ENTERING FIRST-YEAR STUDENTS' OPENNESS TO DIVERSITY: A COMPARISON OF INTENDED ENGINEERING MAJORS WITH OTHER MAJORS WITHIN AN ETHNICALLY DIVERSE INSTITUTION

2013 ◽  
Vol 19 (4) ◽  
pp. 349-363
Author(s):  
Marsha Ing ◽  
Nida Denson
Keyword(s):  
Ethnically Diverse ◽  
First Year ◽  
Engineering Majors ◽  
First Year Students ◽  
Openness To Diversity

The Role and Place of Achievement Motive in Modular Technology of Teaching Physics to Future Engineers

2014 ◽  
Vol 889-890 ◽  
pp. 1712-1715
Author(s):  
Tatyana N. Gnitetskaya ◽  
Nikolay A. Almaev ◽  
Elena B. Ivanova
Keyword(s):  
Collective Responsibility ◽  
First Year ◽  
Engineering Majors ◽  
First Year Students ◽  
Scientific Level ◽  
Achievement Motive ◽  
Modular Technology ◽  
Oriented Activity ◽  
University Training ◽  
Teaching Physics

This article justifies the necessity of organization of goal-oriented activity in teaching physics to first-year students of engineering majors. It was shown that creation of conditions for the formation of motives helps students proceed to the scientific level of mental reflection adequate to the requirements of university training. The article provides examples of the organization of groups competitions when establishing personal and collective responsibility.

Developing a Learning Community of Engineers Through an Honors First-Year Seminar

2017 ◽  
pp. 88-105
Author(s):  
Melissa L. Johnson ◽  
Kristy Spear
Keyword(s):  
Learning Community ◽  
Undergraduate Research ◽  
Honors Students ◽  
First Year ◽  
Engineering Majors ◽  
Barriers To Success ◽  
First Year Students ◽  
Global Engagement ◽  
First Year Seminar ◽  
Academic Interests

First-year engineering majors face a myriad of obstacles as they begin college. Taking challenging foundational coursework, navigating new expectations for performance and experience, and understanding the broader impact of their academic interests are just a few of those obstacles. In addition, female students sometimes face additional barriers to success, particularly as some question their own competence in the field. This chapter focuses on a first-year seminar for honors students that highlights the high impact practices (Kuh, 2008) students should participate in throughout their undergraduate career. These practices include global engagement, undergraduate research, and internships that are essential for early exposure to future career interests. By developing both formal and informal learning communities within the seminar (Johnson, Pasquini, & Rodems, 2013), first-year students are exposed to opportunities, mentoring, and support that help them make informed decisions about their major and career.

Noncognitive Factors and College Student Success

2016 ◽  
Vol 20 (3) ◽  
pp. 308-327 ◽  
Author(s):  
Susan P. Farruggia ◽  
Cheon-woo Han ◽  
Lakeshia Watson ◽  
Thomas P. Moss ◽  
Bette L. Bottoms
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Learning Strategies ◽  
Time Management ◽  
Structural Model ◽  
Ethnically Diverse ◽  
First Year ◽  
First Year Students ◽  
Academic Behaviors ◽  
Noncognitive Factors

Farrington and colleagues developed a model that contends that academic mindsets, academic perseverance, learning strategies, social skills, and academic behaviors affect academic success. This study tests a modified version of this model with first-year students ( n = 1,603) at a large, ethnically diverse, urban university. The hypothesized structural model had acceptable fit, with minor modifications. The direct effect on academic performance of academic mindset was strong, of academic perseverance was modest, and of time management was nonsignificant. Only participants’ academic performance had a strong positive effect on retention. Few differences by ethnicity were found. As mindsets are amenable to change, with intervention programs showing promising effects, students with low scores should be targeted to receive support early in their college careers so they may succeed in college.

AN ANALYSIS ON STUDENTS’ SPEAKING ABILITY THROUGH STORYTELLING FOR GRADE X SENIOR HIGH SCHOOL

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Khairani Nur Adha And Rahmad Husein
Keyword(s):  
Research Finding ◽  
Sampling Technique ◽  
First Grade ◽  
First Year ◽  
English Teacher ◽  
First Year Students ◽  
Descriptive Research ◽  
Oral Test ◽  
Fluency And Comprehension ◽  
Low Ability

The aim of this research was to find out the ability of the first year students in speaking by using storytelling at MAS. Al-Jam’iyatul Wasliyah. The design of this research was descriptive research. The population of this research was 20 students of XC class in the first grade at MAS. Al-Jam’iyatul Wasliyah. In selecting the sample the writer used random sampling technique. The total number of the sample was 12 students. The data was collected by using oral test. The researcher only measured the ability of students’ speaking in storytelling by considering five components of speaking: (grammar, vocabulary, pronunciation, fluency, and comprehension). And their speaking had been recorded by using phone recorder. From the result of analyzing the data, the researcher found that the students’ speaking ability by using storytelling was moderate. It proved by the fact that 4 students (33.33%) classified as high ability, 4 students (33.33%) classified as moderate ability, and 4 students (33.33%) classified as low ability. Based on the data, the students’ score were bigger in the high and moderate level than in the low ability level. Based on the research finding, the English teacher is suggested to consider the five components in scoring speaking ability (grammar, vocabulary, pronunciation, fluency, and comprehension). The students are suggested to do more practice in pronunciation and fluency, because they dominantly speak incorrect pronunciation and have pauses in the sentences. Students are also suggested to enrich their vocabulary by using storytelling.

THE EFFECT OF USING NOTING INTERACTING SUMMARIZING AND PRIORITIZING STRATEGY ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION

2013 ◽  
Vol 2 (4) ◽  
Author(s):  
Maruh Sianturi And Berlin Sibarani
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Control Group ◽  
First Year ◽  
Teaching Reading ◽  
First Year Students ◽  
Level Of Significance ◽  
Experimental Group

This study was aimed at finding out the effect of using Noting, Interacting, Summarizing, and Prioritizing Strategy on Students’ Achievement in Reading Comprehension. This study was designed with the experimental design. The population of this study was the first year students at academic 2013/2012 of SMA swasta YP St. Paulus Martubung, Medan. There were fourty students taken as the sample of the research. The sample was divided into two groups: the first group (20 students) as the experimental group and the second group (20 students) as the control group. The experimental group was taught by Using Noting, Interacting, Summarizing, and Prioritizing Strategy, while the control group was taught by using conventional method. The instrument for collecting the data was multiple choices which consisted of 40 items. To obtain the reliability of the test, the researcher used Kuder -Richardson (KR-21) formula. The calculation showed that the reliability of the test was 0.75. The data were calculated by using t-test formula. The result of the analysis shows that t-observed (4.98) was higher than t-table (2.025) at the level of significance (α) 0.05 and the degree of freedom (df) 38. Therefore, the null hypothesis (H0) was rejected and alternative hypothesis (Ha) was accepted. It meant that teaching reading comprehension by using Noting, Interacting, Summarizing, and Prioritizing Strategy significantly affects reading comprehension.

REVERSE ENGINEERING: TENSION RATCHET DISSECTION PROJECT

2011 ◽  
Author(s):  
Jeremiah Vanderlaan ◽  
Josh Richert ◽  
James Morrison ◽  
Thomas Doyle
Keyword(s):  
Reverse Engineering ◽  
Engineering Students ◽  
Measurement Techniques ◽  
First Year ◽  
Stepping Stones ◽  
First Year Students ◽  
Final Project ◽  
Undergraduate Study ◽  
Solid Edge ◽  
Part Modeling

We are a group of engineering students, in our first year of undergraduate study. We have been selected from one thousand first year students and have competed and won the PACE competition. All engineers share a common general first year, but we have been accepted into Civil and Mechanical engineering. This project was assigned as the final project in the Design and Graphics course. The project we are tasked with, called the Cornerstone Design Project, is to first dissect a product, discover how it works, dimension each part and create a fully assembled model using CAD software (Solid Edge V20 in our case). As part of discovering how it works we must benchmark it so the device can be compared with competing products. The goal of the project is to develop a full understanding of part modeling and assembly in Solid Edge, learn proper measurement techniques, and learn the process of reverse engineering and product dissection. All of these tasks were stepping stones to help us fully understand how the device, and all its components, work.

Refining Contrapuntal Pedagogy: Reflections on Teaching Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues” to First-Year Students

2020 ◽  
Vol 24 ◽  
Author(s):  
Bridget Grogan
Keyword(s):  
Racial Identity ◽  
Teaching Practice ◽  
Human Experience ◽  
First Year ◽  
First Year Students ◽  
Poetic Voice ◽  
Teaching Poetry ◽  
Approach To Teaching ◽  
The University ◽  
The Way

This article reports on and discusses the experience of a contrapuntal approach to teaching poetry, explored during 2016 and 2017 in a series of introductory poetry lectures in the English 1 course at the University of Johannesburg. Drawing together two poems—Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues”—in a week of teaching in each year provided an opportunity for a comparison that encouraged students’ observations on poetic voice, racial identity, transhistorical and transcultural human experience, trauma and empathy. It also provided an opportunity to reflect on teaching practice within the context of decoloniality and to acknowledge the need for ongoing change and review in relation to it. In describing the contrapuntal teaching and study of these poems, and the different methods employed in the respective years of teaching them, I tentatively suggest that canonical Western and contemporary postcolonial poems may reflect on each other in unique and transformative ways. I further posit that poets and poems that engage students may open the way into initially “less relevant” yet ultimately rewarding poems, while remaining important objects of study in themselves.

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