The phrase "enrich student" is grammatically correct and can be used in written English
It is typically used to describe a process or effort to improve or enhance a student's experience or knowledge. Example: Our school is implementing a new program to enrich student learning in the sciences.
To the Editor: Having hired many adjunct instructors in the sciences, I have observed how experienced professionals can not only enrich student learning but can also foster academic-industrial research collaboration with faculty.
The review noted that even though Francis Lewis is 200percentt over capacity, "the school has taken advantage of its size to provide an extensive array of curricular and extracurricular opportunities that greatly enrich student experiences".
Academic librarians are joining forces with other educators to enrich student learning through inquiry-based learning and experiential education.
Analytics can help institutions to assess the quality of teaching and identify support needed to enrich student learning (Badur & Mardikyan, 2011).
One goal of this exercise was to enrich student understanding of how genetic mutations can lead to changes in the protein produced by a gene, which can subsequently affect the phenotype of the organism.
Ultimately, the aim is to understand those factors that enrich student research experiences and facilitate a process of increased numbers of students staying in the sciences for the very best reason the joy of being a researcher.
The goal: reading, writing and speaking to enrich students' definition and understanding of the meaning of citizenship.
There has been much dispute as to whether the study of educational principles is to be seen as part of the liberal element in the course, contributing to the teacher's general education and personal development, or whether it is properly an adjunct to the professional sequence, serving to illuminate and enrich students' method courses and practical work.
When instructors gesture, these complementary sources of information may enrich students' interpretation of spoken words by engaging different modality-specific mental resources (Baddeley, 2003).
In conditions of the Czech educational system, however, there is still rather limited use of opportunities to enrich students' theoretical education with practical experience in areas that students are studying.
The overall findings suggest that students' preference of learning dimensions such as linear vs. non-linear, level of LC and the range of MT must be taken into consideration in order to enrich students' quality of education by means of motivating students' acquisition of subject matter through individualize instruction when designing, developing, and delivering educational resources.
