I devote my life to the owner of the life: A phenomenological study on meaning of gratitude among Moslem undergraduate students in Indonesia

2013 ◽  
Author(s):  
Novita D. Anjarsari ◽  
Bagus Riyono
Keyword(s):  
Undergraduate Students ◽  
Phenomenological Study

scholarly journals Supporting Chinese Undergraduate Students in Transition at U.S. Colleges and Universities

2017 ◽  
Vol 7 (4) ◽  
pp. 963-989
Author(s):  
Kerrie A. Montgomery
Keyword(s):  
United States ◽  
International Education ◽  
Undergraduate Students ◽  
Phenomenological Study ◽  
The United States ◽  
First Year ◽  
Orientation Programs ◽  
Residential Life ◽  
And Coping ◽  
Students In Transition

The Chinese undergraduate student population currently represents 12.8% of all international students enrolled in the United States (Institute for International Education, 2015a).  In an effort to understand the experiences of this population in their first year of college in the United States, a phenomenological study was conducted using a conceptual framework comprising Schlossberg’s Transition Model (Schlossberg, Waters, & Goodman, 1995) and the Culturally Engaging Campus Environments (CECE) Model (Museus, 2014). Three transition types were identified – academic, social/personal, and linguistic – and participants’ preparation, sources of institutional support, and coping strategies for moving through these transitions were examined. Recommendations for practice include: multi-faceted, mandatory orientation programs; ongoing workshops and resources beyond orientation; and improvements to housing and residential life opportunities and experiences.

scholarly journals Documenting the Information-seeking Experience of Remedial Undergraduate Students

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Shelley Blundell
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Information Seeking ◽  
Qualitative Methodology ◽  
Information Science ◽  
Phenomenological Study ◽  
Secondary Analysis ◽  
Secondary Data ◽  
Primary Analysis ◽  
Dissertation Research

As presented at DOCAM’14, this proceedings paper discusses my ongoing dissertation research: Documenting the information-seeking experience of undergraduate students enrolled in a remedial English course at a 4-year state university in Ohio, United States. Because the information behaviors, needs, and information literacy abilities of these students are understudied areas in library and information science and higher education literature; I chose to investigate these areas in my dissertation research toward contributing research to this gap, using descriptive phenomenological (qualitative) methodology to do so. Although secondary data analysis is still in progress, this paper presents findings from primary analysis (a necessary step in phenomenological study to eliminate bias and assumption from secondary analysis). Ultimately, I aim to use study findings to create targeted, needs-based instruction for remedial undergraduate students, toward supporting their academic progress through information literacy development, and consequently encouraging their persistence toward graduation.

scholarly journals Undergraduate Students Becoming Engineers: The Affordances of University-Based Makerspaces

2021 ◽  
Vol 13 (4) ◽  
pp. 1670 ◽  
Author(s):  
Jana Bouwma-Gearhart ◽  
Yoon Ha Choi ◽  
Cindy A. Lenhart ◽  
Idalis Villanueva ◽  
Louis S. Nadelson ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Phenomenological Study ◽  
The United States ◽  
Engineering Practice ◽  
Engineering Programs ◽  
Program Leaders ◽  
Notable Increase ◽  
Faculty And Staff ◽  
Societal Problems ◽  
Engineering Practices

In the last decade, postsecondary institutions have seen a notable increase in makerspaces on their campuses and the integration of these spaces into engineering programs. Yet research into the efficacy of university-based makerspaces is sparse. We contribute to this nascent body of research in reporting on findings from a phenomenological study on the perceptions of faculty, staff, and students concerning six university-based makerspaces in the United States. We discuss the findings using a framework of heterogeneous engineering (integration of the social and technical aspects of engineering practice). Various physical, climate, and programmatic features of makerspaces were read as affordances for students’ development of engineering practices and their continued participation and persistence in engineering. We discuss the potential of makerspaces in helping students develop knowledge, skills, and proclivities that may support their attending to especially wicked societal problems, such as issues of sustainability. We offer implications for makerspace administrators, engineering program leaders, faculty, and staff, as well as those developing and delivering professional development for faculty and staff, to better incorporate makerspaces into the university engineering curriculum.

Breaking Down Barriers to Community Inclusion Through Service-Learning: A Qualitative Exploration

Inclusion ◽  
2016 ◽  
Vol 4 (4) ◽  
pp. 215-225 ◽  
Author(s):  
Jennifer L. Jones ◽  
Kami L. Gallus ◽  
Amanda S. Cothern
Keyword(s):  
Developmental Disabilities ◽  
Service Learning ◽  
Undergraduate Students ◽  
Phenomenological Study ◽  
Community Inclusion ◽  
Community Agencies ◽  
Undergraduate University Students ◽  
Term Papers ◽  
Qualitative Exploration ◽  
Meaningful Interaction

Abstract Lack of meaningful interaction between persons with and without disabilities contributes to prejudice and perpetuates barriers to community inclusion. The current study explored a university-community agency partnership designed to break down barriers to community inclusion by promoting interaction between college students and adults with developmental disabilities. The purpose of this phenomenological study was to discover and describe the experience of undergraduate university students involved in a service-learning project that included visiting the community homes of adults with intellectual and developmental disabilities receiving state services. Final course term papers of 156 undergraduate students were analyzed using a team-based approach. Nine salient themes emerged from the term papers and are discussed. Findings from this study have implications for university faculty and community agencies interested in promoting cultural competence and removing barriers to community inclusion.

scholarly journals How Do Former Undergraduate Mentors Evaluate Their Mentoring Experience 3-Years Post-Mentoring: A Phenomenological Study

2017 ◽  
Author(s):  
Kari Nelson ◽  
Christine Cutucache
Keyword(s):  
Undergraduate Students ◽  
Current Literature ◽  
Lived Experiences ◽  
Phenomenological Study ◽  
Longitudinal Assessment ◽  
Stem Career

This phenomenological study involves a unique, longitudinal assessment of the lived experiences of former undergraduate mentors (n=7) in light of their current experiences (i.e., career or advanced schooling). The objective of a phenomenological study is to engage in in-depth probing of a representative number of participants. Specifically, we followed up with graduates of the Nebraska STEM 4U (NE STEM 4U) intervention 3 years post-program, with the overall goal of describing the mentors’ experiences using the lens of their current experiences. This type of longitudinal perspective of mentoring is greatly lacking in the current literature. At the time of the interviews, all graduates were either in a STEM career or STEM-based graduate/professional program. Three major themes emerged: Career, inspiration, and challenges. Each of these themes was further broken down into sub-themes to describe the essence of the mentoring phenomenon for these individuals. This information may be beneficial for any programs that engage undergraduate students in mentoring.

scholarly journals Development and Psychometric Validation of the Learner Awareness Questionnaire

2017 ◽  
Vol 9 (1) ◽  
pp. 111
Author(s):  
S. Chee Choy ◽  
Pauline Swee Choo Goh ◽  
Mun Yee Lee
Keyword(s):  
Student Learning ◽  
Undergraduate Students ◽  
Phenomenological Study ◽  
Reliability And Validity ◽  
Approaches To Learning ◽  
Psychometric Validation ◽  
Fresh Sample ◽  
Student Approaches To Learning ◽  
Convergent Validation ◽  
Self Reporting Questionnaire

The aim of this paper is to discuss the development and psychometric validation of theLearner Awareness Questionnaire (LALQ) using exploratory factor analysis and correlationstudies with the Revised Two Factor Study Process Questionnaire (R-SPQ-2F) and RevisedAchievement Goal Questionnaire (AGQ-R). This instrument assesses the approaches studentstake to learn and why they learn. The purpose for developing the LALQ is to provide an easyto administer student approaches to learning questionnaire that is designed specifically forMalaysian students that is comparable in terms of reliability and validity to other moreestablish instruments like to R-SPQ-2F and the AGQ-R. An initial set of 36 items of theLALQ were derived from the data collected from a phenomenological study and existingliterature on student learning. A process of testing and refinement, using 172 randomlyselected undergraduate students from various faculties of a university in Malaysia, resulted infour learner awareness scales, with 9 items for Survival, 4 items for Establishing Stability, 4items for Approval and 4 items for Loving to Learn. A fresh sample of 331 randomly selectedundergraduate students from the same university was used to test the final version of theLALQ which had acceptable Cronbach alpha values for scale reliabilities. The LALQ wasthen validated using discriminant and convergent validation with two well establishedinstruments the R-SPQ-2F and the AGQ-R. The overall results show that the LALQ is areliable and valid tool to measure student learning and is easy for students to relate to andcomplete. This instrument is also significantly correlated to the R-SPQ-2F and the AGQ-R.The LALQ is a simple self-reporting questionnaire that teachers and students can use toevaluate the learning that takes place in the classroom. It is also aimed at providing teacherwith a relevant tool to use for evaluation and research in their classroom.

scholarly journals Transitioning, Belonging, and the Black Student Experience: A Phenomenological Study

2020 ◽  
Vol 27 (1) ◽  
Author(s):  
Kali Morgan ◽  
Tonisha Lane ◽  
Jimmy Hutchful ◽  
Selene Willis ◽  
LaFrance Clarke Jr. ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Research University ◽  
Phenomenological Study ◽  
The United States ◽  
Racial Climate ◽  
State University ◽  
Staff Members ◽  
Transitional Experiences ◽  
Black Student Experience ◽  
Cultural Programming

The purpose of this phenomenological study was to explore the orientation and transitional experiences of Black undergraduate students at Metropolitan State University (MSU, pseudonym) an urban, public research university in the southeastern region of the United States. MSU is a unique research site for this study, as Black students’ six-year graduation rates equal that of White students. Using sense of belonging as a conceptual framework, the research team collected data from 28 participants in seven focus groups throughout the 2018-2019 academic year.  Findings revealed that participants experienced disparate orientation and transitional experiences, as well as a poor racial climate throughout their time at MSU.  Specifically, participants noted a shortage of Black faculty, limited Black cultural programming, and a need for identity-based space. Among working with campus partners to improve the racial climate, implications for orientation professionals include recruiting professional and student staff members who represent the racial composition of the university and ensuring culturally relevant content during orientation programs.

Sign in / Sign up

Export Citation Format

Share Document