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Trends High. Educ., Volume 3, Issue 4 (December 2024) – 23 articles

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8 pages, 235 KiB  
Article
Impact of Inquiry-Based Stress Reduction Intervention on Pharmacy Students’ Test Anxiety
by Martha Ndung’u, Suzanne Galal, Emily Tran, Matissa Peng, Jeffrey Chang, Deepti Vyas, John Mayberry and Avneet Kaur Chima
Trends High. Educ. 2024, 3(4), 1175-1182; https://doi.org/10.3390/higheredu3040069 (registering DOI) - 23 Dec 2024
Abstract
Test anxiety is a significant issue among pharmacy students, potentially affecting their academic performance and well-being. This study aimed to evaluate the effectiveness of an Inquiry-Based Stress Reduction (IBSR) intervention in reducing test anxiety. Pharmacy students enrolled in a didactic course were randomized [...] Read more.
Test anxiety is a significant issue among pharmacy students, potentially affecting their academic performance and well-being. This study aimed to evaluate the effectiveness of an Inquiry-Based Stress Reduction (IBSR) intervention in reducing test anxiety. Pharmacy students enrolled in a didactic course were randomized into an IBSR intervention group or a control group. Both groups attended a 1.5 h seminar; the intervention group learned the IBSR technique, while the control group received instruction on an unrelated topic (emotional intelligence). The intervention group also submitted weekly self-reflections on applying IBSR to exam-related anxiety. Anxiety levels were measured using the State-Trait Anxiety Inventory (STAI) at the start of two major exams. Descriptive data were collected and STAI results were analyzed via independent t-tests. Among the 86 participants, the average baseline STAI score indicated moderate–severe anxiety (51/80). No significant differences were found in anxiety scores between the groups before exam 2 (p = 0.99) and exam 3 (p = 0.60). However, 67% of the intervention group found IBSR helpful, 58% changed their test-taking approach, and 61% altered their self-perception. While IBSR did not significantly reduce pre-exam anxiety levels, it was perceived as beneficial by many students. Future research should explore additional strategies for managing test anxiety in this population. Full article
26 pages, 3401 KiB  
Article
The Collaborative Redesign of ‘Authentic’ Technology-Enhanced Learning: Analysis of a Change Laboratory Research-Intervention in Engineering Higher Education
by Philip Moffitt and Brett Bligh
Trends High. Educ. 2024, 3(4), 1149-1174; https://doi.org/10.3390/higheredu3040068 - 17 Dec 2024
Viewed by 406
Abstract
This paper contributes to international debates about ‘authenticity’ in higher education, especially where this is embroiled in technology-oriented aspects of educational policy and practice. It describes activity theoretical research in a setting of engineering higher education, in industrial attachments taking place at distance, [...] Read more.
This paper contributes to international debates about ‘authenticity’ in higher education, especially where this is embroiled in technology-oriented aspects of educational policy and practice. It describes activity theoretical research in a setting of engineering higher education, in industrial attachments taking place at distance, during which students and lecturers experience problems with technology-mediated interactions. Prior to the research-intervention that we describe in the paper, these interactions had been implemented through top-down policy, with work-related practices being conducted in the name of authenticity—a notion used in framing education as preparing students for economic work, in which digital technologies are increasingly embroiled. We describe an activity theoretical approach, and an online Change Laboratory methodology, through which students and lecturers envision and enact change to these practices. Their activity is thus reconfigured through their confrontation and renegotiation of authenticity. Our core contribution is to illustrate, through exposing and aggravating contradictions in technology-mediated activity, how practice in higher education can be considered authentic in and of itself, as distinct from solely having authenticity in preparing students for economic work. Full article
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15 pages, 281 KiB  
Article
Examining Teachers College Student Perceptions of Their Personal Wellness During the COVID-19 Pandemic
by Kathleen M. Farrand and Sara Rodriguez-Martinez
Trends High. Educ. 2024, 3(4), 1134-1148; https://doi.org/10.3390/higheredu3040067 - 13 Dec 2024
Viewed by 636
Abstract
The purpose of this paper is to examine how college students perceived their personal wellness and identified their sources of support while enrolled as a college student in a teacher’s college during the COVID-19 pandemic. College education students were asked to provide responses [...] Read more.
The purpose of this paper is to examine how college students perceived their personal wellness and identified their sources of support while enrolled as a college student in a teacher’s college during the COVID-19 pandemic. College education students were asked to provide responses for five different wellness measures. Quantitative data analysis was used to examine overall wellness, well-being, self-efficacy, food insecurity, and sources of support. Females had significantly lower wellness scores than males. Undergraduates had noticeably lower wellness scores than graduate students, and undergraduates had significantly higher Food Insecurity scores than graduate students did. Professors and administrators were scored significantly above average as a source of support for college students, whereas Campus Medical Service and Campus Mental Health scored as below average as a source of support. Utilizing wellness data about a variety of factors can help college mental health professionals implement specific sources of support to address mental health for college students. Full article
13 pages, 255 KiB  
Article
Lecturers’ Perceptions on the Integration of Artificial Intelligence Tools into Teaching Practice
by Murimo Bethel Mutanga, Vikash Jugoo and Kuburat Oyeranti Adefemi
Trends High. Educ. 2024, 3(4), 1121-1133; https://doi.org/10.3390/higheredu3040066 - 13 Dec 2024
Viewed by 656
Abstract
Higher education has witnessed a massive transformation due to the advent of generative artificial intelligence (AI) technologies such as ChatGPT. In essence, AI has transformed various aspects of society as a whole. Despite the growing interest in applying AI tools such as ChatGPT [...] Read more.
Higher education has witnessed a massive transformation due to the advent of generative artificial intelligence (AI) technologies such as ChatGPT. In essence, AI has transformed various aspects of society as a whole. Despite the growing interest in applying AI tools such as ChatGPT in higher education, there is limited understanding of lecturers’ perceptions regarding their use in teaching and learning contexts. Studies reported in the literature have not comprehensively explored lecturers’ attitudes towards AI adoption, particularly in terms of its impact on classroom activities, assessment, and feedback. This study aims to fill this gap by qualitatively studying lecturers’ perspectives. The findings reveal that the advent of AI was met with mixed feelings among lecturers. Some lecturers embraced AI technologies and developed mechanisms for utilizing them in the classroom, while others resisted the change. This research is significant, as it can inform best practices and guide future implementation strategies of technologies in education. Full article
12 pages, 2206 KiB  
Article
Spaces of Radical Possibility: Designing for and from Intersectionality
by Armaghan Ziaee
Trends High. Educ. 2024, 3(4), 1109-1120; https://doi.org/10.3390/higheredu3040065 - 13 Dec 2024
Viewed by 375
Abstract
This study examines the crucial role architecture plays in fostering inclusive and equitable experiences on college campuses, focusing on how physical spaces communicate implicit messages of access and belonging. Drawing on interdisciplinary feminist spatial justice frameworks and intersectional analysis, the research critiques traditional [...] Read more.
This study examines the crucial role architecture plays in fostering inclusive and equitable experiences on college campuses, focusing on how physical spaces communicate implicit messages of access and belonging. Drawing on interdisciplinary feminist spatial justice frameworks and intersectional analysis, the research critiques traditional top-down design practices that may overlook the identity-based needs of diverse users. Through a case study approach, the paper highlights the disconnect between architectural intentions and lived experiences, illustrating how design choices can unintentionally reinforce social hierarchies. The study advocates for participatory architectural approaches that prioritize the voices and experiences of campus community members, promoting radical inclusivity in the design process. This research contributes to the ongoing discourse on integrating feminist and intersectional approaches into architectural education and practice, emphasizing the importance of creating more just and inclusive spaces. Full article
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18 pages, 281 KiB  
Article
Educational Design Guidelines for Teaching with Immersive Technologies—Updating Learning Outcomes of the European Qualification Framework
by Stavros Pitsikalis, Ilona-Elefteryja Lasica, Apostolos Kostas and Chryssi Vitsilaki
Trends High. Educ. 2024, 3(4), 1091-1108; https://doi.org/10.3390/higheredu3040064 - 5 Dec 2024
Viewed by 572
Abstract
The advent of immersive technologies, such as virtual reality (VR), augmented reality (AR), and mixed reality (MR), is transforming higher education by providing innovative and interactive learning experiences. This article addresses the imperative of integrating these technologies into higher education systems. The study [...] Read more.
The advent of immersive technologies, such as virtual reality (VR), augmented reality (AR), and mixed reality (MR), is transforming higher education by providing innovative and interactive learning experiences. This article addresses the imperative of integrating these technologies into higher education systems. The study explores the intersection of immersive technologies and pedagogical strategies, aiming to enhance the European Qualification Framework (EQF) by updating learning outcomes to reflect the competence required in the digital age. Through a comprehensive literature review, case studies, and expert consultations, we propose a set of educational design guidelines tailored for higher education institutions. These guidelines align immersive technology applications with EQF levels and descriptors, focusing on undergraduate and postgraduate education. Our findings highlight the potential of immersive learning to foster critical thinking, creativity, and practical skills, while also addressing challenges such as accessibility and faculty training. By providing actionable insights and recommendations, this paper contributes to the development of a robust framework for incorporating immersive technologies in higher education, ensuring that students are equipped with the necessary skills and knowledge to thrive in a rapidly evolving digital world. Full article
10 pages, 589 KiB  
Article
Acceptance of Artificial Intelligence (ChatGPT) Among Trainee Teachers in Higher Education
by María Napal Fraile and Leire Badiola
Trends High. Educ. 2024, 3(4), 1081-1090; https://doi.org/10.3390/higheredu3040063 - 2 Dec 2024
Viewed by 554
Abstract
The deployment of artificial intelligence has also reached the classroom, especially in higher education. Despite the reluctance among teachers, and the risks and threats present, the tool also has many potential advantages. This study analyzes the knowledge, acceptance, and perception of the use [...] Read more.
The deployment of artificial intelligence has also reached the classroom, especially in higher education. Despite the reluctance among teachers, and the risks and threats present, the tool also has many potential advantages. This study analyzes the knowledge, acceptance, and perception of the use of ChatGPT among Secondary Teaching Master’s degree students in two universities of Northen Spain, by means of a questionnaire based on the UTAUT2 model, translated into Spanish and Basque, and answered by 60 trainee teachers. The results show a good knowledge and perception of user-friendliness, but low motivation, intention to use, and effective use. The benefits perceived by prospective teachers include speed in obtaining information, assistance with repetitive tasks, and positive impacts on motivation; while the risks identified include plagiarism and an over-reliance on technology. The benefits for teachers included assistance with receiving ideas for class and preparation or translation of teaching materials and evaluation tools, while attributing less importance to marking or automating feedback. Given its widespread presence, it is concluded that there is a need to improve teacher training in the use of AI to foster more effective integration and a more positive perception of these technologies in education. Full article
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9 pages, 256 KiB  
Review
Epistemological Obstacles to Social Studies Education
by Jordi Castellví
Trends High. Educ. 2024, 3(4), 1072-1080; https://doi.org/10.3390/higheredu3040062 - 2 Dec 2024
Viewed by 324
Abstract
This article explores the role of discursive practices and epistemological obstacles in shaping educational knowledge and power dynamics within schools. Drawing on critical pedagogy and the works of McLaren, Foucault, Gramsci, and Bachelard, it examines how schools act as sites where hegemonic Discourses [...] Read more.
This article explores the role of discursive practices and epistemological obstacles in shaping educational knowledge and power dynamics within schools. Drawing on critical pedagogy and the works of McLaren, Foucault, Gramsci, and Bachelard, it examines how schools act as sites where hegemonic Discourses are either reproduced or resisted. Discourses, understood as integrated social practices encompassing language, actions, beliefs, and values, deeply influence how students form their social representations of the world. The article highlights the need for educators to challenge traditional curricular theories that prioritize technical knowledge, often presented as neutral, while masking underlying power relations. Through the analysis of Bachelard’s epistemological obstacles, such as simplification, generalization, and depersonalization, the article discusses how these barriers impede students’ ability to critically engage with complex social phenomena. Multiperspectivity is proposed as a key educational approach to foster critical thinking and empower students to challenge social injustices. The discussion calls for systemic educational reforms, emphasizing the importance of teacher training that encourages the identification and questioning of dominant ideologies. By adopting a critical, social justice-oriented pedagogy, educators can help students not only understand but also transform their social realities, promoting an equitable and democratic educational environment. Full article
19 pages, 1297 KiB  
Article
Geographic Information Systems Methods in Practice: Higher Education Curricula and Practitioner Registration Standards in South Africa
by Sizakele Matilda Serame and Gbenga Abayomi Afuye
Trends High. Educ. 2024, 3(4), 1053-1071; https://doi.org/10.3390/higheredu3040061 - 2 Dec 2024
Viewed by 376
Abstract
Integrating geographical information systems (GIS) in various sectors has significantly increased the global demand for skilled professionals, particularly in South Africa. Despite integrating GIS methods into higher education curricula, challenges like resource limitations, curriculum updates, and competency standardization may limit practical training scope. [...] Read more.
Integrating geographical information systems (GIS) in various sectors has significantly increased the global demand for skilled professionals, particularly in South Africa. Despite integrating GIS methods into higher education curricula, challenges like resource limitations, curriculum updates, and competency standardization may limit practical training scope. This study explores the alignment of South African qualifications and practitioner registration standards, including the South African Qualifications Authority (SAQA), National Qualification Framework (NQF) requirement, South African Council for Natural Scientific Professions (SACNASP), and South African Geomatics Council (SAGC), with job market demands. A structured literature review of scientometric research from 2004 to 2023 was used to assess the current GIS educational programs in South Africa, identify training gaps and skills, and propose strategies to enhance their relevance. The results indicated that, despite adhering to policies and standards, the GIS curriculum’s capacity to meet market demands is uncertain due to insufficient job market research and disparities between higher education curricula and practitioner registration standards (HEC_PRS). The University of Cape Town (UCT) and the University of South Africa (UNISA) are the top two South African institutions contributing significantly to GIS practice through published articles, with a few coming from affiliated research centres. The results revealed significant changes in higher education from 2004 to 2018, with teacher education becoming the most prominent theme. The 2019–2021 period emphasized interconnectedness between curriculum development, experiential learning, and 21st-century skills, while the 2022–2023 segment used curriculum as the most prevalent theme in this field. The prominence of key terms like “higher education”, “curricula”, “students”, and “teaching” highlights the role of educational institutions in preparing students for professional practice in GIS. These findings provide strategies for evaluating current GIS practices, identifying areas for improvement, and implementing modifications to enhance their effectiveness in practice. Full article
(This article belongs to the Special Issue Higher Education: Knowledge, Curriculum and Student Understanding)
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22 pages, 3168 KiB  
Article
Fairness in Higher Education Research and Innovation Funding in the UK
by Champika L. Liyanage, Felix Villalba-Romero and Andrew Carmichael
Trends High. Educ. 2024, 3(4), 1031-1052; https://doi.org/10.3390/higheredu3040060 - 29 Nov 2024
Viewed by 411
Abstract
This research analysed the distribution of publicly awarded funding, by United Kingdom Research and Innovation (UKRI) to defined University Groups and compared it against the aim and objectives of UKRI’s Equality, Diversity, and Inclusivity (EDI) strategy. Previous work has identified failures in the [...] Read more.
This research analysed the distribution of publicly awarded funding, by United Kingdom Research and Innovation (UKRI) to defined University Groups and compared it against the aim and objectives of UKRI’s Equality, Diversity, and Inclusivity (EDI) strategy. Previous work has identified failures in the allocation of research awards, with some groups being under-represented in successful bids. UKRI have acknowledged that the situation needs to improve yet concern exists over whether change has been enacted. Publicly accessible information provided freely by UKRI was used in conducting a comprehensive analysis of the current position. The results showed that the marginalisation of groups applies at a University Group level, with over-representation of the elite universities of the Russell Group in successfully funded project bids. The data show how, both in total financial expenditure and in the number of projects financed, the awarding of research funding to the universities with the largest popular base, namely the group identified as Post-92 universities, is relatively very small. These universities, as identified by measurements such as social inclusion within university rankings, contribute to greater equality of opportunities for student populations and reduce the impact of economic discrimination. By greatly minoritising the Post-92 universities through funding, UKRI is effectively reducing access for their disadvantaged students. Full article
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14 pages, 547 KiB  
Article
Evaluating the Impact of STEM Academic Interventions on College Readiness for Rural Students
by Janet B. Walton, Toni A. May and Carla C. Johnson
Trends High. Educ. 2024, 3(4), 1017-1030; https://doi.org/10.3390/higheredu3040059 - 27 Nov 2024
Viewed by 571
Abstract
This study used a quasi-experimental cohort approach to investigate the impact of early academic interventions on rural students’ academic college readiness as measured by indicators of science, mathematics, and English language proficiency in the United States. The program, delivered by a higher education [...] Read more.
This study used a quasi-experimental cohort approach to investigate the impact of early academic interventions on rural students’ academic college readiness as measured by indicators of science, mathematics, and English language proficiency in the United States. The program, delivered by a higher education institution, implemented a range of academic supports for students, including tutoring and in-class and after-school support by credentialed instructors, with the aim of preparing students for success in secondary and post-secondary educational experiences. The American College Testing (ACT) Aspire scores in science, mathematics, English language comprehension, and reading for a cohort of 8th-grade students in their second year of program participation (n = 100) were compared to the scores of a cohort of non-participants (n = 86) from the same school. Students who had participated in the program were significantly more likely than non-participants to meet college readiness benchmarks in all content areas and scored significantly higher than the non-program cohort in terms of their average percentile ranks. More research is needed to understand how particular interventions or combinations of interventions implemented in middle school impact students’ college readiness. Full article
(This article belongs to the Special Issue STEM in Higher Education)
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24 pages, 1659 KiB  
Article
The Promise and Limitations of Student Belonging as a Predictor of Retention
by David Gilani, Daniel McArthur and Liz Thomas
Trends High. Educ. 2024, 3(4), 993-1016; https://doi.org/10.3390/higheredu3040058 - 23 Nov 2024
Viewed by 728
Abstract
Efforts to improve student retention are regularly explored within higher education literature and practice due to their status as a noble aim shared by governments, universities, and students themselves. To this end, students’ sense of belonging has become an increasingly popular topic of [...] Read more.
Efforts to improve student retention are regularly explored within higher education literature and practice due to their status as a noble aim shared by governments, universities, and students themselves. To this end, students’ sense of belonging has become an increasingly popular topic of study due to its comprehensive links to student success. However, while student retention is understood as a binary, externally defined metric, student belonging is subjective, messy, and dynamic. This study utilises a longitudinal design to explore the changing relationship between student belonging, intention to persist, and eventual continuation with 101 first-year undergraduate students at two English universities. Regression analyses were utilised to build on previous research showing the near-perfect correlation between belonging and students’ intention to persist. Sense of belonging was also a strong predictor of eventual continuation status for all time-point measures of belonging except at the start of the first academic year. These findings provide further evidence for the promise of student belonging as a tool for practitioners to pre-empt risks of withdrawal. However, the findings also suggest that early measurements of a sense of belonging could be less reliable. Full article
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15 pages, 1800 KiB  
Article
The Impact of Community-Focused CUREs on Biology Student Identity, Persistence, and Career Outcomes at an HBCU
by John W. Curtis, Ashley N. Haines and Nazir Barekzi
Trends High. Educ. 2024, 3(4), 978-992; https://doi.org/10.3390/higheredu3040057 - 19 Nov 2024
Viewed by 380
Abstract
Course-based undergraduate research experiences (CUREs) have been widely hailed as an innovative approach to engage students in college coursework through exposure to authentic research, leading to improved persistence and more equitable access to research opportunities. This article presents an analysis of the impact [...] Read more.
Course-based undergraduate research experiences (CUREs) have been widely hailed as an innovative approach to engage students in college coursework through exposure to authentic research, leading to improved persistence and more equitable access to research opportunities. This article presents an analysis of the impact of implementing a novel type of CURE across the biology curriculum at one public historically black university, introducing a community focus through a partnership with a local nonprofit organization working to restore a polluted local river. The analysis incorporates survey research on student science identity and sense of belonging with administrative records on persistence to graduation and limited data on graduates’ further education and careers. We find that more of the students who completed these novel CUREs graduated on time with a biology degree than those who did not complete CUREs, and that most biology graduates do go on to use their degrees in further education and/or careers in science or healthcare. We discuss the limitations of our analysis, including the relatively short timeframe covered by our data, the almost incalculable impact of the COVID-19 pandemic, and the retrospective nature of our assessment. Full article
(This article belongs to the Special Issue STEM in Higher Education)
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18 pages, 262 KiB  
Article
Recognition of Effective Co-Teaching Practices by Interdisciplinary Pre-Service Candidates
by Shawnee Wakeman, Holly N. Johnson, Khadija Ouedraogo and Kristin Sinclair
Trends High. Educ. 2024, 3(4), 960-977; https://doi.org/10.3390/higheredu3040056 - 15 Nov 2024
Viewed by 524
Abstract
This study investigates the degree to which pre-service interdisciplinary groups of undergraduate education candidates recognize co-teaching skills and behaviors in practice. With the increasing emphasis on collaborative teaching models in contemporary educational settings, understanding how future educators perceive and identify effective co-teaching practices [...] Read more.
This study investigates the degree to which pre-service interdisciplinary groups of undergraduate education candidates recognize co-teaching skills and behaviors in practice. With the increasing emphasis on collaborative teaching models in contemporary educational settings, understanding how future educators perceive and identify effective co-teaching practices is crucial for enhancing educational preparation programs (EPPs). Using a mixed-methods approach, this study analyzed consensus ratings from an interdisciplinary assignment that asked candidates to work collaboratively while identifying best practices in co-teaching across example and non-example videos. Both quantitative and qualitative data were collected using student ratings and videos of group discussion for consensus scoring. Quantitative data were collected using consensus ratings for each indicator on the observation checklist. Qualitative data derived from video transcripts of the consensus rating sessions illuminated the process each group used and reasons each group provided for consensus ratings. The findings reveal varying degrees of recognition and understanding of co-teaching skills, highlighting both strengths and areas for improvement in the candidates’ ability to identify and apply these practices. This study provides valuable insights into the preparedness of pre-service educators for collaborative teaching environments and offers recommendations for integrating co-teaching competencies more effectively into EPPs. Full article
16 pages, 530 KiB  
Article
Exploring the Insider–Outsider Status of Postgraduate Students in Leading Lesson Study
by James Calleja and Laura Formosa
Trends High. Educ. 2024, 3(4), 944-959; https://doi.org/10.3390/higheredu3040055 - 14 Nov 2024
Viewed by 892
Abstract
Lesson study, a collaborative teacher professional development approach, has gained popularity internationally and leading the process with teachers plays a key role in making it sustainable in schools. This paper, which draws on a postgraduate university course for prospective school leaders, examines the [...] Read more.
Lesson study, a collaborative teacher professional development approach, has gained popularity internationally and leading the process with teachers plays a key role in making it sustainable in schools. This paper, which draws on a postgraduate university course for prospective school leaders, examines the dynamic roles in leading lesson study. Drawing on the literature on lesson study and leadership, we analyse how postgraduate students lead lesson study while navigating their status as an insider–outsider. Using a theoretical lens informed by the insider–outsider researcher debate, we propose a classification framework to understand lesson study leaders’ statuses. Presenting two case studies, we explore the strategies for the selection of LS participants, communication, and trust-building, as well as the leaders’ dilemmas and learning opportunities. Drawing on the findings, we highlight the central role of reflective practice in leading lesson study and offer insights for practitioners. This study sheds light on the nuanced dynamics of leading lesson study and its implications for the preparation of prospective leaders. Full article
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16 pages, 1202 KiB  
Article
Analyzing the Role and Impact of International Service-Learning Programs in Engineering Education: A Case Study from École Polytechnique de Bruxelles
by Cédric Boey, Benoit Haut and Antoine Nonclercq
Trends High. Educ. 2024, 3(4), 928-943; https://doi.org/10.3390/higheredu3040054 - 8 Nov 2024
Viewed by 666
Abstract
This study examines the role and impact of international service learning (ISL) programs in engineering education, focusing on the Codepo initiative at the École polytechnique de Bruxelles. Our primary objective is to analyze how ISL programs contribute to the development of students’ technical [...] Read more.
This study examines the role and impact of international service learning (ISL) programs in engineering education, focusing on the Codepo initiative at the École polytechnique de Bruxelles. Our primary objective is to analyze how ISL programs contribute to the development of students’ technical skills and civic engagement. We describe the structure and implementation of the Codepo teaching unit, present findings from a survey conducted with 150 former students (123 answers), and analyze the results in terms of skills acquisition, added value, and lessons learned. Our findings highlight the significant benefits of ISL programs for engineering students and provide actionable insights for other institutions aiming to implement similar initiatives. Notably, our results show that international service learning, generating large commitment from the students, can contribute to an engineering school in several ways. This type of initiative aims not only to train engineers in the field of cooperation (or in other technical professions) but also to educate them as world citizens. The results also highlight that it is not enough to propose projects linked to cooperation to make it a service learning scheme: working on reflexivity, encouraging autonomy, and finding the right partners remain challenges. Full article
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16 pages, 844 KiB  
Article
Improving Retention and Success of African American Students in Computer Science: A Mixed-Method Case Study at an HBCU
by Jung Won Hur, Cassandra Thomas, Li Huang and Xiao Chang
Trends High. Educ. 2024, 3(4), 912-927; https://doi.org/10.3390/higheredu3040053 - 3 Nov 2024
Viewed by 844
Abstract
This case study introduces the STARS (Supporting Talented African American Undergraduates for Retention and Success) project, designed to foster the retention and success of academically talented African American computer science students from low-income backgrounds at Historically Black Colleges and Universities (HBCUs) in the [...] Read more.
This case study introduces the STARS (Supporting Talented African American Undergraduates for Retention and Success) project, designed to foster the retention and success of academically talented African American computer science students from low-income backgrounds at Historically Black Colleges and Universities (HBCUs) in the U.S. The STARS program employs a holistic approach, integrating four primary pillars of support: academic, social, career, and financial. Specific support provided includes near-peer mentoring, technical skill development seminars, undergraduate research, and high school outreach activities. To explore the program’s effectiveness and areas of improvement, a mixed-method evaluation study was conducted, collecting data through surveys, observations, individual interviews, and focus group interviews. The findings revealed that the STARS program contributed to high levels of retention among its scholars, and the mentoring program provided valuable networking opportunities. The study suggests that the program’s comprehensive approach, tailored to scholars’ needs, and combined with a culturally affirming learning environment, facilitates the retention and success of talented African American students in computer science. Full article
(This article belongs to the Special Issue STEM in Higher Education)
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9 pages, 210 KiB  
Article
Students’ Perspectives and Experiences in Project-Based Learning: A Qualitative Study
by Murimo Bethel Mutanga
Trends High. Educ. 2024, 3(4), 903-911; https://doi.org/10.3390/higheredu3040052 - 29 Oct 2024
Viewed by 3887
Abstract
Project-based learning (PBL) has gained traction in higher education as an effective pedagogical approach that promotes active learning, critical thinking, and the practical application of knowledge. Unlike traditional lecture-based methods, PBL engages students in collaborative projects that simulate real-world challenges, thereby enhancing their [...] Read more.
Project-based learning (PBL) has gained traction in higher education as an effective pedagogical approach that promotes active learning, critical thinking, and the practical application of knowledge. Unlike traditional lecture-based methods, PBL engages students in collaborative projects that simulate real-world challenges, thereby enhancing their problem-solving skills. However, a notable gap exists in understanding how these theoretical benefits translate into actual student experiences. Therefore, this study aims to investigate undergraduate students’ perspectives and experiences in project-based learning. By understanding students’ perspectives and experiences, this research highlights the benefits, challenges, and overall effectiveness of PBL. A qualitative research design was employed, involving in-depth, semi-structured interviews with 30 undergraduate students. The students were exposed to project-based learning in research methodology and software development courses. The interviews were conducted in person and via video conferencing, ensuring a comfortable environment for participants to share their insights. The data collected from the interviews were transcribed verbatim and analyzed using thematic analysis to identify recurring themes and patterns. The thematic analysis revealed several key themes: the importance of consistent attendance due to the tailored and sequential nature of PBL; the facilitation of deeper understanding and the practical application of theoretical concepts; difficulties in adapting to PBL, especially when transitioning from traditional teaching methods; benefits and logistical challenges of collaboration; the crucial role of the iterative process of assessment and feedback in mastering concepts; and the fostering of autonomy and the development of essential skills such as time management and problem-solving. Full article
18 pages, 1491 KiB  
Article
Comparing Students’ Multicultural Awareness Development in Online vs. Face-to-Face Diversity Courses Before, During, and After COVID-19
by Aparajita Jaiswal, Ronald J. Smith, Horane Diatta-Holgate, Pamala V. Morris and Kris Acheson
Trends High. Educ. 2024, 3(4), 885-902; https://doi.org/10.3390/higheredu3040051 - 21 Oct 2024
Viewed by 943
Abstract
Creating a global workforce is a driving need for our time. Higher education institutions are prioritizing helping students develop an awareness of their own and other cultures, as they are expected to participate in a diverse workforce. This study examines a large data [...] Read more.
Creating a global workforce is a driving need for our time. Higher education institutions are prioritizing helping students develop an awareness of their own and other cultures, as they are expected to participate in a diverse workforce. This study examines a large data set of learning assessment data for undergraduate students from an agriculture course focused on diversity and social justice, using the Beliefs, Events and Values Inventory (BEVI) instrument to assess the multicultural awareness development of the students. The study compared the impact of the medium of instruction (face-to-face versus online) in helping students develop multicultural awareness. The results revealed that students did not differ much in multicultural awareness across the medium of instruction. Moreover, to understand the multicultural awareness of the students in the pre-COVID period, during COVID and in the post-COVID period, the pre-test BEVI scores of the students were compared using ANOVA. The goal of this analysis was to capture the change in worldview of the students from the pre-COVID period to during COVID and post-COVID periods. The results revealed that pre-test BEVI scores for the pre-COVID period showed a lower degree of multicultural awareness than students during the COVID and post-COVID times. Also, there was no significant difference in the pre-test BEVI scores for the students in the COVID and post-COVID periods. Overall, the study makes important contributions to higher education literature as it reveals that (1) medium has negligible impact on the multicultural awareness of the students, and that (2) student worldviews have shifted significantly since the height of the global pandemic. Full article
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13 pages, 225 KiB  
Article
The Effect of Course Delivery Mode on Student Performance and Student Satisfaction: A Case Study
by Johannes Reichgelt and Tim C. Smith
Trends High. Educ. 2024, 3(4), 872-884; https://doi.org/10.3390/higheredu3040050 - 16 Oct 2024
Viewed by 923
Abstract
There is an ongoing debate in the halls of traditional universities about the effectiveness of course delivery modes other than face-to-face instruction. This paper reports on a natural experiment that we were able to conduct in Spring 2022 as we offered the same [...] Read more.
There is an ongoing debate in the halls of traditional universities about the effectiveness of course delivery modes other than face-to-face instruction. This paper reports on a natural experiment that we were able to conduct in Spring 2022 as we offered the same course to similar student populations in three different delivery modes (face-to-face, synchronously online via Teams, and asynchronously online). While about a quarter of the students who responded to a survey about their preferred delivery mode who were not enrolled in a face-to-face class indicated that they preferred a face-to-face class, the experiment did not find any differences between the three groups in terms of their assessment of teaching or in their performance both in the course overall or in the individual assignments in the course. While the experiment may suffer some shortcomings, the results indicate that a well-designed online course, delivered synchronously or asynchronously, may encourage student learning more effectively than a face-to-face course. Full article
11 pages, 996 KiB  
Article
Exploring the Use of Videos and Virtual Simulations in College Microbiology Lab Courses: Student Perception and Pros and Cons
by Ewunkem Jude Akamu, Rochelle High, Uchenna B. Iloghalu, Yaser Ahmed and Liesl K. Jeffers-Francis
Trends High. Educ. 2024, 3(4), 861-871; https://doi.org/10.3390/higheredu3040049 - 10 Oct 2024
Viewed by 1072
Abstract
This study aims to explore the advantages and drawbacks associated with the integration of videos and virtual simulations in university microbiology lab courses, comparing them to the traditional in-person approach at North Carolina A&T State University. Utilizing QualtricsXM survey software (XM/os2), data [...] Read more.
This study aims to explore the advantages and drawbacks associated with the integration of videos and virtual simulations in university microbiology lab courses, comparing them to the traditional in-person approach at North Carolina A&T State University. Utilizing QualtricsXM survey software (XM/os2), data from 190 survey responses were analyzed to understand students’ preferences and perceptions. Participants were asked about their preferred learning style—traditional in-person, virtual, or a combination of both. Results indicated that 57.2% of students favored a hybrid approach, combining traditional in-person and virtual microbiology lab experiences, while 30.6% preferred in-person learning and 12.4% leaned towards virtual learning. Exploring student perceptions of lab simulations (Labster 7.25.0) and YouTube videos in comprehending microbiology lab etiquette, 65% found these resources beneficial, whereas 13.1% did not. When assessing students’ enjoyment of virtual lab simulations, responses varied, with 68.8% agreeing, 18% neither agreeing nor disagreeing, and 12.8% disagreeing with the statement “I enjoyed the virtual lab simulations”. This extensive exploration into student perspectives contributes insights for educators and institutions, guiding the development of effective pedagogical strategies in microbiology education amidst evolving instructional modalities. The findings underscore the significance of accommodating diverse learning preferences to enhance overall learning experiences. As educational institutions continue to work to recover from setbacks caused by the COVID-19 pandemic, results from this study will empower stakeholders to update their plans for responding to future pandemics. Full article
(This article belongs to the Special Issue Higher Education: Knowledge, Curriculum and Student Understanding)
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18 pages, 258 KiB  
Article
A Mixed Methods Analysis of General Education Candidates’ Knowledge, Perceptions, and Application of Universal Design for Learning
by Holly N. Johnson, Shawnee Younker Wakeman and Cindy Gilson
Trends High. Educ. 2024, 3(4), 843-860; https://doi.org/10.3390/higheredu3040048 - 8 Oct 2024
Viewed by 852
Abstract
Thirty general education candidates from elementary education, middle/secondary education, and arts education in multiple sections of one course engaged in a series of discussion posts and lesson plans related to creating inclusive general education lessons. Using candidate posts, rubric scores, feedback on lesson [...] Read more.
Thirty general education candidates from elementary education, middle/secondary education, and arts education in multiple sections of one course engaged in a series of discussion posts and lesson plans related to creating inclusive general education lessons. Using candidate posts, rubric scores, feedback on lesson plans, and course evaluation ratings, a mixed methods approach was used to understand candidate knowledge, perceptions, and applications of Universal Design for Learning. The results from our research have important implications for policy, practice, and research. Policy makers must be aware of the lack of UDL in general education programs and IHEs need to do more than the cursory coverage of these principles. Additional research is needed for the implementation of lessons designed using UDL by general education candidates. Full article
16 pages, 297 KiB  
Article
The Effect of the CoI on Preservice Teachers’ Self-Efficacy in Physical Education
by Efstathios Agiasotelis, Konstantinos Karteroliotis, Yiannis Giossos and Aspasia Dania
Trends High. Educ. 2024, 3(4), 827-842; https://doi.org/10.3390/higheredu3040047 - 25 Sep 2024
Viewed by 604
Abstract
Teaching physical education (PE) involves adopting contemporary instructional models and teaching methods. Especially at an undergraduate level, the teachers’ participation in professional communities can support their self-efficacy in adopting context-specific instructional models, leading to an improvement in student learning. The aim of the [...] Read more.
Teaching physical education (PE) involves adopting contemporary instructional models and teaching methods. Especially at an undergraduate level, the teachers’ participation in professional communities can support their self-efficacy in adopting context-specific instructional models, leading to an improvement in student learning. The aim of the present study was to examine the effects of preservice PE teachers’ participation in a professional development (PD) program designed according to the principles of the community of inquiry (CoI) on their self-efficacy in teaching physical education using instructional models. Twenty-three preservice PE teachers (male = 11, female = 12) at the University of Athens, Greece, participated during the 2022–2023 spring semester in a PD program specifically designed according to the CoI principles to support them in the use of PE curriculum models in a secondary school practicum. A pre-post convergent mixed methodology was used, with quantitative (Ohio State Teacher Efficacy Scale, OSTES) and qualitative (semi-structured interviews) data evaluating the changes in the participants’ self-efficacy in the use of instructional models. Results showed that even though the program was evaluated as effective in terms of supporting the participants’ knowledge and skills on the use of the models, there were no statistically significant changes in their OSTES self-efficacy indices. Given the complexity of PE teaching and the latent structure of the self-efficacy trait, a longer duration of similar PD programs is suggested. Full article
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