Graduates' Orientations to Higher Education and their Retrospective Experiences of Teaching and Learning

Spronken‐Smith, Rachel; Buissink-Smith, Nell; Bond, Carol; Grigg, Gabrielle

doi:10.2979/teachlearninqu.3.2.55

Cited by 4 publications

(3 citation statements)

References 5 publications

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“…While challenging and reframing existing educational structures to create more equitable outcomes, we should also take care to acknowledge that women have less frequent interaction with their faculty mentors than men do and URM students; in turn, limited interaction is associated with reductions in scholarly productivity, a weaker science identity, and limited intention to pursue a PhD (Aikens et al 2017). In contrast, opportunities to interact with faculty foster learning and are transformational in students' thinking about the purpose of higher education (Spronken-Smith et al 2015). Awareness of these trends is vital to the conscientious creation of an equitable mentoring environment that supports the development and success of all students in STEM.…”

Section: Discussionmentioning

confidence: 99%

Authenticity and Psychological Safety: Building and Encouraging Talent Among Underrepresented Students in STEM

Pedersen

Kubátová

Simmons

2022

TLI

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The Undergraduate Scholarships with Mathematics and Science Training, Exploration, and Research Program (US MASTER) is a STEM scholarship program funded by the United States National Science Foundation. It was implemented at an upper-Midwest institution to target and provide structured support to low-income, academically talented undergraduates in biology, chemistry, geography and geographic information science (GISc), environmental sciences, and physics and astrophysics. In addition to providing financial support, the program features an integrated approach to mentorship and advising consisting of an ongoing seminar course in which students engage in collaborative projects, research experiences with a faculty mentor, and targeted academic advising. As part of our assessment efforts, we interviewed student participants regarding their experiences. A consistent theme emerged regarding mentorship: in addition to providing access to professional socialization experiences and the facilitation of competency and performance, students reported that it was the ability to form close relationships based on personal authenticity and feelings of psychological safety and trust that provided the best scaffolding for success in a challenging STEM environment.

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Section: Discussionmentioning

confidence: 99%

Authenticity and Psychological Safety: Building and Encouraging Talent Among Underrepresented Students in STEM

Pedersen

Kubátová

Simmons

2022

TLI

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“…Hardwick et al 2000;Adams et al, 2014). Such variation will be reflected in the varying motivations of students, as noted by Spronken-Smith et al (2015). Students who are taking an undergraduate degree with the main motivation of 'gaining a qualification', for example, will have different expectations and perceptions than those whose primary motivation is acquiring key skills, or growing as an individual.…”

Section: Conclusion and Considerations: Agentic Responses To Improvementioning

confidence: 99%

Undergraduate student perceptions of assessment and feedback practice: fostering agency and dialogue

Francis

Millington

Cederlöf

2019

Journal of Geography in Higher Education

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“…It can be established, following current theory, that there are at least four fundamental elements for teaching and learning in the educational environment. These are the classroom context [37], the teaching and assessment of curricular elements [38], the relationship of students to their academic environment [39], and the culture of the learners [40]. In other words, these elements of the educational environment allow students to increase their commitment to learning and, therefore, to learn more effectively [41].…”

Section: Introductionmentioning

confidence: 99%

Spanish Adaptation and Validation of the Teaching and Learning Experiences Questionnaire

González

Belmonte

Robles

et al. 2021

IJERPH

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Training processes are mainly based on the pedagogical methods applied by teachers. In many cases, these pedagogical methods are adapted to the social, economic, and cultural environment of the students themselves. In this study, we used a psychometric analysis based on the analysis of structural equations to detect the psychometric properties through classical goodness-of-fit indices. The objective of this study was to translate, adapt, and validate the instrument called the Teaching and Learning Experiences Questionnaire (ETLQ) for the population of Spanish adolescents in secondary education. The rrecommendations in the literature were followed for its translation and adaptation into Spanish. The results indicate that, after translation and adaptation, the model remained in 11 factors with acceptable goodness-of-fit indices. We conclude that the process of translation, adaptation, and validation of the ETLQ has produced a valid and reliable tool due to the psychometric findings revealed in the present work.

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Graduates' Orientations to Higher Education and their Retrospective Experiences of Teaching and Learning

Cited by 4 publications

References 5 publications

Authenticity and Psychological Safety: Building and Encouraging Talent Among Underrepresented Students in STEM

Authenticity and Psychological Safety: Building and Encouraging Talent Among Underrepresented Students in STEM

Undergraduate student perceptions of assessment and feedback practice: fostering agency and dialogue

Spanish Adaptation and Validation of the Teaching and Learning Experiences Questionnaire

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