Asee peer logo

The Student Perspective: The Quality Of Our Educational Experience

Download Paper |

Conference

2009 Annual Conference & Exposition

Location

Austin, Texas

Publication Date

June 14, 2009

Start Date

June 14, 2009

End Date

June 17, 2009

ISSN

2153-5965

Conference Session

Measuring Success of Graduate Program Components

Tagged Division

Graduate Studies

Page Count

18

Page Numbers

14.1254.1 - 14.1254.18

Permanent URL

https://peer.asee.org/5137

Download Count

16

Request a correction

Paper Authors

author page

Amanda O'Neill Indiana University-Purdue University, Indianapolis

author page

Jessica McCormick Indiana University-Purdue University, Indianapolis

author page

Matthew Steinkamp Indiana University-Purdue University, Indianapolis

author page

Patricia Fox Indiana University-Purdue University, Indianapolis

author page

Rachel Meyer Indiana University-Purdue University, Indianapolis

author page

Steven Brown Indiana University-Purdue University, Indianapolis

author page

Brandon Medcalf Indiana University-Purdue University, Indianapolis

author page

Nathaniel Greene Indiana University-Purdue University, Indianapolis

Download Paper |

Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

The Student Perspective: The Quality of Our Educational Experience

Abstract

Are college students receiving the overall quality of education that postsecondary institutions strive to achieve? Many students have complaints not necessarily in terms of the technical component of the education, but in terms of presentation style, grading techniques, and instructor enthusiasm. Students also express frustration in the processes of progressing through the educational system, from program admission through graduation, and feel that there are breakdowns in communication with faculty. The issue at hand is to determine where these breakdowns and gaps occur, and adapt the current methods and mentalities in a fashion that closes these gaps.

Currently, faculty success is assessed in many ways, one of which is student reviews at the conclusion of each semester. Some students believe that their opinions will not be heeded, and thus do not participate in these evaluations that are administered by the School. However, it is necessary to have a valid measure of the effectiveness of technology, faculty, instruction, and staff. By providing students with a mechanism to give honest feedback, the administration can gain insight into gaps between the theoretical processes, and the actual flow through the educational system.

This student research paper will address the quality of the undergraduate student experience of students in terms of classroom and office interactions with faculty and staff. Overall perceptions of equality and fairness among students will also be discussed. This data was gathered from students within the Purdue School of Engineering and Technology at Indiana University-Purdue University Indianapolis (IUPUI) via an electronic survey. The results will be analyzed in comparison to the results of similar studies, should they exist, facilitated by school administration in order to determine whether a disparity exists in the answers given to fellow students and answers given to the School. Specific gaps in the engineering and technology college experience will be identified, and recommendations will be given for students, faculty, and administrators. Implications for policy, practice, and improvement will also be discussed.

Introduction

When entering the realm of higher education, students consider a variety of factors when deciding upon a college or university. Not only is the technical background and quality of the education extremely important, but students also consider the reputation that the institution has for success, as well as social factors.

Students who are dissatisfied with any of the above mentioned factors are less likely to be successful while progressing through the higher education system. Many schools have some system in place that is to monitor student satisfaction, typically in the form of assessment surveys at the end of each term. However, in many cases, students have no feeling that the information gathered on such instruments is actually evaluated once submitted, thus many don’t take the time to participate in the evaluation process.

O'Neill, A., & McCormick, J., & Steinkamp, M., & Fox, P., & Meyer, R., & Brown, S., & Medcalf, B., & Greene, N. (2009, June), The Student Perspective: The Quality Of Our Educational Experience Paper presented at 2009 Annual Conference & Exposition, Austin, Texas. https://peer.asee.org/5137

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2009 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015