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.

Teaching the future human factors and ergonomics professionals to solve practical problems

2010 ◽  
Author(s):  
Beth L. Blickensderfer ◽  
Albert J. Boquet ◽  
Noelle D. Brunelle ◽  
James A. Pharmer ◽  
Scott A. Shappell
Keyword(s):  
Human Factors ◽  
Human Factors And Ergonomics ◽  
The Future

Retention of Rural Latina College Students, Engaging Strategic Leadership

2017 ◽  
pp. 580-603
Author(s):  
Theresa D. Neimann
Keyword(s):  
Higher Education ◽  
First Generation ◽  
College Education ◽  
Latina Women ◽  
Rural Colleges ◽  
Latina College Students ◽  
What Works ◽  
College Going ◽  
The Future ◽  
College Personnel

The purpose of this study is to understand how the contextual complexities between Chicana feminist theory help leaders of higher education understand Latina retention in rural colleges and what Latina women encounter in their college experience. Despite the vast amounts of research that is known about the barriers they face in urban colleges (AACC, 2012; Biswas, 2005; ETS, 2007; NWLC, 2012; Payne & Fogerty, 2007), little is known about how a rural context affects the barriers and what works for Latinas that attend rural colleges. The purpose of the chapter is to learn from the literature review and from personal testimonials of what works and what these barriers to retention are and how administrators, and college personnel can better assist this population which will help Latinas succeed in rural colleges. This research is significant as a growing number of first generation Latina women are seeking a college education (Excelencia, 2010; McPhail, 2011; Santiago & Callen, 2010). This will have implications in the future of their lives and the future of higher education institutional policy, and not the least the future economic success of Latinas and how they view themselves as part of a positive college going experience (Cavazos, Johnson, & Sparrow, 2010; Gloria & Castellanos, 2012).

The 30%: Who are the males in higher education in the UAE

2012 ◽  
Author(s):  
Natasha Ridge ◽  
Samar Farah
Keyword(s):  
Higher Education ◽  
United Arab Emirates ◽  
Higher Education Institutions ◽  
Public Higher Education ◽  
Opting Out ◽  
Policy Paper ◽  
Factors Influencing ◽  
The Future ◽  
Number Of Males ◽  
Gulf Arab

In the United Arab Emirates (UAE) and other surrounding Gulf Arab nations an increasing number of males are opting out of higher education. In the UAE less than 30% of students attending public higher education institutions are male. Little however is known about why some males choose to continue their education and others do not. This policy paper, which is drawn from the first part of a study on understanding male enrolment patterns in the UAE, looks at a sample of males who have continued on to higher education. The paper begins with an overview of higher education in the UAE. It then looks at the factors influencing the participation and persistence of males in general. Next it outlines the study from which the data presented was taken, taking a closer look at the characteristics of males who have continued to higher education, including the roles of parents, schools and friends. Finally, the paper concludes by discussing the challenges facing males who choose to continue their education and how these might be dealt with in the future

Establishing a Human Factors Career in the New Millennium: Answers to Frequently Asked Questions

2000 ◽  
Vol 44 (34) ◽  
pp. 391-391
Author(s):  
Ronald G. Shapiro ◽  
Anthony D. Andre ◽  
Arnold M. Lund ◽  
Jean E. Fox ◽  
Jennifer Watts-Perotti ◽  
...  
Keyword(s):  
Human Factors ◽  
Working Environment ◽  
Professional Skills ◽  
Human Factors And Ergonomics ◽  
The Future ◽  
Future Topics ◽  
New Millennium

Welcome to the seventh annual Human Factors and Ergonomics Society career panel. This year, each panelist was asked to answer six questions related to careers now and in the future. Topics selected include: working environment, becoming a professional, skills and experiences.

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.

What's the Future of Public Higher Education? A Review Essay on Gary C. Fethke and Andrew J. Policano's Public No More: A New Path to Excellence for America's Public Universities

2014 ◽  
Vol 52 (4) ◽  
pp. 1142-1150 ◽  
Author(s):  
Ronald G. Ehrenberg
Keyword(s):  
Higher Education ◽  
Research Universities ◽  
Public Universities ◽  
Public Higher Education ◽  
Public Research ◽  
American Higher Education ◽  
The Future ◽  
Private Research ◽  
Governance Models ◽  
Public Research Universities

Gary Fethke and Andrew Policano's book Public No More: A New Path to Excellence for America's Public Universities paints a picture of a future for public research universities that is very different than what many people will want to see. Their message is that the financial and governance models under which public universities have operated have broken down and that new models are required. While I do not always agree with their prescriptions, I argue that private research universities face many of the same issues as their public counterparts and that this book deserves to be widely read by all people concerned with the future of American higher education. (JEL H75, I22, I23, I28)

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