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College Students' Sense of Belonging: A National Perspective
In a nationally representative sample, first-year U.S. college students \"somewhat agree,\" on average, that they feel like they belong at their school. However, belonging varies by key institutional and student characteristics; of note, racialethnic minority and first-generation students report lower belonging than peers at 4-year schools, while the opposite is true at 2-year schools. Further, at 4-year schools, belonging predicts better persistence, engagement, and mental health even after extensive covariate adjustment. Although descriptive, these patterns highlight the need to better measure and understand belonging and related psychological factors that may promote college students' success and well-being.
Journal Article
Readiness realities : struggles and successes during the transition to college
\"The new U.S. national standards movement has pushed us at \"warp speed\" from Common Core curriculum standards to updated assessments for college readiness, but we have not fully examined what it means to be college ready. Why is it that roughly half of all high school students need remedial classes before being considered ready for college-level work? Current public policies aim to eliminate the need for remedial college classes by ratcheting up instruction and expectations at the K-12 level, but if we do not find out what these students are missing, how can we expect to be successful? For higher education scholars and practitioners and those generally interested in the future of college, this book helps tell a novel story about the transition to college, from the perspective of an experienced college professor. The first-year experience is conceptualized as a two-way relationship between students and colleges, involving introductions, resistance or acceptance, collaboration and exchange of ideas, and learning. There are both success stories and stories that end in a parting of ways. These stories show what college readiness really means and offer valuable insights about the academic, social, monetary and other forces that can overwhelm the typical college-bound student. Higher education scholars and professionals will benefit from these rich and detailed accounts as they help shape the landscape of 21st century college readiness\" --Back cover.
Book
Development and Validation of a Scale Measuring Student Attitudes Toward Artificial Intelligence
Artificial intelligence (AI) education is becoming increasingly important worldwide. However, there has been no measuring instrument for diagnosing the students’ current perspective. Thus the aim of this study was to develop an instrument that measures student attitudes toward AI. The instrument was developed by verifying the reliability and validity by 8 computer education PhD using a sample of 305 K-12 students. This scale made students’ attitudes toward AI operational and quantifiable. Accordingly, educators can use it to diagnose the current status of students or verify the effectiveness of new AI education methods.
Journal Article
Factors Affecting Secondary Schools Students’ Attitudes toward Learning Chemistry: A Review of Literature
Science education is facing a challenge of students who are losing interest in learning science subjects including chemistry. This research provides a review of literature that emphasizes on the factors affecting secondary school students’ attitudes toward chemistry. Thirty-six studies were selected in Google scholar and ERIC database in the time frame from 1977 to 2019. Gender, instructional methods, and grade level were found to be the most common factors positively affecting students’ attitudes toward chemistry. However, students’ interest, classroom environment, the relevance of curriculum, teachers’ behavior, perceived difficulty and self-directed effort in the science subjects were also studied to check if there is any relation to the attitude of students while learning chemistry. The findings indicated that these factors have to be controlled to enrich positive attitudes toward chemistry among secondary students and to improve their performance in chemistry.
Journal Article
The college fear factor : how students and professors misunderstand one another
Eye-opening even for experienced faculty and administrators, this book reveals how the traditional college culture can actually pose obstacles to students' success, and suggests strategies for effectively explaining academic expectations.
Book
Remote emergency learning during COVID-19 and its impact on university students perception of blended learning in KSA
This study explores the impact of remote emergency learning during the COVID-19 pandemic on students’ perception and acceptance of blended learning after the pandemic. The study applies the Community of Inquiry framework to understand the predictors and whether there is any statically significant correlation between the experience of remote teaching and students’ perception and acceptance of the blended learning mode in the future as a stage in the gradual return to normal life after the pandemic. In addition to examining the correlation between students’ perception of cognitive, teaching and social presences on their perception of blended learning, the correlation between technological and financial factors as well as demographic data on the intention to enrol in blended learning in the future is examined. The study surveyed one hundred and fifteen students from female Saudi Universities who are enrolled in a design major. The results revealed that the teaching, cognitive and social presences constructs are predictors of students’ perception and acceptance of blended learning. Further, the facilitating conditions and efforts expectancy are also predictors of the perception of blended learning. The study also found that there is a significant correlation between the CoI and the selected constructs from the UTAUT when it comes to studying students’ perception of blended learning.
Journal Article
The unruly PhD : doubts, detours, departures, and other success stories
\"The Unruly PhD is a collection of first-person stories recounted by former graduate students who have successfully reached the other side of a PhD - and are willing to speak frankly about the challenges and decisions they faced along the way. Their stories reveal that many of the difficulties associated with graduate school are institutional rather than personal; that getting sidetracked, detoured and even derailed are the norm, not the exception; and that success is not necessarily tied to the tenure track - or even to completion. Ultimately, The Unruly PhD leaves no doubt that there are as many right ways to get through graduate school as there are students willing to forge their own paths\"-- Provided by publisher.
Book
Introducing Machine Translation in the Translation Classroom: a Survey on Students’ Attitudes and Perceptions
The translation sector is going under major changes that will undoubtedly be accentuated in the future owing to the development of automation and artificial intelligence, and more specifically, of machine translation. Technology also plays a crucial role in the translation process and has a significant impact on translation competence. Therefore, it is of utmost importance that translator programs incorporate new translation technology into their curriculums in order to ensure that students are made aware of their usefulness in order to fulfil industry employment needs. This piece of research strives at mapping how and what for translation students use MT, and what are their attitudes and perceptions towards its use. Findings of a qualitative analysis indicate that undergraduate students have a positive general attitude towards MT and its many advantages, whereas they show preoccupation when MT professional issues are addressed.
Journal Article