The Role of Introductory Course Grades in Engineering Disciplinary Cultures

2020 ◽  
Author(s):  
Matthew W. Ohland ◽  
Susan M. Lord
Keyword(s):  
Introductory Course ◽  
Course Grades ◽  
Disciplinary Cultures

scholarly journals What Lies Beneath: The Role of Self-Efficacy, Causal Attribution Habits, and Gender in Accounting for the Success of College Students

2021 ◽  
Vol 11 (7) ◽  
pp. 333
Author(s):  
Kerstin Hamann ◽  
Maura A. E. Pilotti ◽  
Bruce M. Wilson
Keyword(s):  
General Education ◽  
Self Efficacy ◽  
Causal Attribution ◽  
The United States ◽  
Female Students ◽  
Male Students ◽  
Course Grades ◽  
Success In Higher Education ◽  
And Gender

Existing research has identified gender as a driving variable of student success in higher education: women attend college at a higher rate and are also more successful than their male peers. We build on the extant literature by asking whether specific cognitive variables (i.e., self-efficacy and causal attribution habits) distinguish male and female students with differing academic performance levels. Using a case study, we collected data from students enrolled in a general education course (sample size N = 400) at a large public university in the United States. Our findings indicate that while students’ course grades and cumulative college grades did not vary by gender, female and male students reported different self-efficacy and causal attribution habits for good grades and poor grades. To illustrate, self-efficacy for female students is broad and stretches across all their courses; in contrast, for male students, it is more limited to specific courses. These gender differences in cognition, particularly in accounting for undesirable events, may assist faculty members and advisors in understanding how students respond to difficulties and challenges.

scholarly journals The Predictive Relationship Among the Community of Inquiry Framework, Perceived Learning and Online, and Graduate Students’ Course Grades in Online Synchronous and Asynchronous Courses

2016 ◽  
Vol 17 (3) ◽  
Author(s):  
Amanda Rockinson-Szapkiw ◽  
Jillian Wendt ◽  
Mervyn Whighting ◽  
Deanna Nisbet
Keyword(s):  
Predictive Model ◽  
Community Of Inquiry ◽  
Perceived Learning ◽  
Course Grades ◽  
Correlational Design ◽  
Asynchronous Courses ◽  
Graduate Student Success ◽  
Community Of Inquiry Framework ◽  
Course Variables

<p>The Community of Inquiry framework has been widely supported by research to provide a model of online learning that informs the design and implementation of distance learning courses.  However, the relationship between elements of the CoI framework and perceived learning warrants further examination as a predictive model for online graduate student success.  A predictive correlational design and hierarchical multiple regression was used to investigate relationships between community of inquiry factors and perceived learning to determine the predictive validity of these variables for students’ course points (<em>N</em> = 131), while controlling for demographic and course variables. The results of this study clearly supported the foundational constructs of Community of Inquiry (CoI) theory (Garrison et al., 2000) and the role of perceived learning to predict final course points. The entire predictive model explained 55.6% of the variance in course points. Implications, limitations, and recommendations are discussed.</p>

The Role of Gender on Student Success

2015 ◽  
Vol 11 (4) ◽  
pp. 1-17 ◽  
Author(s):  
Tuncay Bayrak ◽  
Anil Gulati
Keyword(s):  
Student Success ◽  
Graduate Program ◽  
Management Information Systems ◽  
Female Students ◽  
Male Students ◽  
Management Information ◽  
Introductory Course ◽  
Female Teachers ◽  
Better Than

Numerous studies have investigated why computers are perceived as being a male domain. In this study, the authors examine intra-gender differences among undergraduate and graduate students who enrolled in Management Information Systems (MIS) courses and attempt to answer such questions as do males achieve significantly higher scores in MIS courses? Does instructor gender affect female students' academic achievement? Do females underperform males in achievement at either or both undergraduate and graduate levels? This paper provides findings which demonstrate that female students performed significantly better than their male counterparts in the two introductory undergraduate MIS courses and performed equally well in an upper lever MIS course and an introductory course in the graduate program. Male students were impacted by the gender of the teacher. Even though it was not a main focus of the present study, the authors cannot resist making a casual observation that female teachers were more effective in the classroom.

The Screening Role of an Introductory Course in Cognitive Therapy Training

2006 ◽  
Vol 30 (3) ◽  
pp. 196-199 ◽  
Author(s):  
A. Pehlivanidis ◽  
K. Papanikolaou ◽  
A. Politis ◽  
A. Liossi ◽  
E. Daskalopoulou ◽  
...  
Keyword(s):  
Cognitive Therapy ◽  
Introductory Course ◽  
Therapy Training

scholarly journals The Vision of Islam

1997 ◽  
Vol 14 (1) ◽  
pp. 120-121
Author(s):  
John E. Woods
Keyword(s):  
New York ◽  
Free Will ◽  
Relative Weight ◽  
State University ◽  
Introductory Course ◽  
Good And Evil

The Vision of Islam forms part of a series, entitled Visions of Reality,designed to focus on religions as worldviews. According to the statement of theeditorial board on the flyleaf, each religion studied in the series will be presentedin the context of its own inner dynamic or ethos using a methodologyappropriate to itself. Murata and Chittick have succeeded admirably in livingup to this commiunent by allowing Islam to speak through abundant quotationsfrom the Qur'an and the hadith.The outgrowth of an introductory course on Islam taught by the authors atthe State University of New York at Stony Brook for more than a decade, Visionis organized in an innovative manner. After a brief introduction to the Qur'an,its translations, and the life of the Prophet, the authors recount the "hadith ofGabriel" transmitted by both al-Buk:haf1 and Muslim on the authority of 'Umaribn al-Kha.t.tab. According to this repon, the Prophet was questioned by anunknown stranger about the significance of submission (islam), faith (iman),and doing what is beautiful (Ihsan ). After explaining these concepts, the Prophetthen identified this mysterious individual as the angel Gabriel, the being throughwhom God revealed the Qur'an. The remainder of the book is structured aroundthese three elements or dimensions, as the authors term them.Dealing first with the several senses of submission, acceptance, or commitment,Part I describes the essential practices of Islam: the five pillars. An oftenmisunderstood sixth pillar, jihad or struggle, is also discussed cogently. Theauthors then explain the historical articulation of these practices in the formationof the Sunni and Shi'i schools (madhahib), the Shari'ah, and Islamic jurisprudence.Here and elsewhere, variations among the schools are noted.Part II, dealing with imiin, accounts for more than two-thirds of the book,an indication of the relative weight the authors give this dimension. The threefundamental principles of faith-divine unity, prophecy, and eschatology-arethe major topics of this section. The nature of God's absolute unity and transcendenceis explored through a discussion of His signs, attributes, and acts (asmanifested in creation), and Islamic angelology. Here, the text is infused withthe metaphysics of illuminationist philosophy. Notions such as good and evil,human free will and determinism, are linked convincingly with the concepts ofdivine unity and the hierarchy of creation. This argument, in tum, leads logicallyto an account of the role of prophecy and humanity's acceptance of ...

scholarly journals Sense of Belonging in Computing: The Role of Introductory Courses for Women and Underrepresented Minority Students

2018 ◽  
Vol 7 (8) ◽  
pp. 122 ◽  
Author(s):  
Linda J. Sax ◽  
Jennifer M. Blaney ◽  
Kathleen J. Lehman ◽  
Sarah L. Rodriguez ◽  
Kari L. George ◽  
...  
Keyword(s):  
Minority Students ◽  
Sense Of Belonging ◽  
Student Characteristics ◽  
Underrepresented Minority ◽  
Introductory Courses ◽  
Underrepresented Minority Students ◽  
Introductory Course ◽  
Conditional Effects ◽  
Racial Ethnic

This study examines an aspect of gender and racial/ethnic gaps in undergraduate computing by focusing on sense of belonging among women and underrepresented minority (URM) introductory computing students. We examine change in sense of belonging during the introductory course as well as the predictors of belonging, with attention to conditional effects by gender and URM status. Results show that sense of belonging outcomes are a product of both incoming student characteristics and college environments and experiences, highlighting the important role the computing faculty play in fostering belonging. These and other findings are discussed, focusing on sense of belonging among women, URM students, and URM women.

Use of PowerPoint in the Classroom

2016 ◽  
Vol 7 (4) ◽  
pp. 38-50 ◽  
Author(s):  
Vassilia Stefanou ◽  
Maira Kotsovoulou
Keyword(s):  
Teaching Method ◽  
Online Discussion ◽  
Research Approach ◽  
College Instructors ◽  
Introductory Course ◽  
Computer Information Systems ◽  
Online Discussion Forum ◽  
Changing Role ◽  
Participatory Research Approach

This study uses the participatory research approach to investigate how college instructors feel about the use of PowerPoint presentations when teaching an introductory course of computer information systems. Nine college instructors participated in this research project by exchanging their views through an online discussion forum. The findings revealed that the instructors' preferred teaching method was to combine PowerPoint presentations with other techniques; that there was a shared concern about the changing role of the instructor because of the use of PowerPoint presentations; that the instructors perceived that students' attention and participation is affected by the use of PowerPoint presentations, whereas their performance is not.

scholarly journals The Internet As a Medium for Online Instruction

1997 ◽  
Vol 58 (5) ◽  
pp. 433-444 ◽  
Author(s):  
Rama Vishwanatham ◽  
Walter Wilkins ◽  
Thomas Jevec
Keyword(s):  
Online Instruction ◽  
Task Force ◽  
Initial Distribution ◽  
Online Course ◽  
The Internet ◽  
Knowledge Gain ◽  
Introductory Course ◽  
Instructional Role ◽  
E Mail

A task force of librarians developed an introductory course on the Internet which was conducted over the university’s e-mail network. This sixteen-lesson course was distributed via listserv to students, staff, residents, and faculty, some using university facilities and some using equipment at their home or office, in various locations throughout the state. Initially, more than 450 people subscribed. Subscribers received two lessons a week for eight weeks. Lessons were made available via FTP or gopher after initial distribution. Content included basic information, troubleshooting advice, and exercises for practice. Pre- and post-tests were conducted via listserv to assess the participants’ prior knowledge and subsequent knowledge gain. This article describes the development of the online course. It also discusses the results of pre- and post-tests, and the implications for the library’s instructional role of using an online instruction medium.

The Role of Gender on Student Success

2017 ◽  
pp. 1542-1558
Author(s):  
Tuncay Bayrak ◽  
Anil Gulati
Keyword(s):  
Academic Achievement ◽  
Gender Differences ◽  
Information Systems ◽  
Graduate Students ◽  
Student Success ◽  
Graduate Program ◽  
Female Students ◽  
Male Students ◽  
Introductory Course

Numerous studies have investigated why computers are perceived as being a male domain. In this study, the authors examine intra-gender differences among undergraduate and graduate students who enrolled in Management Information Systems (MIS) courses and attempt to answer such questions as do males achieve significantly higher scores in MIS courses? Does instructor gender affect female students' academic achievement? Do females underperform males in achievement at either or both undergraduate and graduate levels? This paper provides findings which demonstrate that female students performed significantly better than their male counterparts in the two introductory undergraduate MIS courses and performed equally well in an upper lever MIS course and an introductory course in the graduate program. Male students were impacted by the gender of the teacher. Even though it was not a main focus of the present study, the authors cannot resist making a casual observation that female teachers were more effective in the classroom.

Sign in / Sign up

Export Citation Format

Share Document