The development and confirmatory factor analysis of the Service-Learning Reflection Scale for undergraduates

The purpose of this study is to develop and to examine the construct validity of the service-learning reflection scale for undergraduates based on Kolb\u27s learning theory. The research aims to: (1) recognize undergraduates\u27 levels of reflection for service-learning; (2) let undergraduates understand their learning styles; (3) evaluate the effect of service-learning for the instructors. We used the Likert\u27s style to make the scales. There are 33 items in the initial scale divided into four subscales inclusive of the concrete experience (CE), the reflection observation (RO), the abstract conceptualization (AC), and the active experience (AE). For the very first time, we invite four experts to evaluate all the items to proceed three times Delphi technique process. We adopt the item analysis, exploratory factor analysis and reliability analysis via 326 participants in the pretest. Cronbach\u27s alpha reliability coefficients of the four subscales are from .80 to .87, and that of the total scale was .95. The whole explained variance was 60.16%. In this study, we make use of the stratified sampling, 1,251 undergraduates, to analyze the construct validity by the confirmatory factor analysis. The model index such as GFI, AGFI, NFI, RFI, IFI and CFI are above .90, RMSEA and RMR are below .05, as well as PGFI and PNFI are above .50. In addition, the structural equation modeling analysis indicates measurement weights, measurement intercepts, structural covariance matrixes and measurement residuals of male/female and general/technical undergraduates groups are no significant differences. Moreover, the Cronbach\u27s alpha values of the four subscales are from .85 to .86, and that of the total scale is .95. The results show that the CFA and reliability analysis confirm the theoretical structure as well

Putting research first? Perspectives from academics and students on first-year undergraduates learning research

Exploring the place and potential of ‘research’ in undergraduate degrees has stimulated higher-educational debate for decades, strongly influencing policies, practices and structures. This article’s consideration of some problems associated with teaching and learning about research during the first year of undergraduate degrees, helps throw that debate into a sharper light. Should first-year undergraduates be asked to learn from their own or others’ research, and what difficulties might they experience? What relevant previous learning about research, or lack of it, might they bring with them into their degree? Working with empirical data from across one English university, and literature from universities across the world, these questions are discussed by exploring first-year undergraduate teaching and learning, through the lenses of critical inquiry and constructivist grounded theory.Peer reviewedFinal Published versio

Undergraduate Students’ Perception of the Consequences of Alcohol Consumption

Due to the high-risk outcomes of college drinking, much attention and research has focused on the issues of binge drinking, alcohol overconsumption, and the experience of adverse consequences due to drinking on college campuses. Yet, little research has been conducted regarding how college students perceive the consequences of drinking alcohol. This descriptive study examines students’ perceptions of a number of potential alcohol consequences (e.g., having a hangover, being ticketed or arrested, missing class or an assignment, or getting into a physical fight) and the extent to which they view them as motivators or deterrents to future drinking. An online survey was administered to 324 undergraduates from Butler University to examine these ideas. The survey measured participants’ perception of drinking consequences, social motivations to drink, friends’ support of drinking, alcohol use, and experience of drinking consequences. Survey findings revealed students with strong social motivations to drink and with strong support from friends to drink are more likely to perceive drinking consequences as motivators. Further, the survey demonstrated that students with positive perceptions of drinking consequences have higher levels of alcohol consumption than students who perceive alcohol consequences more negatively. The results from this study have the potential to benefit college administrators and researchers working to deter risky drinking and its potential adverse effects for college students

Undergraduates as researchers –the impact of active participation in research and conference presentation on psychology undergraduate identity and career aspirations

Although research-led teaching has been identified as an important part of psychology curricula in the United Kingdom, less is known about the impact of undergraduate research collaborations with academics, culminating in a conference presentation. The present study was a qualitative investigation into the experience of student-staff collaboration from a student perspective. We conducted semi-structured interviews with five psychology students who worked together with staff conducting research during their undergraduate degrees, disseminating the findings at an academic conference. The interviews were analysed using a thematic approach. We identified three themes, which were around the relationship with their tutor, career aspirations, and identity as a researcher/psychologist. Overall, the interviews indicated that undertaking research and attending academic conferences has a positive impact on future career aspirations, and helps students to feel that they are part of an academic community. Academic staff teaching in research-led psychology programmes should consider giving students opportunities to immerse themselves fully in the research process, ideally leading to a conference presentation for academic audiences

Engagement in Authentic Geoscience Research: Evaluation of Research Experiences of Undergraduates and Secondary Teachers

This article examines the effects of a program involving authentic research on the participants' interest in research, career plans, and attitudes on science. The findings are from the first year of a three-year program funded by the National Science Foundation Research Experiences for Undergraduates program. In three out of four projects, participants increased their interest in research, with two-thirds planning to change career plans to become more research-oriented. The implications of these findings for providing authentic research opportunities are discussed. Educational levels: Graduate or professional

First year mathematics undergraduates’ settled images of tangent line

This article was published in the serial, The Journal of Mathematical Behavior [© Elsevier]. The definitive version is available at: http://www.sciencedirect.com/science/article/pii/S0732312310000556This study concerns 182 first year mathematics undergraduates’ perspectives on the tangent line of function graph in the light of a previous study on Year 12 pupils’ perspectives. The aim was the investigation of tangency images that settle after undergraduates’ distancing from the notion for a few months and after their participation in university admission examination. To this end we related the performances of the undergraduates and the pupils in the same questions of a questionnaire; we classified the undergraduates in distinct groups through Latent Class Analysis; and, we examined this classification according to the Analytical Local, Geometrical Global and Intermediate Local perspectives on tangency we had identified among pupils. The findings suggest that more undergraduates than pupils demonstrated intermediate perspectives on tangency. Also, the undergraduates’ settled images were influenced by persistent images about tangency and their prior experience in the context of preparation for and participation in the examination

Industrial work placement in higher education: a study of civil engineering student engagement

For civil engineering undergraduates, the opportunity to spend a period of time in formal industrial work placement provides an invaluable learning experience. This paper reviews student engagement with short-term industrial placement and provides analysis of questionnaires (n=174) returned by undergraduates studying civil engineering at four Higher Education Institutes (HEI’s) in the West of Scotland. The data captures industrial placement statistics, employability skill-sets and presents brief testimonies from students. Whilst the journey to becoming a professional civil engineer is undoubtedly enhanced by short-term placement clear opportunities exist for HEI’s to affect and change existing pedagogical discourse. Commentary is likely to resonate beyond civil engineering and serve as a timely reminder of the need to re-invigorate academia / industry curriculum partnerships

‘If you learn about these issues, you're going to learn...more about yourself and things that you come in contact with every day’: Engaging undergraduate students in meaningful literacy in a research writing course

This study explores the experiences of undergraduate students enrolled in a required research writing class that focused on the topics of social (in)justice and diversity and which allowed students to conduct their own empirical research. In order to investigate their experiences with the topics and with the empirical research project, we employed the use of interviews and analyzed the data by organizing it by themes. Short narrative profiles of eight of the participants that we focus on for this study are provided. From the participants’ experiences, we also explore two themes: students’ engagement with social (in)justice in a required undergraduate writing course and incorporating empirical research in a required research writing course. Finally, we provide implications for teaching and teaching writing

Integrating term-time working into graduate employability development strategies

Government at the time of this project was seeking to improve graduate employability. With work placements for undergraduates struggling to keep up with the expansion in student numbers, term-time working can potentially provide a significant source of employability skills. In recent years, reflecting changes such as the imposition of student fees and ending of maintenance grants, an increasing proportion of students are working. At Northumbria University, for example, research shows that around 60% undergraduates take a job during term-time. Our project builds on previous research into Students in the Labour Market, undertaken by the Northern Economic Research Unit (NERU), and based on interviews with students and employers. For this project, a sample of employers were interviewed with regard to student employability issues. The views of employers were also sought regarding developing more formalised links (i.e. with particular degree course programmes) in relation to student termtime working, as a means of pursuing employability (and other) outcomes. The paper reports on a survey of activity related to employability in other English universities, and incorporates these findings in its discussion of the way forward on this issue