{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80393"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80393","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"A Case Study of Applied Academics From the Perspective of Students","abstract":"The study indicated the following: (1) The definition of applied academics is continuing to evolve, with participants' priorities reflecting greater emphasis on relevance to work and less emphasis on applied academics as designated courses or specific materials. (2) Participants' perceptions of the scope of applied academics far exceeded the designation of academic classes designated as applied in the course catalogs. (3) Participants' perception of the rigor of applied academics courses was mixed. (4) Participants perceived that they learned better in context and became more engaged when relevance was introduced. (5) Participants showed a strong preference for understanding, as opposed to mere acquisition of facts or knowledge. (6) All but one of seven benefits typically associated with applied academics (namely, increased enrollment in math and science courses) were deemed to be true for the experience of the participants in this study. (7) Participants perceived a lack of availability of advanced applied academics courses.","abstract_html":"The study indicated the following: (1) The definition of applied academics is continuing to evolve, with participants' priorities reflecting greater emphasis on relevance to work and less emphasis on applied academics as designated courses or specific materials. (2) Participants' perceptions of the scope of applied academics far exceeded the designation of academic classes designated as applied in the course catalogs. (3) Participants' perception of the rigor of applied academics courses was mixed. (4) Participants perceived that they learned better in context and became more engaged when relevance was introduced. (5) Participants showed a strong preference for understanding, as opposed to mere acquisition of facts or knowledge. (6) All but one of seven benefits typically associated with applied academics (namely, increased enrollment in math and science courses) were deemed to be true for the experience of the participants in this study. 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