scholarly journals Relationship between Learning Experiences and University Immersion Affecting Satisfaction in Liberal Arts Classes

2021 ◽  
Vol 1 (3) ◽  
pp. 9-14
Author(s):  
EunJoo Kim ◽  
Keyword(s):  
Liberal Arts ◽  
Learning Experiences ◽  
Arts Classes

Engagement in College and University Applied Learning Experiences and Students’ Academic Motivation

2020 ◽  
Vol 43 (3) ◽  
pp. 317-335
Author(s):  
Teniell L. Trolian ◽  
Elizabeth A. Jach
Keyword(s):  
Higher Education ◽  
Liberal Arts ◽  
Academic Motivation ◽  
Learning Experiences ◽  
The United States ◽  
National Study ◽  
Learning Approaches ◽  
Applied Learning ◽  
Course Content ◽  
College And University

Background: Applied learning approaches that require students to enact learning continue to be expanded to various contexts within higher education. Researchers have demonstrated an association between applied learning and positive outcomes for students. Purpose: This study examines the relationship between engagement in applied learning experiences during college and students’ fourth-year academic motivation. Methodology/Approach: This study uses data from the Wabash National Study of Liberal Arts Education, a multi-institutional, longitudinal study of college experiences and outcomes in the United States. The dependent variable was fourth-year academic motivation, and independent variables were applied learning experiences that students frequently encounter during college. Findings/Conclusions: Several applied learning experiences were associated with increased academic motivation. These included the following: applying concepts to practical problems or in new situations, engaging in exams or assignments that require use of course content to address a problem, engaging in research with a faculty member, and out-of-class experiences that help to translate knowledge from the classroom into action. Implications: As academic motivation tends to decline during college, applied learning approaches may help to improve students’ motivation. Institutions of higher education should consider methods and strategies for developing and implementing applied learning experiences both in the classroom and in students’ out-of-class experiences.

scholarly journals A study of the first-year academic experience at a growing liberal arts institution

2018 ◽  
Vol 11 ◽  
Author(s):  
Robyne Hanley-Dafoe ◽  
Cathy Bruce
Keyword(s):  
Student Retention ◽  
Liberal Arts ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Academic Experiences ◽  
First Year ◽  
Academic Experience ◽  
Student Transition ◽  
Post Secondary ◽  
Liberal Arts Institution

How can universities ensure that the first-year learning experiences for students are in alignment with a vision of education that is purposeful, personal and transformative? This essay presents the study of Trent University’s first- year academic experience, that aimed to uncover the problems post-secondary institutions face in the ever-changing landscape of first year teaching and learning. The study captured the perspectives of faculty, student support staff and students, in both first and second year, in relation to their academic experiences. The study led to the generation of a series of recommendations and wayforwardings for consideration with the broader goal of supporting student retention as well as quality teaching and learning experiences for both students and faculty. The study spanned 18 months and included surveys, reflections, and an environmental scan of 92 first year course syllabi. This essay also includes a condensed literature review pertaining to student transition theory, student engagement, student motivation to learning, student retention, and 21st century students.

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