2022 社论第13卷2022年第1期
IF 1.2
Student Success Pub Date : 2022-02-28 DOI: 10.5204/ssj.2302
K. Nelson, T. Creagh
{"title":"Editorial Volume 13 Issue 1 2022","authors":"K. Nelson, T. Creagh","doi":"10.5204/ssj.2302","DOIUrl":"https://doi.org/10.5204/ssj.2302","url":null,"abstract":"In 2022 we are still dealing with the impact of COVID-19 across the tertiary education sector and the themes and topics of submissions the Journal has been receiving recently, is indicative of the challenges being faced by staff and students.  We recognise the disruption and increased workload demands on academic and professional staff in these times of unprecedented change and we acknowledge and thank all our reviewers for their ongoing dedication to supporting the Journal.  Student Success currently has a pool of more than 100 reviewers, some of which have been reviewing for the Journal for more than a decade.  All reviewers are experts in their disciplinary fields and importantly, have a profound understanding of the student experience in higher education. Student Success would not be the Journal it is without them.  Thank you!","PeriodicalId":43777,"journal":{"name":"Student Success","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42554522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Are You HIP?: How One Latinx Learning Community Integrates Ten High-Impact Practices to Foster Student Success 你时髦吗?:一个拉丁语学习社区如何整合十种高影响力的实践来促进学生的成功
IF 1.2
Student Success Pub Date : 2022-02-28 DOI: 10.5204/ssj.1907
Sandra M. Gonzales, Stefanie T. Baier, Ethriam C. Brammer
{"title":"Are You HIP?: How One Latinx Learning Community Integrates Ten High-Impact Practices to Foster Student Success","authors":"Sandra M. Gonzales, Stefanie T. Baier, Ethriam C. Brammer","doi":"10.5204/ssj.1907","DOIUrl":"https://doi.org/10.5204/ssj.1907","url":null,"abstract":"This practice report shares practices from a successful Latinx Studies learning community model at an urban research-intensive university in the Midwestern United States. The learning community model offers a tiered developmental curriculum to support the three different stages of a student’s journey, from enrollment to graduation. The three distinct phases of the learning community model are: a pre-college summer enrichment program, a first- and second-year college scholars program and a third and fourth-year college-to-career component. The model also integrates 10 out of 11 of Kuh’s (2008) high impact practices demonstrated to support student engagement and success for students making a direct transition from high school to university. The authors share gains in student retention and five-year graduation rates as evidence of effectiveness.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47710635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Enhancing Success at University: Understanding our Students Through Their Learning Careers 促进大学成功：通过学生的学习生涯了解他们
IF 1.2
Student Success Pub Date : 2022-01-31 DOI: 10.5204/ssj.2013
Felicity Reid, J. Davidson
{"title":"Enhancing Success at University: Understanding our Students Through Their Learning Careers","authors":"Felicity Reid, J. Davidson","doi":"10.5204/ssj.2013","DOIUrl":"https://doi.org/10.5204/ssj.2013","url":null,"abstract":"This article discusses a study that started from the premise that we can better support our students when we know who they are. The study used narrative analysis to explore reasons for success for undergraduate business students in a New Zealand university. Drawing on the work of Bourdieu and the concept of learning careers (Bloomer & Hodkinson, 2000) the study gained insights into the students’ educational journeys, the development of an educated habitus (Nash, 2002) and the importance of the development of social, academic and emotional capital on the journey towards success. The study reinforced findings about the non-linear paths to and through university of some students, and the importance of parental emotional support in student success. It demonstrated the usefulness of the concept of learning careers to better understand who our students are, and consequently how to better support them to succeed.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43376543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Challenging and Confronting: The Role of Humanities in Fostering Critical Thinking, Cultural Competency and an Evolution of Worldview in Enabling Education 挑战与面对:人文学科在培养批判性思维、文化能力和赋能教育中世界观演变中的作用
IF 1.2
Student Success Pub Date : 2022-01-24 DOI: 10.5204/ssj.2011
L. Edwards, Brendan Ritchie
{"title":"Challenging and Confronting: The Role of Humanities in Fostering Critical Thinking, Cultural Competency and an Evolution of Worldview in Enabling Education","authors":"L. Edwards, Brendan Ritchie","doi":"10.5204/ssj.2011","DOIUrl":"https://doi.org/10.5204/ssj.2011","url":null,"abstract":"Humanities discourse forms part of several Australian academic enabling programs, either embedded within the broader curriculum, or as part of a standalone unit. Within Edith Cowan University’s UniPrep course, an introductory Humanities unit is offered to students as one of two electives alongside three other core units. The unit introduces students to key concepts within the Humanities, exploring disciplines such as ethics, philosophy, language, history, religion, politics, law, Indigenous studies and fine arts. In addition to offering students an understanding of these disciplines, studying Humanities within the context of an academic enabling program can provide students with several other benefits. Feedback from students enrolled in the UniPrep Humanities unit indicates that students experience an increased level of cultural competency, an evolution of worldview, and an enhanced level of critical thinking upon completion of the unit. Importantly, these areas align with research conducted into broader academic enabling principles. This article will explore these connections to suggest that the inclusion of Humanities within an academic enabling program can enhance students’ preparedness for undergraduate study and life beyond university on several levels.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43521230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
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