The Student Perspective: The Quality Of Our Educational Experience

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.