The Impact of Race on Academic Experiences

2017 ◽  
pp. 105-120
Keyword(s):  
Academic Experiences ◽  
The Impact

Student Governance and the Academic Minefield During COVID-19 Lockdown in South Africa

2022 ◽  
pp. 255-276
Author(s):  
Vuyo Mthethwa
Keyword(s):  
South African ◽  
Academic Experiences ◽  
Academic Experience ◽  
Snowball Sampling ◽  
Self Regulated Learning ◽  
South African Universities ◽  
Resultant Effect ◽  
Student Governance ◽  
Modes Of Interaction ◽  
The Impact

Since 1997, the ordinary students at South African universities have depended on the SRC to be at the forefront of student advocacy in relation to resources to support their academic experiences. The onset of the lockdown on the eve of 26th March 2020 had an unprecedented effect on student life, with a change of student governance from cohesion to isolation. Adopting a snowball sampling methodology, 15 students registered at various South African universities were interviewed via WhatsApp about the support they received from their SRC during the COVID-19 lockdown. The impact of the lockdown on student governance is examined through the lens of ordinary students. Findings suggest that the surge to technology-based modes of interaction and self-regulated learning had a resultant effect of a highly compromised academic experience, even though some were able to adapt to online learning. Adjusted approaches to student governance are inevitable as the coronavirus continues to manifest.

The impact of founders' academic experiences on linking with local alma maters for Chinese start-ups

2013 ◽  
Vol 62 (2/3/4) ◽  
pp. 177
Author(s):  
N.A. Wei ◽  
Donghong Li ◽  
Jay Chok ◽  
Delin Yang ◽  
Huiyong Shang
Keyword(s):  
Academic Experiences ◽  
Start Ups ◽  
The Impact

Threshold Concepts Theory as a Pedagogical Tool for Articulating Transformational Learning: An Initial Exploration

2020 ◽  
pp. 154134462096371
Author(s):  
Matthew Christopher Atherton ◽  
Yvonne Nalani Meulemans
Keyword(s):  
Higher Education ◽  
Transformational Learning ◽  
Educational Experiences ◽  
Academic Experiences ◽  
Threshold Concepts ◽  
Pedagogical Tool ◽  
Student Reflection ◽  
Concept Framework ◽  
The Impact ◽  
Initial Exploration

As the landscape of higher education gets more complex, there is a need to increase engagement and student reflection on their academic experiences. This research explores whether a threshold concept framework (TCF) can be used in an interdisciplinary social science culminating course as a tool for students to consider the transformative nature of their education and articulate the meaning of their educational experiences. Student reflective work was analyzed to see whether students can (1) understand TCF, which is typically used to analyze student learning, rather than as a reflective tool for students and (2) successfully apply TCF to their educational experiences. The authors conclude that using written reflections, students could understand and apply TCF to articulate the transformational nature of their education and consider the impact of their experiences as an undergraduate. These results illuminate the potential of using TCF as a pedagogical tool within the classroom and curriculum development.

scholarly journals Exploring the Impact of the Academic Interactions and Social Relations of Graduate Black African Students on their Learning Experiences in Beijing

2022 ◽  
Vol 12 (4) ◽  
Author(s):  
Raymond Owusu Boateng
Keyword(s):  
Social Relations ◽  
International Student ◽  
Current Data ◽  
Academic Experiences ◽  
Structured Interviews ◽  
Classroom Dynamics ◽  
African Students ◽  
Black African ◽  
African Student ◽  
The Impact

Current data on international student has not particularly examined the experiences of the international African students in China. Furthermore, faced with a situation where the researcher encountered challenges as a student in China; I self-located in exploring the experiences of the African student in adapting to a new social and academic environment. A phenomenological research framework using semi-structured interviews was used to explore the social and academic experiences of 12 African Graduate students from three Universities in Beijing, China. Participants identified Chinese language as a major challenge, reported limited interaction with Chinese lecturers and discriminatory treatments during classroom dynamics. Added to these, there is much preference given to students from western countries. The study concludes by discussing the implication for practice and emphasizes the importance of universities acknowledging the cultural background of each other and incorporating perspectives of all students in a particular class to enhance student life experiences.

Fixed Intelligence Mindset Moderates the Impact of Adverse Academic Experiences on Students’ Self-Esteem

2020 ◽  
pp. 152102512096132
Author(s):  
Éva Gál ◽  
István Tóth-Király ◽  
István Szamosközi ◽  
Gábor Orosz
Keyword(s):  
Daily Diary ◽  
Self Esteem ◽  
Cross Sectional Study ◽  
Academic Experiences ◽  
Sectional Study ◽  
Emotional Experiences ◽  
Cross Sectional ◽  
Diary Methods ◽  
The Impact ◽  
Academic Failures

The present research, by using cross-sectional (Study 1, N = 413) and daily diary methods (Study 2, N = 95) aimed to investigate the way intelligence mindset influences students’ self-esteem and emotional experiences when they are confronting academic adversities (i.e., failures and difficulties). Although fixed intelligence mindset showed no association with students’ daily positive or negative emotions, results consistently indicated that fixed intelligence mindset moderated the effect of academic failures (Study 1) and daily difficulties (Study 2) on their self-esteem. Academic adversities reduced students’ self-esteem, and fixed intelligence mindset amplified this effect.

The Impact of Vulnerabilities and Strengths on the Academic Experiences of Twice-Exceptional Students: A Message to School Counselors

2006 ◽  
Vol 10 (1_suppl) ◽  
pp. 2156759X0601001 ◽  
Author(s):  
Susan G. Assouline ◽  
Megan Foley Nicpon ◽  
Dawn H. Huber
Keyword(s):  
School Counselors ◽  
Learning Difficulties ◽  
Academic Experiences ◽  
Federal Legislation ◽  
Exceptional Students ◽  
Twice Exceptional ◽  
College Planning ◽  
Case Examples ◽  
The Impact ◽  
Exceptional Learners

The ever-broadening roles of school counselors range from traditional (advisor for college planning) to novel (advocating for students with learning difficulties or giftedness). A newly recognized group of learners, with both learning difficulties and academic strengths, known as twice-exceptional learners, has emerged. After a synopsis of federal legislation that has shaped the field of twice-exceptionality, the authors use two case examples to highlight the contribution of prevailing educational myths to the lack of attention to twice-exceptional students. They conclude with comprehensive recommendations.

scholarly journals ADAPTAÇÃO ACADÊMICA E SAÚDE MENTAL DE ESTUDANTES DE MEDICINA NA COVID19: ESTUDO EXPLORATÓRIO NO BRASIL

2021 ◽  
Vol 18 (1) ◽  
pp. 159-170
Author(s):  
Gabriela Tacaci Michelis ◽  
Julia Galvão ◽  
Samara Almeida de Freitas ◽  
Camélia Santina Murgo ◽  
Celeste Corral Tacaci Neves Baptista
Keyword(s):  
Depression Scale ◽  
Academic Experiences ◽  
Short Version ◽  
Professional Performance ◽  
Behavioral Variables ◽  
The Face ◽  
Academic Adaptation ◽  
Advanced Stages ◽  
The University ◽  
The Impact

Research shows that university students are more vulnerable to the occurrence of mental disorders than the general population. In this sense, the medical course is considered a great source of stress. This study aimed to characterize the variables of academic adaptation (personal, interpersonal, career, study and institutional) of students facing the pandemic period of COVID-19, as well as to present descriptive statistics regarding emotional, physical and behavioral variables associated with mental health (stress, depression and anxiety). 513 medical students participated in the research, with ages varying between 18 and 29 years (M = 22.41; SD = 2.49), coming from public (18.7%; n = 96) and private universities (81, 3%; n = 417). Three questionnaires were used for data collection: the Academic Experiences Questionnaire - short version (QVA-r); the Depression Scale, Anxiety and Stress DASS-21 and a sociodemographic questionnaire. It was observed that most of the sample reported losses in concentration levels (79.5%) and academic performance (59.8%) during the pandemic, and this contingent also did not feel supported by the university to deal with the issues of this period. Regarding professional performance, most students (53.6%) do not feel prepared to guide conduct, as well as the perception that pandemic interferes in the relationship with patients in primary care (93.8%). Regarding the levels of depression, anxiety and stress, the first and second year students had higher averages when compared to students in more advanced stages. This article contributed to identify the impact of remote education on the training of future doctors and, thus, encourage research and study of this new adaptation in the face of the current pandemic of COVID-19.

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