Academic literature on the topic 'First-generation university student'
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Journal articles on the topic "First-generation university student"
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Bharucha, Jehangir Pheroze. "Blazing a Trail to First Generation Success." International Journal of Virtual and Personal Learning Environments 11, no. 2 (2021): 36–47. http://dx.doi.org/10.4018/ijvple.2021070103.
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While higher education is rich in diversity and rewards, it can be particularly arduous for first-generation college students. This paper reports the results of a qualitative research study investigating the college experiences, identity development, and issues faced by this student subpopulation that moved from sixth-form and completed the undergraduate programme at a midsized public university in Peninsular Malaysia. Data were collected through semi-structured interviews and focus groups. These students have faced and managed to overcome a host of academic, socio-economic, emotional, and cultural challenges. The parents' low socio-economic status is the biggest barrier to the academic success of these students. They viewed their status as a source of strength. The biggest cultural transition faced by the participants involved bringing their student identity home. It is hoped that the results of this study will offer some fresh perspectives into the continuing discussion on first generation students.
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Hindle, Caitlin, Vikki Boliver, Ann Maclarnon, Cheryl McEwan, Bob Simpson, and Hannah Brown. "Experiences of first-generation scholars at a highly selective UK university." Learning and Teaching 14, no. 2 (2021): 1–31. http://dx.doi.org/10.3167/latiss.2021.140202.
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Targets set by the UK Office for Students require highly academically selective UK universities to enrol a greater percentage of students identified as least likely to participate in higher education. Such students are typically at a disadvantage in terms of levels of academic preparedness and economic, cultural and social capital. Drawing on eighteen interviews with first-generation students at Durham University, we identify five sites of pressure: developing a sense of belonging within the terms of an elite university culture, engagement in student social activities, financial worries, concerns about academic progress, and self-transformation. Based on these insights, we argue that support for first-generation scholars will require that universities recognise and redress elitist cultures that discourage applications from prospective first-generation scholars and prevent those who do enrol from having the best educational and all-round experience.
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Ortega, Kristen E. "Perspectives From a First-Generation College Student: Reflections on the Value of Mentoring Relationships." Health Promotion Practice 19, no. 4 (2018): 492–94. http://dx.doi.org/10.1177/1524839918780685.
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In this Career Development commentary, the author highlights the value of tailored mentoring and experiential learning from the perspective of a first-generation college student. University faculty and practitioners in diverse settings have the opportunity to mentor emerging public health professionals but may not have experience mentoring first-generation college students. We hope that this commentary encourages our readers to reflect on mentoring strategies, opportunities, and benefits for first-generation college students.
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Dueñas, Mary, and Alberta M. Gloria. "¡Pertenecemos y tenemos importancia aquí! Exploring Sense of Belonging and Mattering for First-Generation and Continuing-Generation Latinx Undergraduates." Hispanic Journal of Behavioral Sciences 42, no. 1 (2020): 95–116. http://dx.doi.org/10.1177/0739986319899734.
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Using a psychosociocultural approach, we examined the role of motivation, belonging, and congruity relative to sense of mattering for 236 Latinx undergraduates attending a public Midwest research university. Findings revealed the key role of belonging in understanding undergraduates’ experiences where belonging accounted for more than half of the variance of mattering as well as mediated the relationship of congruity and mattering. Differences by college generation, academic certificate, and student organization status were also revealed. Practical implications for faculty, administrators, and university personnel and future direction for research are addressed relative to student affiliation and sense of belonging and mattering.
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Potter, Derek, David Jayne, and Sonya Britt. "Financial Anxiety Among College Students: The Role of Generational Status." Journal of Financial Counseling and Planning 31, no. 2 (2020): 284–95. http://dx.doi.org/10.1891/jfcp-17-00033.
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Both financial anxiety and first-generation student status have been linked to negative academic outcomes, mental health issues, and poor social adjustment among college students; however, each factor has been studied in isolation. This article examines the predictors of financial anxiety, including generational status, using the Roy Adaptation Model and ordinary least squares (OLS) regression analysis on data from a large, Midwestern public university. First-generation student status was positively associated with financial anxiety in multivariate modeling. Proxies for students' self-concepts, including financial comparisons to peers and perceived mastery, had the largest contribution to the model. Financial counseling programs geared toward first-generation college students may impact their self-concepts and reduce financial anxiety.
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Fossard, Brice. "Strategies for Gaining Full Citizenship in the First Generation of Indochinese Students." Social Sciences 10, no. 4 (2021): 129. http://dx.doi.org/10.3390/socsci10040129.
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The history of the acquisition of French citizenship by Indochinese university élites remains yet to be written because few researchers have looked at the role played by sport and physical education in developing the Vietnamese élite. These young students discovered such physical activities at school and many of them claimed judicial/legal equality with the French. This article will demonstrate that sports and physical education were the key stages in a strategy for certain Indochinese students to become French citizens. At the same time, this tactic generated much tension within the Vietnamese student community between the two world wars.
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Kezar, Adrianna, and Joseph A. Kitchen. "Supporting First-Generation, Low-Income, and Underrepresented Students’ Transitions to College Through Comprehensive and Integrated Programs." American Behavioral Scientist 64, no. 3 (2019): 223–29. http://dx.doi.org/10.1177/0002764219869397.
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This special issue of American Behavioral Scientist focuses on college transition programs that have either comprehensive or integrated designs, exploring whether, how, and why these programs are making progress toward improving success among marginalized student populations to address long-standing retention and completion gaps that have troubled higher education for decades. Comprehensive programs offer a broad range of supports coordinated within a single program. Integrated programs link students to several existing supports on campus so that they essentially become a comprehensive support program. There are multiple institutional and structural factors that can thwart the success and development of underrepresented and marginalized students. Comprehensive and integrated programs represent an opportunity to structure or coordinate an environment within the larger university community that is explicitly oriented toward the particular needs and success of these student populations. This volume of articles focuses on two major comprehensive and integrated programs: (1) the Thompson Scholars Learning Communities program and (2) the California State University STEM Collaboratives Initiative.
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Covarrubias, Rebecca, James Jones, and Rosalind Johnson. "Exploring the Links Between Parent–Student Conversations About College, Academic Self-Concepts, and Grades for First-Generation College Students." Journal of College Student Retention: Research, Theory & Practice 22, no. 3 (2018): 464–80. http://dx.doi.org/10.1177/1521025118770634.
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Two studies examined the link between academic self-concepts and grades (Studies 1 and 2) for first-generation (i.e., parents have not obtained a 4-year degree) and continuing-generation (i.e., at least one parent with a 4-year degree) college students, and how parent–student conversations about college related to this link (Study 2). In Study 1, based on online surveys with 102 students, we found self-concepts were positively related to grades for all students. Yet, first-generation students reported less positive self-concepts than continuing-generation students. Study 2 replicated Study 1 findings with 169 students and also revealed that first-generation students reported having less conversations about college with parents than continuing-generation students. For first-generation students, conversations about college predicted more positive self-concepts, which predicted higher grades. Conversations about college were unrelated to self-concepts and grades for continuing-generation students. The findings from this work have important implications for university practice and retention around providing support for first-generation college students.
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Childs, Becky. "Student Voice and Linguistic Identity: Digital Badging as a Tool for Retention of First Year and First Generation Undergraduates." Journal of English Linguistics 46, no. 3 (2018): 186–98. http://dx.doi.org/10.1177/0075424218783444.
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This article describes the role that linguists can play in the retention of first year and first generation college students through both collaborative and cross-disciplinary work. By drawing on our academic training, linguists can design materials and implement programs both within and outside of our home academic departments that not only affirm students’ linguistic identities and home languages (National Council of Teachers of English 1974; Smitherman 1995), but also simultaneously engage them in overt discussion about the academic discourse community and ways to negotiate multiple linguistic terrains. An example of this type of engagement and material development is discussed in this article, which examines three learning modules that use an electronic badge system. The modules and badges allow students to explore linguistic diversity and discuss the different ways of “being” (including language) that they encounter in their new academic community. Coupled with these three badges for first year students, additional materials have been developed and implemented for student tutors at the university writing center. These materials better contextualize the linguistic diversity that student tutors encounter as they come into contact daily with linguistic diversity, primarily in the form of Southern U.S. English and African American English varieties.
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Arthur, Mikaila Mariel Lemonik, and Scott Leo Renshaw. "Waking Yourself Up: The Liberatory Potential of Critical University Studies." Radical Teacher 108 (May 31, 2017): 5–12. http://dx.doi.org/10.5195/rt.2017.353.
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Critical university studies courses can provide students with a context in which to learn not only about the concealed workings and hidden curriculum of the university, but more than that a liberatory space in which to find voice in shaping their own futures. This paper explores the liberatory potential of critical university studies through a conversation between a faculty member who designed and taught an interdisciplinary general education course on higher education and a student who was enrolled in the course the first time it was offered. The conversation explores the course’s pedagogy as both professor and student contemplate the ways in which contemporary higher education may limit the horizons of first-generation students and the ways in which critical university studies can open up possibilities and provide students with a sense of self-efficacy.
Dissertations / Theses on the topic "First-generation university student"
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Mydin, Kutty Faridah. "First-generation student transition to university : an exploratory study into the first-year experience of students attending University Kebangsaan Malaysia." Thesis, University of Southampton, 2014. https://eprints.soton.ac.uk/364628/.
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Transition is the movement, the passage of change from one role to another. This research offers an in-depth understanding of how the transition to university is experienced by first-generation students. To explore and understand the process of change underlying the transition process, this research uses qualitative research methods, semi-structured interviews and journal writing. Drawing from the data, a longitudinal case study followed the 16 students’ transition experiences for nine months, from the first semester to the end of the second semester of the first year. The research focused on three fundamental issues: higher education aspirations and decisions, the challenges encountered in the initial week of first year and the adjustment process, arguing that an understanding of these three aspects is necessary for a better understanding of the formation of learner identity. The research findings demonstrate that in the early weeks of university students experienced disjuncture between expectations held prior to commencing university and the reality they encounter. These phases are characterized as experiencing conflict with their new role and anxieties with their ability to manage the academic demands and expectations. Based on the evidence gathered, this is caused by inaccurate information they receive from third parties and during their prior educational experience. Early experience, whether positive or negative, is an important phase within this movement. Students become more active agents by being engaged and identifying difficulties and finding solutions. Student engagement both in class and out-of-class provides them with more accurate information on the knowledge and skills for their learning identity. Academic and non-academic support received both on and off campus comes from a range of sources including lecturers, peers and seniors, parents and family members, all of whom are identified as important contributors to the adjustment process of these first-generation students.
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Abdulkadir, Idil. "Somali Stories in Ivory Towers: Narratives of Becoming a University Student." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/41507.
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This study employed narrative methods to explore how two Somali-Canadian women formed and understood their identities as first-generation university students. In conceptualizing identity, the study draws on sociological literature that frames identities as a collection of social roles that are performed. Within this framework, university student is a cultural object related to specific kinds of capital. The data are presented in narrative form, based in life history and life story approaches. Within their narratives, participants recounted the ways in which their attempts at developing a university student identity were complicated by their identities as Black, Muslim, economically marginalized individuals from refugee backgrounds. The tension at the heart of each participants’ narrative was not how to perform the university student role, but the cost of that performance on other parts of their identity. These findings reveal the narrow definition university student within the Canadian imagination and its consequence for the lives of marginalized communities.
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Jenkins, Sandra Jean. "Educational Talent Search assessing student outcomes for first-generation, low-income students in rural Georgia /." Click here to access dissertation, 2006. http://www.georgiasouthern.edu/etd/archive/fall2006/scoleman/jenkins_sandra_j_200608_edd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2006.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 99-105)
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Thompson, Jessica Loren Bush V. Barbara. "First-generation college students their use of academic support programs and the perceived benefit /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5116.
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Aguirre, Marco Antonio. "First-Generation Latinos at Pacific Northwest University: Their Adjustment and Experience during Freshman Year." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1025.
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This thesis details the lived experiences of ten first-generation Latino students at a large public university in the Pacific Northwest. Their experience and adjustment reveal that they relied on their friends and family, especially their parents for the male participants, for support and encouragement. The help these students received in the form of caring and social capital from faculty and staff during their freshman year ensured that they made a successful adjustment to college. Participants cite influential people and programs that motivated them to succeed and become comfortable in the college student role.
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Richards, Lynn Maureen. "Storying students' ecologies of belonging : a narrative inquiry into the relationship between 'first generation' students and the University." Thesis, University of Wolverhampton, 2018. http://hdl.handle.net/2436/622075.
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This research study explores the ways in which articulations of belonging are expressed by a small number of second year education undergraduates in a post-1992 university in the UK. Issues of student engagement and belonging in Higher Education (HE) have been the subject of research within recent years as a way to enhance rates of student retention and success, as the Widening Participation agenda has realised a changing demographic within the traditional student body. This study focuses on the First Generation Student (FGS), as reflective of the non-traditional student, who is subject to a negative framing within the educational literary discourse. The research adopts a metaphorical lens to locate the FGS as migrant within the HE landscape and to consider HE institutional efforts to foster a sense of belonging, as a strategic tool for success, as a colonising process. Working within an ecological framing of the topic, the study focuses on the differing contexts within which the research participants operate and considers the impact these have upon student engagement with the university. As a way to foreground respectful working with research participants, a person-centred approach has been employed, using a narrative inquiry methodological framework. Voices of the participants, as narrators, are privileged within this study in order to afford them the opportunity to add to the ongoing conversation on belonging. Creative strategies, based upon photo- and metaphor-elicitation, have been employed to facilitate discussion of the abstract and intangible concept of belonging and to provide a participatory nature to this research study. Findings signal a strong resolve by these narrators to overcome obstacles in their path to success within what is often an unfamiliar terrain within HE. The potentiality of the individual is privileged, showing strengths that are brought to the world of study which are often unrecognised by university practices. The affective dimension of belonging is emphasised within the research and metaphors of belonging, articulated by the narrators, offer alternative conceptual structurings which privilege aspects to do with security and adventure. Such insights afford opportunities to view belonging from differing perspectives, to re-figure ways in which students see themselves within HE processes, and to alert staff and personnel to new ways in which they might view the non-traditional student. Aspects of valuing the diversity of students and of a person-centred approach to working are viewed as key to creating the possibilities for belonging.
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Thompson, Jessica Loren. "First-generation College Students: Their Use of Academic Support Programs and the Perceived Benefit." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5116/.
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The purpose of this study was to determine the extent to which academically successful first-generation college students, compared to academically successful non-first-generation college students, used academic support programs provided by UNT and to measure their perception of the benefits of these programs. Differences were examined using information gathered from a Graduate Student Survey administered to students graduating in fall 2006 from the University of North Texas. Analysis of the data from the survey indicated that there was no statistical significance between the use and perception of benefit of academic support programs between the two groups. Overall, students that used academic support programs provided by the university believed they benefited from the programs they utilized. Both groups indicated that they believed the Math Lab provided the most benefit. The Graduating Student Survey also examined input, environment and output factors of academically successful first-generation and academically successful non-first-generation students. Again, both groups indicated similar responses to the questions asked. First-generation college students in this study were successful in graduating from the University of North Texas and utilized some of the resources provided by the university to do so.
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Gibbens, Charles E. "The effect of student engagement on student success at a binational Hispanic serving institution." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
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Naidoo, Saloshana. "Exploring the undergraduate Information Technology experience of an extended four-year programme." Thesis, University of Pretoria, 2005. http://hdl.handle.net/2263/66229.
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Student academic progress has been at the centre of concern to all higher education institutions in South Africa. It is understood that student progress emanates from a range of dynamics that gives students different educational experiences. The student cohort at University of Pretoria (Abdulghani et al., 2014) come from diverse cultural backgrounds in South Africa, aptly called the rainbow-nation, and subsequently bring different levels of proficiency and world experiences to the higher education sector. The student population is like a tapestry interwoven from different cultures and includes students from all 'walks of life', rich and poor, alternative lifestyle and background, as well as students who are disabled, and students who have diverse sexual orientations. The transition from school to university is regarded as a time of extreme stress for students arriving at the university door for the first time. The expectations of students are mostly unknown, but educators know that students entering university come from positions of extreme inequality, not only in terms of schooling, but also of financial and other resources. It is well-documented that in addition to all the other changes, a large number of students arrive at the university lacking the necessary knowledge and skills that will help them cope at university. These are largely students that come from underprivileged schools that still bear the ravages of apartheid education. To assist students in overcoming the lack of these skills and bridging the educational gap, higher education has to address these needs. Hence, it is the intention of this research to "explore the undergraduate Information Technology experience of an extended programme". The research is a four-year longitudinal study of IT students in the extended (four-year) IT degrees at UP, and has analysed interviews conducted with IT graduates in a range of professional settings. Taken together, these components have been designed to expand the researcher's understanding of undergraduate IT experience (extended programmes) and the transition from university to the workplace. Furthermore, it focuses on how students in Information Technology experience their education, how they gain knowledge of what Information Technology is, and what their post-graduation plans are. Based mainly on the theoretical framework of Vincent Tinto (1975), this study provides an analysis of research regarding student experiences, retention and withdrawal in the extended four-year programme (E4YP) in IT. The research methodology used to conduct this study includes a mixed methods approach undertaken from more than one point of view. The researcher used a combination of qualitative and quantitative research features. The data was generated by surveys (online questionnaires and mini-questionnaires), mini-essays and the results of statistical analysis using academic results and Students� Academic Readiness Survey (STARS) scores. The findings of this study paint a portrait of typical first-year students irrespective of study direction. Their experiences and journey during the first-year are fraught with issues such as finance, accommodation, transport, gender inequality, institutional hiccups, loneliness and exhaustion, and difficulty in finding their way around campus. However, many expressed experiencing the euphoria of freedom from school/parental rules, meeting new friends and socialising, and enjoying the general feeling of being a university student.<br>Thesis (PhD)--University of Pretoria, 2017.<br>Informatics<br>PhD<br>Unrestricted
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Huerta, Andrew L. "First-Generation College Students and Undergraduate Research: Narrative Inquiry into the University of Arizona's Ronald E. McNair Achievement Program and the Phenomenon of Student Transformation." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/306969.
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With increasing numbers of first-generation college students enrolling in colleges and universities across the US, so too is the need to begin preparing such underrepresented students for graduate school and a career in academia. As a phenomenological case study of student transformation, this dissertation examines the experience of nine first-generation college students in the summer research portion of the Ronald E. McNair Achievement Program (McNair) at University of Arizona. The qualitative data collected includes in-depth interviewing, observing the students' in-class presentations on the progress of their summer research, and reviewing the students' written work. Drawing on Adult Transformational Learning Theory (Mezirow, 1991) and Gee's writings on student identity (2000) and Discourse (2005), this study primarily addresses the following questions: 1) How do UA McNair students take on and use the Discourse of research during the 10 week summer program? And 2) as they engage in the Discourse of research (in classes, with mentors, with peers, in written work), what academic identity transformations are observed (in the classroom, in interviews, and in written work)? Narrative inquiry (Clandinin & Connelly, 2000) was utilized to organize and examine the data, and research texts consist of academic biographies written for each student. Findings reveal that student transformation is the noticeable difference in the students' utilization and integration of a language system used to describe their summer research and to define their research interests. Defined as the Discourse of research, this becomes the basis for students enacting the identity of undergraduate researcher. As a cohort of nine McNair Scholars, students share the experience of undergraduate research and engage in conversations which address the insecurities they have as first-generation college students. Through this formation of an affinity group (Gee, 2005) and their utilization of the Discourse of research, students engage in critical reflection, reevaluate their academic identities, and begin preparing themselves for their transition from undergraduate students to first-year doctoral students.
Books on the topic "First-generation university student"
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Dittman, Sarah. Students who are the first generation of their family to attend college: A comparative study of Western Washington University frosh. Office of Institutional Assessment and Testing, Western Washington University, 1994.
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Shaydenko, Nadezhda, and Svetlana Kipurova. Introduction to teaching activities. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1055432.
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The textbook is devoted to the first stage of professional growth of a teacher in a pedagogical university. The purpose of the teacher's profession in society and the corresponding requirements for the professional's personality are defined. The specifics of the teacher's work in different historical periods are revealed. Special attention is paid to the state policy in the field of education in modern Russia. A retrospective analysis of the development of teacher education in Russia is given, as well as the foreign experience of teacher training is described. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions, teachers and teachers.
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Barinov, Vladimir, and Dmitriy Busalov. Strategic management. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1391566.
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This tutorial is not just another of the many books on a well-known topic. The main emphasis is placed on connecting many, at first glance, well-known things and helping students and managers to better understand the need and meaning of strategic management as a set of actions for the consistent development of an organization in an increasingly competitive environment. For the Russian reader, this is also important because competition in our country is only "gaining momentum", and understanding its nature is necessary both to preserve business and to achieve personal success.
 Meets the requirements of the federal state educational standards of higher education of the latest generation.
 For university students and postgraduates studying the peculiarities of enterprise management in a competitive environment, as well as for companies regardless of their size and field of activity, managers involved in the development of business development strategies.
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Understanding Experiences of First Generation University Students. Bloomsbury Publishing Plc, 2018. http://dx.doi.org/10.5040/9781350031869.
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LaPierre, Paula J. S. The first generation: the experience of women university students in central Canada. 1993.
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Understanding Experiences of First Generation University Students: Culturally Responsive and Sustaining Methodologies. Bloomsbury Academic, 2018.
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Jehangir, Rashne R., Michael J. Stebleton, and Veronica Deenanath. An Exploration of Intersecting Identities of First-Generation, Low-Income Students. National Resource Center for The First-Year Experience, 2015.
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Sone, Dorothy H. Senior citizen students: The first generation of graduates from the waiver of tuition and admission requirement program at the University of Toronto. 1987.
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Caps, John. Back to Television? University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252036736.003.0011.
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This chapter details Mancini's return to television. Mancini was offered his own TV series, to be called The Mancini Generation, on which he would discuss and demonstrate film music to a syndicated audience. Undertaking the series was a colossal commitment. The music materials were drawn from his whole backlog of arrangements alongside some new charts, but in addition to the musical rehearsals there were camera rehearsals and host-segment preparations all of which were shot together during one four-week period and then sliced up for insertion into the shows. Unique to each show was a sequence during which Mancini invited one college student enrolled in a film course at some university across the country to take a past Mancini recording and conceive, shoot, and edit an experimental film based on the music. The short films, then, were shown on the program, and Mancini used the opportunity to push support for film and film-scoring study courses in schools of the future. The Mancini Generation was eventually seen on 150 stations nationwide and also led to an RCA album sporting the series title, his first jazz-pop album since the 1960s.
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Fleming, James Rodger. First Woman. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198862734.001.0001.
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This book, based on the life and work of Joanne (Gerould) Simpson (1923–2010), charts the history of women in meteorology and the history of tropical meteorology in the context of her long and productive career as pioneer scientist, project leader, and mentor. In 1943 women had no status in meteorology, tropical weather was largely aer incognita, and Joanne Gerould, a new graduate student at the University of Chicago, had just set her sights on understanding the behavior of clouds. Establishing her career in an era of overwhelming marginalization of women in science was no easy matter, and Joanne (who published under three married names and raised three children) had to fight every step of the way. Under the mentorship of Herbert Riehl, she received a PhD degree from Chicago in 1949. Later, while working at Woods Hole, she collaborated with Riehl on their revolutionary and controversial “hot tower” hypothesis that cumulonimbus clouds were the driving force in the tropical atmosphere, providing energy to power the Hadley circulation, the trade winds, and by implication, the global circulation. The mechanism of hot towers alludes to the incessant battle between buoyancy and entrainment in tropical convection, valorizing those clouds that successfully break through the trade wind inversion to soar to the top of the troposphere. The metaphor of hot towers points to the incessant battles Joanne waged between her sky-high aspirations and the dark psychological and institutional forces dragging her down. Yet she prevailed, reaching the pinnacle of personal and professional accomplishment, especially in her years at NASA, as she conditioned the atmosphere for further breakthroughs for women in science. She is best remembered as a pioneer woman scientist, the best tropical scientist of her generation.
Book chapters on the topic "First-generation university student"
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Jehangir, Rashné Rustom. "Reimagining the University." In Higher Education and First-Generation Students. Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230114678_4.
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Naepi, Airini, and Sereana Naepi. "A Notch in My Heart: University Practices That Help Canadian First Generation Student Success." In Understanding Experiences of First Generation University Students. Bloomsbury Publishing Plc, 2018. http://dx.doi.org/10.5040/9781350031869.0010.
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Harmer, Tanya. "University and Politics." In Beatriz Allende. University of North Carolina Press, 2020. http://dx.doi.org/10.5149/northcarolina/9781469654294.003.0003.
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Chapter two follows Beatriz to the University of Concepción to study medicine. It examines the type of medicine she studied in the early 1960s, how this related to evolving ideas about development, and how it shaped her political convictions. Young Chileans tended to follow their parents politically, especially when it came to the Left. But it was only in Concepción that Beatriz began understanding the basis for her loyalty to the Socialist Party independently of her father. In this respect, her visit to Cuba in the aftermath of Chile’s 1960 earthquake was decisive. In Havana she also attended the First Latin American Alongside a significant generation of students who would come to lead Chile’s revolutionary left in subsequent decades, studying a particularly socially-driven medicine at the university at the time, she began to act politically in her own right on a local stage through her involvement in study groups, student newspapers, and elections.
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Thrush, Elizabeth Claassen, and Christine Victorino. "Providing Study Abroad Opportunities for Underrepresented Populations." In Handbook of Research on Study Abroad Programs and Outbound Mobility. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0169-5.ch005.
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This book chapter aims to provide a detailed case study with supporting data on how the University of California, Riverside has engaged underrepresented study abroad student populations and has made progress toward increasing the number and diversity of students going abroad. It opens by reviewing the relevant literature and providing necessary context of the University and its recent history with short-term, faculty-led study abroad programs. Analyzing relevant student data collected through a survey and focus group leads into sharing a few key strategies undergirding the success and growth of participation in study abroad by underrepresented groups. This chapter focuses on low income students, but also includes a discussion of ethnic minorities, first generation students, male students, and those from STEM-related majors.
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Johnson, Karl. "Case III.2: Student–Public–Sociologist: On Dialogue with our First Public, and in Widening Access to Higher Education." In Public Sociology As Educational Practice. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781529201406.003.0019.
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By some measurements, I should not be in a position where I can contribute a chapter to an academic text. I entered university as a mature, working class, first generation student from a rural background, with less than impressive school attainment and a menial employment history. Here, as an early career lecturer experiencing culture shock, imposter syndrome and struggling with my mental health at time of writing, I reflect on the impact of dialogue on the Scottish widening access agenda and of students as arguably our first and most important public....
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Gant, Chantel K. "Utilization of Acceptance and Commitment Therapy (ACT) With Charlotte Underrepresented on Campus." In Cases on Cross-Cultural Counseling Strategies. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0022-4.ch007.
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This chapter will focus on an underrepresented student in STEM Charlotte and the utility of Acceptance and Commitment Therapy (ACT) and how African-American college students' access to STEM careers remains low with representation of eight percent in varied STEM fields by Georgetown University Center on Education and Workforce Analysis. This chapter highlights psychological flexibility in ACT in connection with counseling an African-American female, and first-generation college student in STEM who has academic, financial, emotional, and familial stressors. A multicultural and social justice perspective (MSJCC) addresses some of the unique challenges this student faces while focusing on her holistic growth in the counseling process. Recommendations for higher education, counseling, and STEM are discussed.
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Kaban, Aysegul Liman, Tufan Adiguzel, and Müge Nur Özaydın. "Responsive Open Learning Environment in a Higher Education Institution." In Student Support Toward Self-Directed Learning in Open and Distributed Environments. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9316-4.ch011.
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We have started to hear more and more about responsive open learning environments (ROLEs). They are the next generation of personal learning environments (PLEs). PLEs are based on the basic aggregation of existing content and services mainly using Web 2.0 technologies. ROLEs are mutating lifelong learning by introducing a new infrastructure to a world while dealing with existing learning management systems, institutions, and technologies, and these systems have test-beds. In this chapter, the authors describe first experiences utilizing ROLEs at Istanbul Technical University in Istanbul. The results of the study showed the readiness of the technology for large-scale trials and the benefits for the students leading to new insights in the design of ROLEs for more informal learning situations.
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Sailor, Rebecca, Patricia Rand, and Stacey Guney. "Promoting Online Connections Among Community College Students." In Enhancing Social Presence in Online Learning Environments. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3229-3.ch004.
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This chapter discusses opportunities for serving community college students in online learning environments. Online community college students represent a unique population of higher education students because they are frequently first-generation students with developmental education requirements—novice students. There is a notable difference in student outcomes between university and community college students in the online format. Community college students typically have higher attrition and lower end-of-course grades in online courses compared to face-to-face courses. Although the reasons for this are still largely unknown, the statistics point to an urgent need to consider the design and delivery of online courses for this unique population. Through an examination of three learning theories, the authors discuss a variety of instructional strategies geared toward learner autonomy, dialogue, metacognition, self-regulation, feedback, affective communication, and multimedia.
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Coy, Kimberly. "Universal Design for Learning Enables Significant Learning in Digital Courses." In Handbook of Research on Creating Meaningful Experiences in Online Courses. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0115-3.ch014.
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Universities serve a more diverse group of students than ever before, including students who are first generation, students from poverty, and students with learning disabilities. These institutions are also increasing the amount and types of digital learning environments students use. Meeting the needs of such a diverse student group with changing resources is a dynamic problem. The universal design for learning (UDL) framework has the potential to support professors, lecturers, and course designers as they create academic events for this wide group of learners in every field of study. This chapter examines the core concepts of UDL and presents specific examples in digital university teaching constructs. Students with diverse learning needs can be served in the same environments as more traditional students when this design framework is employed. UDL can be leveraged as an instructional superpower to the benefit of all learners in universities and post-secondary courses.
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Kelly-Laubscher, Roisin, Moragh Paxton, Ziyanda Majombozi, and Samukele Sally Mashele. "Factors Affecting the Success of First Generation University Students at a South African University." In Understanding Experiences of First Generation University Students. Bloomsbury Publishing Plc, 2018. http://dx.doi.org/10.5040/9781350031869.0011.
Full textConference papers on the topic "First-generation university student"
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Hilton, Ethan C., Shaunna F. Smith, Robert L. Nagel, Julie S. Linsey, and Kimberly G. Talley. "University Makerspaces: More Than Just Toys." In ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/detc2018-86311.
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University makerspaces are growing increasingly in vogue, especially in Colleges of Engineering, but there is little empirical evidence in the literature that these spaces impact the students. Speculations have been made about these spaces creating a community of practice, improving retention, improving design skills and self-efficacy, teaching manufacturing skills, improving creativity, and providing many other benefits, but this has not been empirically documented. This paper compares student engineering design self-efficacy (i.e., confidence, motivation, expectation of success, and anxiety toward conducting engineering design) to reported usage rates from a makerspace at a large Hispanic-serving university in the Southwestern United States. Not all users of these spaces were engineering students, and as such, responses were examined through the context of student major as well as differences in gender, race/ethnicity, or first-generation college student status. Design self-efficacy is critical because when individuals have high self-efficacy for particular skills they tend to seek more opportunities to apply those skills, and show more perseverance in the face of set-backs. Thus, self-efficacy is often a good predictor of achievement. The results from one year of data at the Hispanic-serving university indicate that female and first-generation college students have significantly lower engineering design self-efficacy scores. The data also shows that being a user of the makerspace correlates to a higher confidence, motivation, and expectation of success toward engineering design. Initial data from two additional schools are also consistent with these same results. These results indicate that, for all students, regardless of race/ethnicity and/or first generation status, being a frequent user of a university-serving makerspace likely positively impacts confidence, motivation, and expectation of success toward engineering design.
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"An Examination of Gen Z Learners Attending a Minority University." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3955.
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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the Interdisciplinary Journal of e-Skills and Lifelong Learning, Volume 14] This presentation presents the preliminary findings of a survey that sought to examine the technology uses, needs, interests, career goals, and professional expectations of Generation Z college students Background: Students entering college today are part of Generation Z born in the late 90’s through 2016 making the oldest among them 20 or so years old. They already outnumber millennials and are the first true digital natives being born during the age of smart phone. They are the first generation that used a tablet before they could ride a bike, the first to have childhood friends that they engaged with electronically, and the first to have their baby photos and youthful milestones shared on social media. Their minds, relationships, learning preferences, emotional health, sense of self, have all been inexplicably shaped by constant exposure to screens and networked digital technologies, which the research shows in high doses changes the neural circuitry of developing brains, leading to shorter attention spans, stunted social skills and a heightened ability to multitask Methodology: In the fall of 2017 an online student perception survey was administered to students enrolled at a mid-Atlantic minority serving institution. The survey included a combination of dichotomous, Likert-scaled, and ranking questions. The survey was administered to students following completion of core computer concepts courses and explored their technology backgrounds, skills, perceived computing self-efficacy, and the role they predict technology will play in their future career Contribution: As Generation Z descends on college campuses, with their technology dominated backgrounds and different communications, learning, and social preferences, it is important to better understand this generation whose needs and expectations will help shape the future of higher education. Additionally, this study also provides research on a population (first-generation minority college students) that is expanding in numbers in higher education and that the literature, reports is impacted negatively by the digital divide and educational inequalities. This paper is timely and relevant and helps to extend our understanding of Generation Z. Findings: The findings show that Generation Z learners enjoy computer classes, feel that using computers comes easy to them; are experts in the use of social media, mobile operating systems, using a smart phone, searching the Web, and email. They reported that they want to be more technologically literate, want to be more skilled in computer software applications, and are interested in learning about cyber security. In terms of the future, most also believe that their career will require them to analyze information to inform decision making. Additionally, most believe that information security will be important to their future career. Finally, results affirmed that college computing courses remain important and that college students recognize that technology will play an important role in their career and that employers want to see job applications with strong technology skills. Recommendations for Practitioners: Generation Z learners enrolled in higher education need, and want, a wide range of technology courses available to them in order to help them meet the rapidly evolving demands of tomorrow’s workplace. Students overwhelmingly see the value in enhancing their technology skills especially in such areas as computer software applications, information management, and cyber security. Recommendation for Researchers: Institutions of higher education should invest in thorough and ongoing examinations of the information and technology literacy skills, needs, and perceptions of students. Impact on Society: Understanding the interests and needs of Generation Z learners is imperative to the future of higher education. Future Research: This survey is a work in progress that is part of a pilot study that is being used to help guide a much more sizable examination of Generation Z learners.
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Buzzetto-More, Nicole, and Ojiabo Ukoha. "The Efficacy of a Web-Based Instruction and Remediation Program on Student Learning." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3319.
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Faculty today are challenged to meet the individualized learning needs of what is frequently a disparate student population while engaging in meaningful assessment of student learning outcomes. Learning styles and levels of preparation vary among students especially in the area of mathematics and the ability to diagnosis deficiencies and remedy needs can increase student success. Computerized homework and test management systems complete with interactive tutorials and targeted remediation exercises are being presented as a means of meeting the individual instructional needs of learners while assisting faculty through the automation of assessment. In particular, a number of studies have indicated positive student learning outcomes results when these programs are implemented into mathematics instruction (Butler & Zerr, 2005; Kennedy, Ellis, Ojen, & Benoit, 2007; Zerr, 2007). The University of Maryland Eastern Shore is a Historically Black University that primarily serves first generation, low income, and minority learners. Over the years, the number of students requiring remedial mathematics instruction has increased dramatically. In order to increase student learning outcomes success, as well as the persistence rates of students, an online homework and assessment system was implemented into all sections of remedial mathematics. Features of the system utilized include interactive tutorial exercises, an online tutoring center, an e-book, sample problems and answers, diagnostic analysis, targeted exercises, online assignments and quizzes, and an online grade book. This paper presents the findings of study that examined student satisfaction and perception of value with respect to the usage of this system as well as impact on student persistence and performance. The results of this study were mixed and marked by high levels of neutrality; however, the findings did indicate that most students felt that the system was easy to use, a valuable learning tool, successful at having helped them to learn course concepts, and an aide that helped them to perform better on their assignments. At the same time, most student responded that they were not satisfied the system. The analysis of the student performance data noted a significant decrease in student withdrawal rates and a marked increase in pass rates for the course under consideration.
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Rush, Monica, David Wallace, and Dava Newman. "Creative Thinking in a First Year Mechanical Engineering Design Course at the Massachusetts Institute of Technology: A Community of Practice Model." In ASME 2008 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/detc2008-49364.
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This paper investigates student acquisition of creative thinking skills in Solving Real Problems, a first year engineering design course in the Mechanical Engineering Department at the Massachusetts Institute of Technology. This class was developed around a service-learning model where teams of two to six students worked with community-based partners to design products for use in their communities. Each team also had at least one faculty member and one teaching assistant working alongside the students as additional team members. Teaching techniques used in the class included multiple in-class idea generation exercises, individual and group assignments, concept, visualization, and fabrication instruction. There were thirteen students total enrolled in the class, two of whom were upperclassmen, one of whom was cross-registered from another university. The participants of this study are the ten first-year MIT students that took Solving Real Problems (2.00B) in spring semester 2007, consisting of five females and five males. At the end of the semester, eleven students total, including each of these ten first-year MIT students, participated in focus groups and responded affirmatively to the question “Thinking about Solving Real Problems in particular, do you think that the class improved your ability to be creative?” Thirty minute follow-up interviews with each student explored this improvement in creativity and make up the core data analyzed in this paper. Common themes discussed by students in relation to creativity include the interactive lecture and lab environment, the involvement of the professors and confidence and hands-on practice, suggesting a community of practice model of learning creativity in the classroom.
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Pinar-Pérez, Jesús María, Roberto Morales-Arsenal, María Fernandez-Moya, Pedro Cuadros-Solas, and Carlos Salvador. "Mitigating deficiencies of generation Z through new educational methodologies in a business statistic course." In INNODOCT 2020. Editorial Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inn2020.2020.11821.
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Nowadays, most of the students in first course at University are from the so-called Generation Z. Since a young age, these students have been used digital technology such as internet, mobile phones, tablets and laptops developing certain skills. But a large majority of these students have some deficiencies such as low knowledge of mathematics, scarce levels of motivation, concentration or logical reasoning and little patience (they want to understand everything quickly). These characteristics must be improved being a hard work to do by teachers. New educational methodologies are being adapted taking into account these digital skills and mitigating the deficiencies observed in some students. This paper presents an analysis of the impact of using new methodological techniques in a business statistics course. The work focuses on the problem of increase the student´s motivation through the use of new digital tools such as video-lessons, screencasts and flipped classroom combined with neuroeducation techniques. Our hypothesis is mitigating the deficiencies of students through increasing their motivation. A multiple linear regression model to a set of students is carried out. Empirical results show, in general, that females take advantage of this methodology implemented better than males. Moreover, students with “good” performance reach better outputs (higher final score and a deeper knowledge of the subject) if additional methodological tools are implemented in the traditional class. While, there is not improvement for “bad” students.
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Zhou, Yong, Cheng-Chang (Sam) Pan, and Nazmul Islam. "Evaluation of Engineering Readiness and Active Rate Enhanced by Intensive Summer Bridge Program." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-53262.
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An engineering Summer Bridge (Engineering Summer Readiness Workshop after 2015) program has been implemented at the University of Texas at Brownsville (UTB) since summer 2012. After three years of program data accumulation, we can now track those participants from their freshman up to junior year (for those still active in UTB engineering) and further extend our study on the effect of the designed engineering summer program on a) the semester the participants take Calculus I; b) the semester the participants pass Calculus I; c) the first- and second-year engineering active rate; and d) the success rate in the selected engineering major courses of all the participants. We compared all the above mentioned data to the average data of the engineering majors at the same academic stage/level. The engineering summer bridge program was originally designed to prepare the fresh high school graduates intellectually on their math and for an early readiness for their coming engineering study. More than 90% of the targeted students are Hispanic in south Texas, and English is the second language for 86% of them. As one of the components of the University of Texas System, UTB is a minority-serving institution catering mostly to the underrepresented Hispanic population of the Lower Rio Grande Valley region. It has one of the highest concentrations of Hispanic students (both in number and percentage) compared to other universities in the nation [Table 1]. Among the overall student enrollment at the university in fall 2013, 91% are Hispanic. Most of the targeted students are academically below the top 10% in their high school graduating classes due to the pre-selection of the top 10% students by the Texas flagship universities. First-generation college-goers experience a variety of challenges as they enter and move through higher education. The Engineering Summer Bridge provides students with specific types of resources and support to ensure that they move into and through engineering study smoothly and to shorten the time for their engineering study. The 4–5 week summer bridge program at UTB intensively enhances math preparation in pre-calculus and college algebra, and also actively engages the students with the modern engineering design concepts and tools. Specific goals of the bridge programs include introducing math expectations of engineering program in the areas of College Algebra, Pre-calculus, and help students eliminate the math gap by passing the COMPASS Test as well as the Pre-calculus Test in the summer to get ready for Calculus I in the coming fall semester. The long-term goals of the ESB program aim to improve the first- and second-year retention rate and four-year graduation rate of UTB engineering majors. Study on the previous three year’s data suggests that, compared to the overall average of the students enrolling into the UTB engineering program at the same period, summer bridge program participants have statistically started and finished their Calculus I (thus becoming engineering math ready) earlier. Participants also demonstrated higher engineering interesting which was proved by the participation rate in introductory engineering projects in the first two years of their engineering study. Besides, 88% of surveyed students reported that the program was helpful and convenient, and 100% of surveyed students reported that they would recommend the summer bridge program to a friend or a fellow student. Comparison of the first- to second-year active engineering student rate also suggests the validness of the summer bridge program.
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"Addressing Information Literacy and the Digital Divide in Higher Education." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4041.
Full textAbstract:
Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the Interdisciplinary Journal of e-Skills and Lifelong Learning, Volume 14] The digital divide and educational inequalities remain a significant societal prob-lem in the United States impacting low income, first-generation, and minority learners. Accordingly, institutions of higher education are challenged to meet the needs of students with varying levels of technological readiness with deficiencies in information and digital literacy shown to be a hindrance to student success. This paper documents the efforts of a mid-Atlantic minority-serving institution as it seeks to assess and address the digital and information literacy skills of underserved students Background: A number of years ago, a historically Black university located in Maryland devel-oped an institutional commitment to the digital and information literacy of their students. These efforts have included adoption of an international digital literacy certification exam used as a placement test for incoming freshmen; creation of a Center for Student Technology Certification and Training; course redesign to be performance based with the incorporation of a simulation system, eportfolios, Webquests, a skills building partnership with the University library; pre and post testing to measure the efficacy of a targeted computer applications course taught to business and STEM majors; and student perception surveys Methodology: In 2017, pre and post testing of students in enrolled in core computer applications courses were conducted using the IC3 test administered during the second and fifteenth week of the academic terms. These scores were compared in order to measure degree of change. Additionally, post test scores were assessed against five years of the scores from the same test used as a placement for incoming freshmen. A student perception survey was also administered. The survey included a combination of dichotomous, Likert-scaled, and ranking questions with descriptive statistical analyses performed on the data. The results were used to test four hypotheses. Contribution: This study provides research on a population (first-generation minority college students) that is expanding in numbers in higher education and that the literature, reports as being under-prepared for academic success. Unfortunately, there is a paucity of current studies examining the information and technological readiness of students enrolling at minority serving institutions. This paper is timely and relevant and helps to extend our discourse on the digital divide and technological readiness as it impacts higher education. Additionally, this paper also marks a valuable contribution to the literature by examining the efficacy of computer applications courses in higher education with Generation Z learners Findings: The digital divide is a serious concern for higher education especially as schools seek to increasingly reach out to underserved populations. In particular, the results of this study show that students attending a minority serving institution who are primarily first generation learners do not come to college with the technology skills needed for academic success. Pre and post testing of students as well as responses to survey questions have proven the efficacy of computer applications courses at building the technology skills of students. These courses are viewed overwhelmingly positive by students with respondents reporting that they are a necessary part of the college experience that benefits them academically and professionally. Use of an online simulated learning and assessment system with immediate automated feedback and remediation was also found to be particularly effective at building the computer and information literacy skills of students. Recommendations for Practitioners: Institutions of higher education should invest in a thorough examination of the information and technology literacy skills, needs, and perceptions of students both coming into the institution as well as following course completion. Recommendation for Researchers: This research should be expanded to more minority serving institutions across the United States as well as abroad. This particular research protocol is easily replicated and can be duplicated at both minority and majority serving institutions enabling greater comparisons across groups. Impact on Society: The results of this research should shed light on a problem that desperately needs to be addressed by institutions of higher education which is the realities of the digital divide and the underpreparedness of entering college students in particular those who are from low income, first generation, and minority groups Future Research: A detailed quantitative survey study is being conducted that seeks to examine the technology uses, backgrounds, needs, interests, career goals, and professional expectations with respect to a range of currently relevant technologies
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Christensen, Louis, and Randall Mathison. "Educational Effectiveness of Brayton Cycle Compare and Solve Interactive Gas Turbine Simulator." In ASME Turbo Expo 2021: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/gt2021-59622.
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Abstract The air-breathing Brayton cycle is widespread throughout power generation and propulsion systems, making it a staple in every mechanical or aerospace engineering student’s repertoire. Students are typically introduced to cycle analysis in a thermodynamics course and may see more in-depth coverage of gas turbines in advanced technical elective courses. In the Air-Breathing Propulsion course at The Ohio State University, students perform thermodynamic analysis on Brayton cycle engines among other topics. Pedagogy research has shown active learning to be a potent tool for enhancing student learning, and it was decided to incorporate a new active learning module into the existing course. For the module to be successful, students must achieve the learning objectives, positively accept the experience, and the module must have a minimal impact on the course structure. One lecture and one homework assignment were devoted to the use of this tool to allow students to explore gas turbine cycle analysis. A new tool, Brayton Cycle Compare & Solve, has been developed for this module. The tool can accurately perform thermodynamic design point analysis of three types of Brayton cycle engines and allow users to graphically compare the results of their analyses. This study is done to present the tool and active learning experience to educators, capture the effectiveness of the tool in an educational setting, and determine whether students enjoy the new tool. The program is evaluated through an Institutional Review Board approved study consisting of two parts. First, students participate in a survey based on the Student Response to Instruction Practices tool to determine how the students react to and accept the active learning experience. Second, a detailed analysis of their homework responses is conducted to determine the extent to which they satisfied the learning objectives. Students unanimously felt that the learning experience with Brayton Cycle Compare & Solve is a valuable addition to the course, and homework analysis shows that their understanding of Brayton cycle analysis improved.
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Miller, Amy L., and Jerry Samples. "Building a Community - How to Enrich an Engineering Technology Program With an Identity, Presence and Pride." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-65034.
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Potential students and their parents are looking at schools differently than in the past: an out cropping of the new generation of parents and students. Academics are still the prime concern but more frequently than in past years families are concerned about the organization. Does the program have an identity that will assist in getting jobs? Is there a presence within the community? Do the faculty and students take pride in what is being accomplished and are graduates proud of their education and their school? The best way to answer these questions is to allow the families a chance to interact with students, see their products, read the posters of their work and show where graduates work. This paper will discuss the process needed to cultivate an engineering or engineering technology program into one with an identity, presence and ultimately pride. The paper will describe leadership steps that can be taken to generate pride and distinctiveness, first to the faculty, and then to the student body. Resulting in a close nit and enviable community where education can flourish, and the students’ academic related clubs are active and involved on campus. Where alumni look forward to visiting and helping with student projects. Where they take pride in their alma mater and often seek new hires from the program. Where faculty members win teaching awards and enjoy their time in the classroom and advising students. A case study will be presented and, detailed examples will be cited demonstrating how the students “caught on” and took pride to a new level based on the successful implementation at a university. It will show that leadership lessons learned by students while in school, continued to be used after they graduated. The case study will further demonstrate why everyone associated with the program feels that the engineering technology program is a great place to learn and work.
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Evain, Christine, Simon Carolan, and Morgan Magnin. "Preparing for Generation Z: The Hippocampus Experiment at Ecole Centrale de Nantes." In ASME 2012 11th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/esda2012-82034.
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Although social researchers who have written about Generation Z have found it difficult to classify the generation precisely, “Gen Z” is generally defined as the younger children of Generation X — in other words, Gen Z starts with today’s teenagers. For the last fifteen years, technoculture theorists have been exploring the consequences of the wide availability of internet connectivity to the first generation of people born to it, who are referred to as “Digital Natives”. Their purpose is to address issues such as shifts in the concept of identity, privacy, content creation, activism, and piracy. Our objective will be to apply the findings of generational experts to highlight possible avenues for pedagogical innovation in our University of science and engineering. We cover a range of questions: What are the online behavioral differences between generation X, Y and Z? What is our experience at ECN in terms of blended teacher and student driven pedagogies? What is the role of Information and Communication Technologies (ICT) in education? What are the expectations and contributions of the “Digital Natives” likely to be? Our purpose will be to define the type pedagogical approach which has the potential to appeal to Gen Z and help them face the challenges of their generation. This paper will be based on the research and testimonies of a wide range of experts: it will include the work of technoculture theorists such as John Palfrey, Urs Gasser and Cathy Davidson as well as our own practical experience at ECN, mainly the Hippocampus project. Our purpose will be to determine how we — researchers and pedagogues — can draw on our present pedagogical experiences to prepare for generation Z1.