93 Shifting student expectations in higher education: A comparative analysis of classroom instruction, grading, and communication preferences across academic classifications.

Abstract Due to recent advancements in classroom technology, artificial intelligence, and instruction methodology brought on by COVID-19, the average classroom experience for students over the last five years has drastically changed. As a result, students today have several expectations related to classroom instruction, grading, and communication, these expectations, however, are rarely voiced. The objective of this survey was to determine if students’ viewpoints change over time and during their academic career regarding what they as students deserved and course expectations. To accomplish this, students enrolled (n=548) in an agricultural sciences degree-seeking major at Sam Houston State University during the year 2024 completed an online survey through Google Forms. This survey collected demographic data and questions pertaining to student expectations, including perceived entitlements. Distributions of student responses were compared using chi-squared analysis with pairwise comparisons (JMP Pro v17.0) to determine differences between student classifications, specifically, comparisons of the change occurring during an undergraduate degree (Freshman vs. Senior) and from undergraduate to graduate school (Senior vs. Graduate). The demographic of student respondents was as follows: 74% female with 79% of students pursuing a degree related to Animal Science. By student classification: 19% freshman, 3% graduates, and 29% seniors with 50% of all respondents identifying as first-generation. Eighty-five percent of freshman students thought that instructors should be required to give a review before an exam, compared to only 69% of seniors (P=0.002). When asked, “For an instructor to accurately and fairly test a student’s knowledge on a subject, what format should they use on an exam?” a greater percent (P=0.02) of graduate students stated that multiple choice, matching and short answer were fair, compared to seniors (79 and 47%, respectively). There was a significant difference (P≤0.05) in the distribution of responses between undergraduates and graduate students when asked if instructors should offer extra credit in a course. Interestingly, there was no difference (P=0.90) between freshman and seniors regarding if they thought instructors should respond to student emails, texts, or phone calls after 5 PM and during weekends. Regardless of student classification (P≥0.48), it was shown that most students (≥63%) felt that if students missed a class, the course instructor is not responsible for teaching students the material missed outside of class. Additionally, student distribution of responses was not impacted by classification (P≥0.26) when asked what percentage of all courses completed had too much homework or outside classroom assignments. Student expectations shift over time; freshmen expect more instructor-led reviews, while graduates favor diverse exam formats. Extra credit expectations decline, but communication expectations remain stable across classifications. In academia, one constant is change. It is important for us to understand our student’s viewpoint so that we can better prepare them for the world to come.