Methods
| UEA1 |
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| UEA2 |
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| UEA3 |
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| UEA4 |
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| UEA5 |
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| UEA6 |
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Summary of Key Findings and Recommendations for Practices
- High-impact practices
- Curriculum structure
- Curriculum coherence
- Curriculum intensity
- Flexibility and affordance
- Common courses
- Study skills support,
- Professional connection/application, Aim-intensive courses/components
- Supportive environment: University’s support to students’ needs such as tutoring services, writing centre, health care, counselling, cultural activities (performing arts, athletic events), addressing important social, economic, or political issues on campus.
- Experience with faculty: Through formal and informal roles as teachers, advisors, and mentors, faculty members model intellectual work, promote mastery of knowledge and skills, and help students make connections between their studies and their future plans.
- Interaction with diverse peers: Opportunities for interacting with peers from different backgrounds, both in and out of class.
Course experience involved following aspects:
- Teaching, Feedback, Clear goals and standard
- Assessment
- Collaborative learning
Teaching: Instructional clarity, effectiveness in explaining complex concepts, instructor availability for guidance.
Feedback: Providing feedback for students to improve their understanding and performance.
Clear goals and standard: Clarity of learning outcomes, expectations, and assessment criteria.
Collaborative learning: Opportunities for students to collaborate on learning tasks or assignment.
Assessment: Aiming at higher-order learning, alignment with learning activities and learning outcomes.
The Key Dimensions that Contributed to Students’ Attainment of UEAs, Mapped Against Specific Aspects of the UEAs
Student Quotes from the Qualitative Analysis
"About aim 5 [Communication and collaboration], during the study I think quite a lot of the courses that were offered required us to do group projects… especially in some common core because the classmates come from different majors, it provides me some chance to get in touch and know some people outside my major or outside my faculty and work together." (052142)
"For the AIM 6 I had a course back in year one. That was It's like a super big group project thing. It was really good having us learn about leadership and working with a large group of people who didn't agree because it was like a 40-person group. They set the whole class into like 1, 2, 3 groups. Then each group was working on a different thing. … So within each group, we had to design a product. So you had to have like a marketing team. You can have like whatever team you need to build. I think that course is really good for learning leadership skills" (092324)
"Definitely I agree with XXX. The is mainly implemented through some non-academic events. There were also experiential learning projects we could join. This is how I learnt about leadership and advocating for better living conditions." (082145)
"For the first aim, like, especially the lifelong learning, I think being able to talk with some of my professors has really helped … so it's great to have that kind of resource when it comes to talking about our study like our study pathway, and like what we're learning, reflecting on that with our professors." (092324)