The Exposure of Undergraduate Students to Human Factors/Ergonomics Instruction

1997 ◽  
Vol 41 (1) ◽  
pp. 470-473 ◽  
Author(s):  
David W. Martin ◽  
Michael S. Wogalter
Keyword(s):  
Higher Education ◽  
Human Factors ◽  
Undergraduate Students ◽  
Liberal Arts ◽  
Liberal Arts Colleges ◽  
Research Institutions ◽  
Universities And Colleges ◽  
Human Factors And Ergonomics ◽  
Doctoral Institutions ◽  
The U.S

The present study examined the availability of human factors/ergonomics courses to students in the U.S. Fifty schools were selected randomly from each of four categories of universities and colleges (Research I and II, Doctoral I and II, Masters I and II, and Baccalaureate/Liberal Arts I and II). Only one human factors/ergonomics (HFE) course was found in the sample of liberal arts colleges and only 10% of the master's universities had such a course. Of the doctoral institutions 62% had no HFE courses and 44% of the research institutions had no HFE courses. The possible reasons for these results are discussed as well as some possible actions that might be taken within the context of the Human Factors and Ergonomics Society's strategic plan to ameliorate this problem and expose students in higher education environments to the field, not only for the students' benefit but also for the discipline.

Revising the Declension Narrative: Liberal Arts Colleges, Universities, and Honors Programs, 1870s-2010s

2014 ◽  
Vol 84 (2) ◽  
pp. 243-264 ◽  
Author(s):  
Bruce Kimball
Keyword(s):  
Liberal Arts ◽  
Liberal Arts Colleges ◽  
Liberal Arts College ◽  
Honors Programs ◽  
College Mission ◽  
The Past ◽  
Diversity In Higher Education ◽  
Arts Programs ◽  
The U.S

This article examines the prominent narrative asserting that liberal arts colleges have continuously declined in number and status over the past 130 years. Bruce A. Kimball identifies problems in this declension narrative and proposes a revision positing that the decline of liberal arts colleges began only after 1970. Further, he maintains that the fraction of the U.S. population enrolling in collegiate liberal arts programs has remained surprisingly consistent over the past two centuries. That same fraction continues after 1970 because universities began to replicate the liberal arts college by establishing honors programs, and student enrollment after 1970 shifted from liberal arts colleges to the new subsidized honors programs in universities. Kimball concludes that this shift does not ensure that the fraction of enrollment in collegiate liberal arts will continue to remain consistent in the future. There is reason to doubt the long-term commitment of universities to supporting honors programs devoted to the traditional liberal arts college mission of fostering culture, community, and character, although this mission grows more important and complex as access to and diversity in higher education increase.

Thriving at Liberal Arts Colleges: The More Compleat Academic

1997 ◽  
Vol 24 (1) ◽  
pp. 8-14 ◽  
Author(s):  
Dana S. Dunn ◽  
Stacey B. Zaremba
Keyword(s):  
Liberal Arts ◽  
Liberal Arts Colleges ◽  
Junior Faculty ◽  
Research Institutions ◽  
Faculty Performance ◽  
Professional Advancement ◽  
Know How ◽  
Performance And Evaluation

Few publications deal with professional advancement for psychologists employed outside research institutions. We believe that many junior faculty who pursue careers at liberal arts colleges do not know how to ensure their success in or out of the classroom, and this article is an attempt to remedy the situation. We offer representative strategies from the four traditional areas of faculty performance and evaluation—teaching, scholarship, service, and working with students.

Navigating Academia Away From Home

2020 ◽  
pp. 80-102
Author(s):  
Adaobi Vivian Duru ◽  
Ngozi Akinro
Keyword(s):  
Higher Education ◽  
Critical Race Theory ◽  
The United States ◽  
Smooth Transition ◽  
Race Theory ◽  
Universities And Colleges ◽  
Communication Differences ◽  
Depth Interviews ◽  
Purposive Sample ◽  
The U.S

This study examined different adjustment challenges experienced by African-born faculty members in higher education in the United States. Using the critical race theory as a framework and in-depth interviews of a purposive sample of nine African-born academics selected from across the U.S., the authors explored the factors that militate against the smooth transition of these diaspora faculties in higher education in the country and offer insights into a better understanding of their needs and experiences. The findings show that African-born academics in U.S. higher education face challenges in communication, differences in academic systems, and culture, especially in the power distance between students and instructors. The authors offer recommendations for aspiring diaspora and African-born faculties and the policymakers in U.S. universities and colleges that hire these professionals.

Implications for Recruiting International Students to the University of North Carolina System

2013 ◽  
pp. 139-153
Author(s):  
Cheryl McFadden ◽  
Cathy Maahs-Fladung ◽  
William Mallett ◽  
Liyao Zhao
Keyword(s):  
Higher Education ◽  
North Carolina ◽  
International Students ◽  
Foreign Students ◽  
University Of North Carolina ◽  
Research Institutions ◽  
Doctoral Research ◽  
State Economy ◽  
The University ◽  
The U.S

In 2011-2012, international students and their families contributed almost 22 billion dollars to the U.S. economy and to higher education. Although there were a record number of international students (764,495), they represent only 4% of the 20.6 million students enrolled in higher education. Are institutions capitalizing on this market and how specifically does it benefit the institution and state economy as well? In order to answer this question, the financial implications of recruiting international students to North Carolina, particularly the University of North Carolina (UNC) System were explored. In North Carolina, the net contribution of foreign students and their families was USD$338,418 million and specifically within the UNC System, USD$174,326.9 million (51.51%). Of the 14 institutions examined, six relatively smaller institutions had the most significant overall increase in enrollment during 2009-2011, and masters’ institutions in particular reported a 23.10% positive change, followed by doctoral/research institutions with a 21.93% change.

scholarly journals College Students’ Access to Academic Accommodations Varies as a Function of School Type, Selectivity, and Cost

2020 ◽  
Vol 4 (3) ◽  
pp. p130
Author(s):  
Tema A. Cohen ◽  
Sullivan D. Ray ◽  
Cassidy Audette ◽  
Robert Weis
Keyword(s):  
Academic Success ◽  
Students With Disabilities ◽  
Undergraduate Students ◽  
Private Colleges ◽  
Liberal Arts ◽  
Liberal Arts Colleges ◽  
School Type ◽  
Academic Accommodations ◽  
Disability Status ◽  
Education Academic

Students with disabilities face many challenges in their pursuit of higher education. Academic accommodations and other educational supports can allow these students to learn, and to demonstrate their learning, in a manner similar to their classmates without disabilities. The purpose of this study was (1) to determine the percent of students classified with disabilities and receiving accommodations in college and (2) to see if students’ access to accommodations varies as a function of their college’s type, selectivity, and cost. Overall 4.6% of undergraduate students are formally registered with their school’s disability office. Contrary to expectations, the highest percentage of students with disabilities receiving accommodations are found in America’s most selective and expensive private colleges and universities. The prevalence of students with disabilities at private, liberal arts colleges in particular is almost three times higher than the prevalence at two-year public (i.e., community) colleges. These findings suggest that public colleges should be more proactive in identifying and accommodating students with disabilities and private colleges should be more judicious in their accommodation granting. Colleges should also use principles of universal design to promote the academic success of all students, regardless of their disability status.

scholarly journals Undergraduates Have Difficulty Distinguishing Formats Based on Discovery Tool Search Results

2015 ◽  
Vol 10 (2) ◽  
pp. 153
Author(s):  
Diana K. Wakimoto
Keyword(s):  
Undergraduate Students ◽  
Liberal Arts ◽  
Liberal Arts Colleges ◽  
Research Process ◽  
Future Research ◽  
Research Journal ◽  
Thesis Statement ◽  
Conducting Research ◽  
Small Liberal Arts Colleges ◽  
Local Results

A Review of: Gewirtz, S. R., Novak, M., & Parsons, J. (2014). Evaluating the intersection between WorldCat Local and student research. Journal of Web Librarianship, 8(2), 113-124. http://dx.doi.org/10.1080/19322909.2014.877312 Abstract Objective – To evaluate the usability of WorldCat Local for undergraduate students conducting research. Design – Usability study. Setting – Two small, liberal arts colleges in central Minnesota. Subjects – 13 undergraduates (7 females and 6 males). Methods – To simulate an authentic research process, researchers created a thesis statement and a list of materials students needed to find using WorldCat Local. The students were video recorded and instructed to use the “think aloud” protocol as they worked through the list of materials to find. Researchers analyzed the recordings and evaluated the efficiency of the students’ searching processes using a rubric with scores from 1 to 5. Main Results – Students were able to find books relevant to their topic, but had difficulty in identifying a book that their college library did not own. Students had more difficulty finding current scholarly journal articles and encyclopedias. Additionally, students had trouble distinguishing different formats in the results list. Conclusion – The WorldCat Local results interface confused students, especially when they tried to determine the types of materials found (e.g., article, book, etc.). The students showed little understanding of relevance sorting and facets, although they did attempt to use them while searching. Despite the difficulties, the colleges will keep WorldCat Local as their discovery tool while exploring alternative options. The researchers suggest the need for future research to confirm their findings and determine what changes to the discovery tool interface would be most beneficial for the users.

Considering the Future of Land Grant Ergonomics Education

2018 ◽  
Vol 62 (1) ◽  
pp. 359-363
Author(s):  
Barrett S. Caldwell
Keyword(s):  
Higher Education ◽  
Human Factors ◽  
Social Dynamics ◽  
Land Grant ◽  
Public Higher Education ◽  
Employment Skills ◽  
Human Factors And Ergonomics ◽  
College Going ◽  
The Future ◽  
Workforce Productivity

Current discussions of challenges and weaknesses of higher education are a source of tension in the early decades of the 21st Century. These discussions reflect the public role and impact of higher education in the early 20th Century with the growth of the land grand university model. Changing social dynamics regarding college-going populations, as well as agricultural and engineering innovations from 1900-20, help to provide context for the role of human factors and ergonomics training for public higher education and workforce productivity. Attempts to forecasting new models of higher education based on societal changes from 2000-20 are problematic, as suggested by agricultural changes from 1900 – 2000. The future of land grant (and human factors and ergonomics) education requirements are tied to our understanding of different historical models of higher education, and demands for matching employment skills and job prospects for new generations of economic, societal and technical challenges.

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