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This study aimed to explore university undergraduates’ experiences of student involvement in assessment (SIA). Based on Biggs’ 3P model of student learning, this study focused on students’ experiences prior to SIA, during SIA and after SIA in three Business and Management modules. Applying this framework, different practices of involving students in assessment (peer assessment, self assessment or self designed assessment) were studied from the perspectives of the students concerned. Unlike other studies that normally test to what extent the designed outcomes of SIA have been met, the goal of this research was to reveal the inside picture of how students were coping with those SIA tasks and their learning. This picture was outlined from students’ perceptions of SIA, the main factors that might influence students’ engagement with SIA, and students’ reflections on SIA practice in the particular module. This study adopted mixed research methods with sequential explorative design. It employed the ETLA (Environment of Teaching, Learning and Assessment) questionnaire and follow up semi-structured interviews. There were in total 251 valid questionnaire responses from students and 18 valid student interviews. The data were collected from three undergraduate Business and Management degree modules in which different strategies were used to involve students in assessment. The three innovative modules were all from Scottish universities in which assessment practices were being re-engineered by involving students in assessment. Two of the modules had participated in the REAP (Re-engineering Assessment Practice) project. However, they were different from each other in terms of the way in which they involved students in assessment and the level or extent of student involvement in assessment that was entailed. The report and analysis of the findings has taken three main forms. First, the module context including the teaching, learning and assessment environment and student learning approaches and satisfactions in the particular module were compared and analysed using the questionnaire data. The results showed a strong association between the elements in the teaching and learning environment and student learning approaches. They also indicated that the quality of teaching, feedback and learning support played significant roles in the quality of student learning. Secondly, an analysis of the interview data was undertaken to examine why and how students would learn differently in different module contexts with different SIA practices, and how students were coping with their learning in the SIA tasks concerned. In addressing these questions, students’ previous experiences in SIA, and knowledge about SIA, peers’ influence, teachers’ support and training for SIA, interaction between and among students and teachers, the clarity of the module objectives and requirements and learning resources were found to be the major factors that might influence students’ engagement in the SIA. Additionally, the salient learning benefits and challenges of SIA as perceived by students were explored. Thirdly, based on the preceding findings, the analysis of each module aimed to further consider in what way the three modules differed from each other with respect to SIA practices, and how students responded in the three different module contexts in terms of their engagement with SIA. These three forms of analysis made it possible to gain a rich understanding of students’ experiences of SIA that could also feed into a consideration of what kind of support the students might need in order to better engage them into the SIA and better prepare them for life-long learning.

The purpose of this study was to investigate student participation in collegiate student governance, the impact of that involvement and its influence on career choice for African-American participants, and to enlighten educators about role and value of collegiate student government participation. If participation in student government and involvement in leadership activities is important in the overall development of a student, then the benefits and characteristics of that development may appear after the student graduates and enters society and the workforce (Cress, Astin, Zimmerman- Oster, & Burkhardt, 2001). Studies conducted over the last twenty years have attempted to measure the impact of involvement and leadership development on college students after graduation (Cress, et. all, 2001; Sommers, 1991) but not much has been written about the subject specifically tied to student government (Downey, Bosco and Silver, 1984; Kuh and Lund, 1994; Schuh and Laverty, 1983; Sermersheim, 1996). A qualitative case study/cross case analysis of multiple participants was utilized for this project. Following the collection of data through the use of a written participant profile and oral interviews with each of the survey participants, case studies were constructed and presented in a narrative form to allow the individual personalities of the participants to emerge. The use of cross case analysis allowed the researcher to group the data into themes and highlight patterns that cut across each case, more narrowly defining what related factors were significant to the impact of student government participation and the selection of a particular career choice. x The findings from this study indicate that while the impact of student government participation has an overall positive effect on students who participate, including greater career competency and self confidence, students attribute their choice of career to their chosen undergraduate major or other factors. Study findings revealed evidence that the impact of student government involvement was limited in its direct influence on career choice.

SAMMANFATTNING Bakgrund: Tidigare forskning visar att vårdstudenter har stor nytta av att få delta i patientarbete i sin utbildning och fortsatta yrkeskarriär. Patienter i hälso- och sjukvård har generellt en positiv attityd till studentmedverkan. Dock är forskningen om vilken uppfattning patienter inom psykiatrisk vård har till studentmedverkan mycket begränsad. Syfte: Att undersöka hur patienter inom psykiatrisk vård upplever studenters medverkan i vården Metod: Kvantitativ studie, en enkätstudie. Patienter från tre verksamhetsområden på ett universitetsjukhus i Mellansverige tillfrågades om att svara på enkätfrågor. Resultat: Resultatet blev 655 besvarade enkäter. Av respondenterna uppgav 95 % att de ansåg att det var viktigt att studenter får träffa patienter under sin utbildning. Sjuttiosex procent var bekväma med att studenter deltar i vårdbesöket och 61 % var bekväma med att träffa studenter för enskilt samtal. Kvinnliga patienter var mindre bekväma med manliga studenter i jämförelse med kvinnliga studenter, de var också mindre bekväma om studenten var mycket ung. För manliga patienter hade vare sig kön eller ålder på studenten någon betydelse för hur bekväma de var med studentmedverkan. Patienter som träffat studenter tidigare var överlag mer bekväma med studentmedverkan. Slutsats: Patienter inom psykiatrisk vård har en positiv attityd till studentmedverkan, för kvinnliga patienter har studentens kön betydelse för hur bekväma de är. Patienter vill bli tillfrågade om studentmedverkan i god tid och på ett respektfullt sätt. Om handledare utbildas i vad som är viktigt för patienter att få veta innan de beslutar sig för om en student får delta eller inte, kommer det ytterligare öka möjligheterna för studentmedverkan.   Nyckelord: Psykiatrisk vård, Studentmedverkan, Patienters attityder / ABSTRACT Background: Previous research shows that nursing students benefit greatly from participation in patient care in their education and future careers. Patients in health care generally have a positive attitude to student participation. However, research on how patients in psychiatric care perceive student participation is very limited. Aim: To investigate how patients in psychiatric care experience student involvement in their care. Method: Quantitative study, a questionnaire study. Patients from three psychiatric departments at a university hospital in central Sweden were asked to respond to survey questions. Result: The result showed 655 completed questionnaires. Of the respondents, 95 % stated that it was important that students get to meet patients during their training. Seventy-six percent were comfortable with students participating in the health care visits and 61 % were comfortable with meeting students for individual conversation. Female patients were less comfortable with male students compared to female students and they were also less comfortable if the student was very young. For male patients either the sex or the age of the student was of any significance to how comfortable they were with student participation. Patients who had met students previously were generally more comfortable with student participation. Conclusion: Patients in psychiatric care has a positive approach to student participation, for female patients the student’s gender has an impact on how comfortable they are. Patients want to be consulted on student participation in a timely and respectful manner. If supervisors are trained in what is important for patients to know before they decide whether a student may participate or not, it will further increase opportunities for student participation. Alpha Keywords: Psychiatric Care, Student Involvement, Patient Attitudes.

Housing shortage is sweeping over Nordic countries, where college/university students has involved in this housing crisis. More innovative housing solutions are appealed to buffer housing shortage and supply affordable housing for students. The existence of module housing and container housing in a number of Nordic municipalities has come into being a new housing term: temporary housing. At the same time, students’ housing expenditure has influence on their financial strain, and students’ housing location affects student involvement on campus. The design of temporary housing aims to cope with housing shortage. This study intends to figure out an ideal temporary housing with a great rent in order to alleviate students’ financial strain, a good location so as to enhance the level of student involvement, and a satisfactory housing type for purpose of meeting students’ housing preference. To understand students’ view of temporary housing, Cockerham’s theory of health and lifestyle is applied to develop “living condition” in student group. A self-administered questionnaire in quantitative research is conducted, and with a case study element as well. The survey groups centers on college/university students so that this study is following a down-up perspective. Finally, based on students’ feelings and opinion, an ideal temporary housing is depicted as a new product in student housing. This ideal temporary housing is discussed in relation to variables, such as an acceptable rent, good housing location and pleasant housing type.

As the need for foreign language education increases, various types of immersion programs are on the rise within the United States. This study presents foreign language housing as an under-researched type of immersion program that can be a valuable component of university language departments. Using the framework of situated learning and communities of practice, this study provides an in-depth look at lower proficiency (LP) student perspectives and experiences within Brigham Young University's French House. Data were collected through a preliminary questionnaire, a semester-long period of observations, and multiple interviews with select participants. A comparison of all three sources revealed that all levels of learners played a role in creating a comfortable, safe community where participants could make linguistic progress and build social ties. In particular, student leaders, known as resident facilitators, play a key role in granting legitimacy to the LP learners by including them in a variety of activities and giving them specific roles to fulfill within the community. By contrast, attitudes of superiority from student leaders or higher proficiency learners as well as misunderstandings between residents damaged the sense of community at one point and hindered LP learner participation through increased social tension and language anxiety. The data also revealed that moderate first language use was an effective tool in building good relationships, a key component of a healthy community of practice. Further, the data suggest that involvement in the community's activities and practices was related to different personality traits in the participants including willingness to communicate in either the first or the second language. As a whole, the study exhibits that foreign language houses provide a wealth of viable research topics and underscores the important role of building community relationships within a second language learning environment.

This study was an exploration of the relationship of the resilience of nontraditional, African American, commuter undergraduates and their academic and social involvement at a historically Black university. The researcher used the Personal Resiliency Questionnaire (PRQ), and a Student Demographic Questionnaire (SDQ.) The PRQ that contained 75 items and measured seven characteristics linked to resilience. The seven characteristics were (a) ?Positive: The World,? (b) ?Positive: Yourself,? (c) ?Focused,? (d) ?Flexible: Thoughts,? (e) ?Flexible: Social,? and (e) ?Proactive.? The SDQ included ten academic involvement indicators and ten social involvement indicators. The researcher defined nontraditional students as those who had indicated three of the following characteristics: (a) was single or married with children; (b) married; (c) was a commuter student; (d) worked full-time; and (e) would have been 24 years of age or older at the time of graduation. Based on the responses provided by the students that completed the survey the researcher identified which students were classified as nontraditional. The researcher reported that using a computer or word processor to prepare reports or papers, asking an instructor for information related to a course you are taking, using a computer lab or center to improve study or academic skills, and taking detailed notes in class significantly predicted several academic involvement indicators. The researcher further indicated, living in an apartment or dormitory if the university provided on-campus housing, supporting classmates? fundraisers, and visiting the university center significantly predicted several social resiliency indicators. The results of this study contributed to the field of higher education as they informed faculty, student affairs administrators, and other university professionals about the impact of academic and social involvement on the resiliency of nontraditional, African American, commuter, students. The researcher recommended that historically Black universities provided resiliency training to faculty and staff, who work with nontraditional students. Administrators should have a clear understanding of their personal resiliency and be willing to share their resiliency stories with others. A universal understanding of resilience and a desire to support the development of resiliency in others would be the first step in creating a resiliency community.

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