Relevant bibliographies by topics / Professional class

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Professional class'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Professional class"

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Richards, Sue. "First Class Professional, Second Class Citizen." Practice Nursing 8, no. 9 (1997): 48. http://dx.doi.org/10.12968/pnur.1997.8.9.48.

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Elfick, Jacqueline. "Class Formation and Consumption among Middle-Class Professionals in Shenzhen." Journal of Current Chinese Affairs 40, no. 1 (2011): 187–211. http://dx.doi.org/10.1177/186810261104000107.

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This paper explores the role of consumption in defining Chinese middle-class identity by examining the consumption practices of urban professionals. It is widely agreed that China has a thriving middle class. The exact definition of this middle class, however, is disputed by scholars and the Chinese popular press. Debates about class are also manifest in the daily lives of urban professionals. One of the most interesting areas in which identity is contested is that of consumption. The research is based on 60 in-depth interviews among professionals conducted in Shenzhen in the period 2004–2010. New wealth means that the myriad of goods on offer is accessible to large sections of the urban population. Professionals have become keen and selective shoppers. Many describe their consumption practices as informed by their own highly individualistic taste. This paper argues that professional consumption practices sometimes express individual taste but, more importantly, serve to articulate a collective social identity.
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Cowman, Krista, and Louise Jackson. "Middle-class women and professional identity." Women's History Review 14, no. 2 (2005): 165–80. http://dx.doi.org/10.1080/09612020500200427.

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Zvonkovic, Anisa M., Kyung-Hee Lee, Erika Brooks-Hurst, and NaYeon Lee. "Recession Jitters Among Professional Class Families." Journal of Family Issues 35, no. 6 (2013): 755–75. http://dx.doi.org/10.1177/0192513x13476503.

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Driver, Jeffrey. "World-class partnerships enhance professional development." Journal of Healthcare Risk Management 24, no. 1 (2004): 1–2. http://dx.doi.org/10.1002/jhrm.5600240102.

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Moore, Wendy Leo. "Professional Identity Crisis: Race, Class, Gender, and Success at Professional Schools." Contemporary Sociology: A Journal of Reviews 35, no. 6 (2006): 588–89. http://dx.doi.org/10.1177/009430610603500624.

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Harkness, Geoff, and Peggy Levitt. "Professional Dissonance." Sociology of Development 3, no. 3 (2017): 232–51. http://dx.doi.org/10.1525/sod.2017.3.3.232.

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This article examines the working lives of creative-class professionals in the Global South using two case studies: university educators and museum professionals employed in Qatar. A small country on the Arabian Peninsula, Qatar is an ideal site for the study of professionals in a developing yet authoritarian nation. We argue that the cultural attributes of the professorial and curatorial communities, including creativity, autonomy, and intellectual freedom, are in conflict with the authoritarian political context, giving rise to professional dissonance. Professional dissonance occurs when the norms, values, and ideas embraced by a particular occupational group conflict with the norms, values, and ideas in the settings in which they work. To cope, university educators and museum professionals turn to five strategies—resistance, subversion, submission, conversion, and exit—although variations in the content and institutional structures of their work lead each group to deploy them in somewhat different ways. These strategies may be replicated in other contexts of high professional dissonance, caused by authoritarianism or otherwise.
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Gellis, Mark. "Leadership, Teamwork, and the Professional Writing Class." Journal of Technical Writing and Communication 28, no. 3 (1998): 251–63. http://dx.doi.org/10.2190/l6em-44xu-42x1-l0e6.

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This article argues that examining leaders and leadership techniques is a valid subject for technical and professional writing and communication classes. The article describes an assignment for studying leadership and provides related instructional materials.
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Freire, João. "Teachers: Between trade union and professional class." Portuguese Journal of Social Science 12, no. 1 (2013): 25–41. http://dx.doi.org/10.1386/pjss.12.1.25_1.

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Larsen, Carsten Hvid, Louise Kamuk Storm, Stig Arve Sæther, Nicklas Pyrdol, and Kristoffer Henriksen. "A world class academy in professional football:." Scandinavian Journal of Sport and Exercise Psychology 2 (October 21, 2020): 33–43. http://dx.doi.org/10.7146/sjsep.v2i0.119746.

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The holistic ecological approach puts an emphasis on the environment in which prospective elite athletes develop. Applying the holistic ecological approach, this article examines talent development among male under-19 football players at Ajax Amsterdam which has a history of successfully developing several of its juniors to top-level international players. Principal methods of data collection include interviews, participant observations of daily life in the environment, and analysis of documents. The environment was centred around the relationship between players and a clubhouse community consisting of a team of coaches, teachers, experts, and managers that helped the players to focus on: Handling dual careers (sport and school), developing mental toughness, social skills and work ethic. Furthermore, the environment was characterised by a strong, open, and cohesive organisational culture based on each player as an investment, social responsibility and individual development before winning matches. We argue that the holistic ecological approach holds the potential to inspire coaches and practitioners to be sensitive to and analyse not only the individual player’s athletic development but also the overall strategies and organisational settings, in the talent development environment.
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Dissertations / Theses on the topic "Professional class"

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Pfafman, Tessa M. "Selling class constructing the professional middle class in America /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4756.

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Thesis (Ph.D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 19, 2009) Vita. Includes bibliographical references.
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Zimmerman, Varda. "Professional development of home class teachersa case study." Thesis, University of Sussex, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536987.

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Alvi, Shahid Carleton University Dissertation Sociology and Anthropology. "Professional power and proletarianization? A class analysis of Canadian physicians." Ottawa, 1994.

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Jones, Lisa Michelle. "Social class and the emerging professional identities of novice teachers." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/social-class-and-the-emerging-professional-identities-of-novice-teachers(def63bae-247b-42a3-be7b-2467f396384f).html.

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The purpose of this study was to explore the influence that social class identity has on the emerging professional identities of novice teachers. The study argues that schooling in the UK is classed in terms of its history, outcomes and processes, and as a result, situates teaching as a form of ‘class work’. Given the strong arguments for situating teaching in this way, this thesis seeks to increase our understanding about the way class actually works in relation to teachers’ identities and the impact this has on their work as teachers. This study was qualitative and longitudinal in nature and used semi-structured interviews as the main method of data collection. A group of eleven novice teachers were followed over a two year period as they both learnt to become teachers on a postgraduate initial teacher education programme and then one year later after most had started teaching in secondary schools. The thesis begins by examining the complexities of the heightened, emotive and fiercely debated issue of class and draws strongly on understandings that locate class in contemporary Britain as being about culture as well as social structures. It recognises that whilst the emerging professional identities of teachers are heavily shaped by life experiences prior to becoming a teacher, new and varied teaching experiences have the capacity to impact on the way teachers see themselves and their understandings of their work in schools. Using data rich stories of six of the novice teachers to exemplify the wider sample, this thesis illustrates the ways in which classed identity shapes novice teachers’ early understandings of schooling and becoming a teacher. It demonstrates that class really does matter for novice teachers but that it plays out in complex and sometimes contradictory ways. In particular, the thesis draws on the notion of social class boundaries and the way in which teaching often involves the crossing of these. The crossing of class boundaries is identified as being a central feature of the novice teacher experience. It is argued that class boundary crossing creates tensions for novice teachers not least because their own class identities are called into question and troubled by this process. One feature of this process is that many novice teachers recognise teaching as ‘class work’ and additionally understand that the cultural capital they bring to this context may not be equally valued in all educational settings. This can result in a class identity acting in restrictive and constraining ways. Whilst some novice teachers are bound by their class identities, others are able to play strategically with their class minimising the disadvantages of a perceived lack of appropriate cultural capital. This study suggests that the ability to know how and when to strategise is itself classed, a coping mechanism employed by middle rather than working class novice teachers. The study concludes by examining the implications of these findings for novice teachers and their preparation for work in schools. It argues that the classed identities of teachers need to be explicitly examined in a supportive and reflexive manner within initial teacher education.
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Kalaiarasan, Ravi, and Giliyana San Aziz. "Underhållsstrategi enligt Professional Maintenance metodiken som en del av World Class Manufacturing." Thesis, Mälardalens högskola, Akademin för innovation, design och teknik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-27360.

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As a result of global competition, companies within the automotive industry are required to improve their production systems to achieve sustainable and competitive production. To attain operational excellence, companies have adopted concepts like lean and World Class Manufacturing (WCM). In order to deliver, companies need to increase the availability and reliability of production equipment. This demands focus on both operational and strategic maintenance, and efficient equipment acquisition and management. The main objective of this thesis is to identify processes and success factors that are necessary for improved maintenance performance. By conducting a case study and by performing a literature review, the following has been studied: 1) how companies within the automotive industry work with maintenance and maintenance strategies, 2) implementation of maintenance strategies, and 3) new acquisition and spare parts management for maintenance.  The results show that basic maintenance concepts and related terms are well defined in the literature. However, maintenance strategy is not unanimously defined. Results from the case study reveal that Professional Maintenance (PM) within WCM has been considered as a maintenance strategy. Furthermore, driving forces and obstacles for implementing maintenance strategies have been identified. The study also reveals that there is a strong link between maintenance performance, new acquisition and spare parts management.<br>Den globala konkurrensen inom fordonsindustrin, har medfört krav på företag att effektivisera sina produktionssystem för att åstadkomma en hållbar och konkurrenskraftig produktion. Detta har resulterat i arbete enligt koncept som lean och World Class Manufacturing (WCM).  För att kunna leverera behöver företag öka den tekniska tillgängligheten på utrustning. Detta i sin tur ställer ett ökat krav på både operativt och strategiskt arbete med underhåll, anskaffning och reservdelsstyrning. Målet med examensarbetet är att identifiera processer och faktorer som bidrar till ett förbättrat underhåll. Med hjälp av litteraturstudie och en fallstudie har följande studerats: 1) hur företag inom fordonsindustrin arbetar med underhåll och underhållsstrategier, 2) implementering av underhållsstrategier, och 3) nyanskaffning och reservdelsstyrning för underhåll. Resultat från litteraturstudier visar att det finns en enighet om att underhåll delas in i förebyggande och avhjälpande underhåll. Däremot, visar resultatet att det inte finns en enig definition av underhållsstrategi. Fallstudien visar att Professional Maintenance (PM) inom WCM betraktas som en underhållsstrategi. Som ett resultat har även ett antal drivkrafter och svårigheter som påverkar implementering av underhållsstrategier identifierats. Vidare visar resultatet att det finns ett starkt samband mellan underhåll, nyanskaffning och reservdelsstyrning.
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Nesbitt-Larking, Paul W. (Paul Wingfield) Carleton University Dissertation Political Science. "A structurationist analysis of the class character of state professional employees in Canada." Ottawa, 1991.

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Nicolae, Ana-Maria. "Humanizing my business English class and myself." Click here to view full-text, 2007. http://digitalcollections.sit.edu/ipp_collection/3/.

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Asser, Elaine. "The rise of a service class culture in India : the software industry in Bangalore." Thesis, University of Portsmouth, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343341.

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Mettler, Eunice. "Continuing Professional Teacher Development (CPTD) practices of teachers in working class schools in the Western Cape." University of the Western Cape, 2016. http://hdl.handle.net/11394/5355.

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Magister Educationis (Adult Learning and Global Change) - MEd(AL)<br>Continuing Professional Teacher Development (CPTD) of teachers at working class schools in South Africa has come under scrutiny over the past few years. Despite new education policies which incorporated the dire need for CPTD, the achievement of learners at working class schools remains poor. This investigation was prompted by the cause of this discrepancy. This study investigates the participation of teachers in Continuous Professional Development initiatives at working class schools in the Western Cape. The primary research question for this research paper is: “Why are teachers at working class schools not participating in CPTD initiatives as expected?” A qualitative approach within the interpretive paradigm was adopted throughout this study. The interpretive approach allowed the researcher to gain a more social world interpretation of the respondents as it provided insight in CPTD practices at working class schools. The process of data gathering was inductive as information emerges from interviews and questionnaires. Open-ended questionnaires and semi-structured interviews were used to gather data. The study comprised 15 respondents and included teachers at two schools and three officials from the Department of Education. The demographics of the two schools were similar which made it possible to ask the same questions for all respondents. The study highlighted the lack of participation of teachers in CPTD due to human, material and financial constraints. Urgent consideration needs to be given to eradicating these barriers for continuous professional development of teachers. Providers of CPTD should ensure that the needs of teachers are met and training should be embarked upon on a continuous basis. In addition, priority should be given to teachers employed at schools in working class areas.
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Mnisi, Donald Moffat. "The impact of class visits on professional teacher development in White Hazy Circuit in Mpumalanga Province." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1575.

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Thesis (M. Dev.) -- University of Limpopo, 2016<br>This study aims to give insights into the nature and extent of professional teacher development by the department of education through class visits, and subsequently its impact on professional teacher development in the white hazy circuit in Mpumalanga province. This study further examines measures and recommendations to be put in place which can help to improve the programme (class visits), also the effectiveness of this programme in professional teacher development. The study further highlights key issues regarding class visits with regard to professional teacher development. The study further highlights strategies that can be put in place to enhancing class visits as a programme for professional teacher development. The study further highlights key recommendations to be put in place to enhance class visits as professional teacher development programme. KEY WORDS Professional Teacher Development; Development Appraisal System; Integrated Quality Management Systems; development support group; Continuing Professional Teacher Development.
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Books on the topic "Professional class"

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Howe, Carolyn. Political ideology and class formation: A study of the middle class. Praeger, 1992.

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Professional identity crisis: Race, class, gender, and success at professional schools. Vanderbilt University Press, 2005.

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Prince, Sabiyha. Constructing belonging: Class, race, and Harlem's professional workers. Routledge, 2004.

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Tobias, Carole K. Microsoft Excel 5.0: A professional approach : class manual. Glencoe, 1995.

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Hidalgo, Marta R. Designing fashion accessories: Master class in professional design. Schiffer Publishing, 2012.

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Prince, Sabiyha. Constructing belonging: Class, race, and Harlem's professional workers. Routledge, 2004.

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1949-, Lin Yu-Lan, and Su Chih-Wen 1934-, eds. Class professional standards for k-12 Chinese language teachers. National East Asian Languages Resource Center, The Ohio State University, 2007.

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Next stop, Reloville: Life inside America's rootless professional class. Times Books, Henry Holt and Company, 2009.

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Howe, Carolyn. Political ideology and class formation: A study of the middleclass. Praeger, 1992.

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Services Industrial Professional Technical Union (Strategic Development Initiative). SIPTU 2000: A world class union : consolidated summary report. SIPTU [?], 1997.

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Book chapters on the topic "Professional class"

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Hanlon, Gerard. "Professionalism as enterprise Service class politics and the redefinition of professionalism (with Postscript: Extinguishing professionalism?)." In Professions and Professional Service Firms. Routledge, 2018. http://dx.doi.org/10.4324/9781315560311-5.

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Emsley, Clive. "The criminal class and professional criminals." In Crime and Society in England, 1750–1900. Routledge, 2018. http://dx.doi.org/10.4324/9781315144719-7.

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Ganesh, S. G., Hari Kiran, and Tushar Sharma. "Java Class Design." In Oracle Certified Professional Java SE 8 Programmer Exam 1Z0-809. Apress, 2016. http://dx.doi.org/10.1007/978-1-4842-1836-5_2.

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Ganesh, S. G., Hari Kiran, and Tushar Sharma. "Advanced Class Design." In Oracle Certified Professional Java SE 8 Programmer Exam 1Z0-809. Apress, 2016. http://dx.doi.org/10.1007/978-1-4842-1836-5_3.

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Styhre, Alexander. "Investor Capitalism and the Decline of the Public Corporation and the Middle Class." In Precarious Professional Work. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59566-5_2.

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Ganesh, S. G., and Tushar Sharma. "Java Class Design." In Oracle Certified Professional Java SE 7 Programmer Exams 1Z0-804 and 1Z0-805. Apress, 2013. http://dx.doi.org/10.1007/978-1-4302-4765-4_3.

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Ganesh, S. G., and Tushar Sharma. "Advanced Class Design." In Oracle Certified Professional Java SE 7 Programmer Exams 1Z0-804 and 1Z0-805. Apress, 2013. http://dx.doi.org/10.1007/978-1-4302-4765-4_4.

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Haytock, Jennifer. "Professional Women, Work, and Romance: Gale Wilhelm, Fannie Cook, and Dawn Powell." In The Middle Class in the Great Depression. Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137347206_6.

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Yuliang, Chen, and Li Jing. "Machinery Professional Class Teaching and Research Based on the Case." In Future Computing, Communication, Control and Management. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-27326-1_38.

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Wesner, Simone. "Conclusion: Artists, Policy and the Future of the Professional Class." In Artists’ Voices in Cultural Policy. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76057-5_7.

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Conference papers on the topic "Professional class"

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Varlamova, Tatyana. "Realization of Professional-Pedagogical Communication in Ensemble Class." In 2017 International Conference on Culture, Education and Financial Development of Modern Society (ICCESE 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/iccese-17.2017.3.

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Bullard, Barry D. "Sensitomeric response of DCS-class professional digital cameras." In Photonics West '98 Electronic Imaging, edited by George M. Williams, Jr. SPIE, 1998. http://dx.doi.org/10.1117/12.304587.

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Lombard, Maria, and Mark Sidey. "Designing a first-year composition class for engineering students." In 2015 IEEE International Professional Communication Conference (ProComm). IEEE, 2015. http://dx.doi.org/10.1109/ipcc.2015.7235775.

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Li, Shuwen. "Performative ePortfolio: A learning tool in technical and professional communication class." In 2016 IEEE Professional Communication Society (ProComm). IEEE, 2016. http://dx.doi.org/10.1109/ipcc.2016.7740492.

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Wolfe, Joanna, and Elizabeth Powell. "Strategies for dealing with slacker and underperforming teammates in class projects." In 2014 IEEE International Professional Communication Conference (IPCC). IEEE, 2014. http://dx.doi.org/10.1109/ipcc.2014.7020346.

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Grkić Ginić, Jelena. "Student Teachers’ Music Competences Acquired in Initial Class Teacher Education." In PROFESSIONAL COMPETENCES FOR TEACHING IN THE 21ST CENTURY. Faculty of Education in Jagodina, 2020. http://dx.doi.org/10.46793/pctja.19.204g.

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Moran, Tom. "Placards and hazard alerts: Adding visual communication to an environmental communication class." In 2012 IEEE International Professional Communication Conference (IPCC 2012). IEEE, 2012. http://dx.doi.org/10.1109/ipcc.2012.6408655.

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Бацева, Наталья Ленмировна. "STUDENT’S PROFESSIONAL SKILLS DEVELOPMENT BY OUT-OF-CLASS DISPATCHING CONTROL TASKS." In Проблемы управления качеством образования: сборник избранных статей Международной научно-методической конференции (Санкт-Петербург, Май 2020). Crossref, 2020. http://dx.doi.org/10.37539/ko185.2020.51.19.004.

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В статье представлен опыт реализации внеаудиторной самостоятельной работы студентов по дисциплине «Оперативное управление в энергетике» образовательной программы «Цифровая энергетика». На примере показано, какие компетенции могут быть развиты при выполнении профессионально-ориентированных задач. The author presents the experience of out-of-class student’s work implementation for dispatching control course. This course belongs to the educational program “Digital Energy”. Using the example, the list of developed skills is demonstrated when a student takes on the professionally oriented out-of-class tasks.
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Shalamova, Nadya. "Blending engineering content with design thinking and UX to maximize student engagement in a technical communication class." In 2016 IEEE Professional Communication Society (ProComm). IEEE, 2016. http://dx.doi.org/10.1109/ipcc.2016.7740493.

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Li, Ziyun, and Hui Wang. "Collaborative Innovation to Car Class Professional Service Ability in Regional Industry." In 6th International Conference on Social Network, Communication and Education (SNCE 2016). Atlantis Press, 2016. http://dx.doi.org/10.2991/snce-16.2016.47.

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Reports on the topic "Professional class"

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McGee, Steven, Ronald I. Greenberg, Lucia Dettori, et al. An Examination of Factors Correlating with Course Failure in a High School Computer Science Course. The Learning Partnership, 2018. http://dx.doi.org/10.51420/report.2018.1.

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Across the United States, enrollment in high school computer science (CS) courses is increasing. These increases, however, are not spread evenly across race and gender. CS remains largely an elective class, and fewer than three-fourths of the states allow it to count towards graduation. The Chicago Public Schools has sought to ensure access for all students by recently enacting computer science as a high school graduation requirement. The primary class that fulfills the graduation requirement is Exploring Computer Science (ECS), a high school introductory course and professional development program designed to foster deep engagement through equitable inquiry around CS concepts. The number of students taking CS in the district increased significantly and these increases are distributed equitably across demographic characteristics. With ECS serving as a core class, it becomes critical to ensure success for all students independent of demographic characteristics, as success in the course directly affects a student’s ability to graduate from high school. In this paper, we examine the factors that correlate with student failure in the course. At the student level, attendance and prior general academic performance correlate with passing the class. After controlling for student characteristics, whether or not teachers participated in the professional development program associated with ECS correlates with student success in passing the course. These results provide evidence for the importance of engaging teachers in professional development, in conjunction with requiring a course specifically designed to provide an equitable computer science experience, in order to broaden participation in computing.
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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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