Indigenous Knowledge, Perspectives, and Design Principles in the Engineering Curriculum

Canadians live with a legacy of troubled relationships between Indigenous Canadians and non-Indigenous Canadians, rooted in a history of colonialism and racism. Aligned with the Truth & Reconciliation Commission's Calls to Action and the University of Manitoba's Strategic Priorities 2015-2020, The Faculty of Engineering is planning curriculum initiatives to incorporate Indigenous Knowledge, perspectives and design principles.The paper reviews the conceptual approach which encompasses both the culture of the institution as well as specific curriculum initiatives. These curriculum initiatives include redeveloping three core courses, first-year Design in Engineering, third year Engineering Economics, and third year Technology & Society for explicit inclusion of Indigenous knowledge, perspectives, and design principles; integrating Indigenous design emphases in capstone design courses, including Indigenous design principles and design application of importance to Indigenous communities, such as infrastructure development, energy independence, and food security; increasing the participation of Indigenous students in the Coop/Industrial Internship Program (IIP), and using the Coop/IIP to build authentic linkages to Manitoba Indigenous communities and environments; and, fostering linkages between teaching and existing faculty research programs

Bridging the Gap: Identifying Needs and Aspirations of Indigenous Students to Facilitate their Entry into University

10.1017/s1326011100016045 ◽

2008 ◽

Vol 37 (1) ◽

pp. 9-17 ◽

Cited By ~ 13

Author(s):

Delwar Hossain ◽

Don Gorman ◽

John Williams-Mozely ◽

Darlene Garvey

Keyword(s):

Indigenous Communities ◽

First Year ◽

Cultural Dimension ◽

Learning Support ◽

School Students ◽

Indigenous Students ◽

Perceived Needs ◽

The University ◽

To Receive ◽

Remedial Strategies

AbstractThe negative trend of enrolment of Indigenous students into tertiary study indicates gaps between their current achievement and knowledge levels and university requirements for admission. This study was designed to determine the perceived needs, attitudes and knowledge of Indigenous secondary school students when considering admission to university; investigate remedial strategies in order to make university a more attractive choice for Indigenous students; and ascertain the types of assistance and support the Indigenous students would like to receive in order to meet the enrolment requirements as well as completion of study at university.Focus groups were conducted with 50 Indigenous students in Years 10 to 12 within the Toowoomba District and surveys conducted with 30 first year Indigenous undergraduate and Indigenous Higher Education Pathways Program (IHEPP) students at the University of Southern Queensland.The findings of the research illustrated that the school students were not aware of the IHEPP and university programs. Scholarships and bursaries need to be developed and publicised. Tutorial assistance and learning support (e.g., assignment preparation, multicultural activities, childcare facilities, group accommodation) needs to be promoted. Furthermore, there is a need for the university to establish and maintain relationships with local Indigenous communities and understand the “cultural dimension” impacting on Indigenous students and their families.

International Journal of Quality Assurance in Engineering and Technology Education ◽

Widening the Participation of Disadvantaged Students in Engineering

10.4018/ijqaete.2015010101 ◽

2015 ◽

Vol 4 (1) ◽

pp. 1-13 ◽

Cited By ~ 2

Author(s):

Scott Sciffer ◽

Mahsood Shah

Keyword(s):

Disadvantaged Students ◽

First Year ◽

Academic Preparedness ◽

Engineering Programs ◽

Undergraduate Engineering ◽

Preparatory Programs ◽

Undergraduate Engineering Education ◽

History Of ◽

The University ◽

Diverse Groups

The University of Newcastle, Australia has a long history of providing enabling education which provides access and opportunity for students to participate in undergraduate education. The enabling programs at the University allow higher school leavers, and mature aged adults to prepare for undergraduate degrees. Students who complete enabling education at the University undertake undergraduate studies in various disciplines including engineering. This paper outlines the extent to which enabling programs have played an important role in widening the participation of disadvantaged students in engineering disciplines. The different levels of academic preparedness of students in enabling programs and barriers faced in learning require effective strategies for teaching and engaging students in learning. The paper outlines the strategy used in teaching an advanced level of mathematics to the diverse groups of students to prepare them for success in first year undergraduate engineering programs. While research on undergraduate engineering education is significant, limited studies have been undertaken on enabling or university preparatory programs and their impact in various professions.

Climbing the Educational Mountain: A Metaphor for Real Culture Change for Indigenous Students in Remote Schools

10.1017/s1326011100004373 ◽

2007 ◽

Vol 36 (1) ◽

pp. 6-20 ◽

Cited By ~ 9

Author(s):

Robyn Hewitson

Keyword(s):

Culture Change ◽

Community Education ◽

Radical Change ◽

Northern Territory ◽

First Year ◽

Indigenous Students ◽

Parents And Children ◽

Education Centre ◽

History Of ◽

To Come

AbstractThe history of remote school education in the Northern Territory can best be summarised as years of lost opportunities, pedagogies of discrimination, and diminished lives for those parents and children who trusted and responded to the government’s invitation to come to school. From late 2001 to 2005 historic educational change occurred in the remote Community Education Centre of Kalkaringi and Daguragu in the Northern Territory, the site for the delivery of the Northern Territory’s first Year 12 Indigenous graduates studying in their own community school. At the heart of the historic achievement was a radical change in thinking about education for Indigenous students. This paper discusses some of the policy parameters and educational circumstances that prevented significant change in the delivery model of education for the Community Education Centres in addition to a conceptualisation of how that school circumvented the policy parameters and instituted real change from the ground up. The paper examines, through a critical lens, the nature of the culture change that was crafted and built upon within Kalkaringi School and its communities, despite an initial and significant sense of powerlessness felt by families and to some extent the teachers and principal within the school. Through the development and embrace of a metaphor of possibility and hope - the challenge of climbing the educational mountain formed the foundation for a dedicated and committed enactment of an equitable educational entitlement for remote Indigenous students.

FORMATION OF THE CORPORATE STYLE OF FIRST-YEAR STUDENTS OF THE UNIVERSITY

Innovation in the economy ◽

10.26739/2181-9491-2021-3-1 ◽

2021 ◽

Vol 4 (3) ◽

pp. 4-10

Author(s):

Mekhribonu Kayumova ◽

Keyword(s):

Higher Education ◽

Educational Institution ◽

Education Institution ◽

First Year ◽

Cultural Education ◽

First Year Students ◽

Pedagogical Strategies ◽

National Values ◽

History Of ◽

The article deals with the problem of the formation of a corporate style among first-year students of the university. To solve this problem, the use of pedagogical strategies is proposed. Their implementation is aimed at uniting the collective spirit of society (group), as well as the awareness of each student of this need, not forgetting about national values, acceptance of the values and history of a higher educational institution, rational use of opportunities created for girls and women in the renewed UzbekistanKeywords:corporate culture, innovation, higher education institutions, corporate identityof female students, pedagogical strategies, cultural education area of higher education institution.

Alexander Robertus Todd, O.M., Baron Todd of Trumpington. 2 October 1907 — 10 January 1997

Biographical Memoirs of Fellows of the Royal Society ◽

10.1098/rsbm.1999.0099 ◽

2000 ◽

Vol 46 ◽

pp. 515-532 ◽

Cited By ~ 4

Author(s):

Daniel M. Brown ◽

Hans Kornberg

Keyword(s):

Poor Quality ◽

Theory And Practice ◽

Optical Rotatory Dispersion ◽

Entrance Examination ◽

First Year ◽

Railway Company ◽

Research Scholarship ◽

History Of ◽

Scottish Descent ◽

Alexander Robertus Todd (Alex to his friends), was born in October 1907 in Cathcart, to the south of Glasgow. His father, Alexander Todd, of southern Scottish descent, was at first a clerk in the Glasgow Subway Railway Company and later its Secretary; subsequently he was the Managing Director of the Drapery and Furnishing Co–operative Society Ltd in Glasgow. He was ambitious to better himself and his family and although his formal teaching had ended at thirteen he held a strong regard for education and was determined, as was his wife Jane (née Lowry) that it should not be denied to their children. As their affluence increased they moved to the village of Clarkston, whence Alex had to trudge one and a half miles each day to the public school in Cathcart. One should recall that this was during wartime: life was hard and boots were of poor quality. At the age of eleven he passed the entrance examination to Allan Glen's school, the Glasgow High School of Science in the centre of the city. Among the teachers was Robert Gillespie, who taught chemistry and fostered Alex's growing interest in that subject. This gave him the impetus, after passing the Higher Leaving Certificate examination in 1924, to enter the University of Glasgow to read for an honours degree in chemistry. Once there, he was recognized by his teachers as a highly talented student, taking the James Black Medal and the Roger Muirhead Prize in his first year, which also gave him a scholarship for the rest of his course. Alex graduated BSc with first class honours in 1928 and was awarded a Carnegie Research Scholarship of €100 a year to work with Professor T.S. Patterson. He and his predecessor, G.G. Henderson, F.R.S., had strong interests in alchemy and the history of chemistry. The latter subject was even compulsory in the final year. Alex was interested in this and, much later in life, spoke and wrote knowledgeably on several aspects of the history of organic chemistry. Patterson's research interest was optical rotatory dispersion and, although Todd's first two papers were published jointly with Patterson in 1929 (1, 2)*, it was clear that a subject in which theory and practice made little contact was not for him. With encouragement from Patterson, Alex transferred to the University of Frankfurt to work in the laboratory of W. Borsche.

Introduction to Michael B. Katz 2015 SSHA Memorial Session

Social Science History ◽

10.1017/ssh.2017.29 ◽

2017 ◽

Vol 41 (4) ◽

pp. 757-760

Author(s):

Harvey J. Graff

Keyword(s):

Social History ◽

Graduate Student ◽

History Of Education ◽

British History ◽

First Year ◽

University Of Toronto ◽

History Of ◽

The University ◽

Young Professor

I first met Michael Katz on a clear, cool autumn afternoon in 1970. I was an uncertain first-year graduate student at the University of Toronto intending to complete a doctorate in British history with a project on antisocialism. Feeling confused, anxious, and unsatisfied by my courses, I began to share my concerns with fellow students. One of them, who became a lifelong friend (and editor), suggested that I contact that “young professor up the street” in history of education at the Ontario Institute for Studies in Education who worked in the new social history. Having read Thernstrom, Tilly, E. P. Thompson, Eric Hobsbawm, Barrington Moore, and so forth, in a senior honors seminar, I drew up my courage and went to meet Michael.

Community University Research Agreement

10.1017/s1326011100004683 ◽

2007 ◽

Vol 36 (S1) ◽

pp. 38-44

Author(s):

Priscilla Settee ◽

Shelley Thomas-Prokop

Keyword(s):

Indigenous Knowledge ◽

First Nations ◽

Indigenous Peoples ◽

Policy Development ◽

Indigenous Communities ◽

Urban Housing ◽

Research Projects ◽

Community Based ◽

Community Based Research ◽

AbstractThis paper describes the process of engaging the extended Indigenous community within Saskatoon and the surrounding First Nations communities in what would be a first major research project between Indigenous communities and the University of Saskatchewan. A management committee was established comprised of all the major Saskatoon/Saskatchewan Indigenous organisations, such as the Federation of Saskatchewan Indians, Saskatoon Tribal Council, First Nations University of Canada and other community-based groups to ensure that research reflected First Nations and Metis needs. The project called “Bridges and Foundations” awarded some 35 projects close to two million dollars in research funds. The money was awarded through graduate student research bursaries, and community-based projects which highlighted the needs of Indigenous women, youth, students, elders and urban populations. The three research themes included respectful protocol, knowledge creation, and policy development. The research projects, which were largely Indigenous designed and driven, created one of the most extensive research collections over a period of four years and included major data collection on community-based research, Indigenous peoples and Indigenous knowledge systems and protocols. The paper relates the development of the project and speaks about the need for Indigenous peoples to lead their own research as well as the benefits of collaboration. It also highlights several of the research projects including a conference on Indigenous knowledge (2004), a video project describing the community mobilisation process behind Quint Urban Housing Co-operatives,

An Indigenous Academic Perspective to Preserving and Promoting Indigenous Knowledge and Traditions: A Fiji Case Study

10.1017/jie.2016.25 ◽

2016 ◽

Vol 46 (1) ◽

pp. 80-91 ◽

Cited By ~ 1

Author(s):

Wahab Ali

Keyword(s):

Teacher Education ◽

Cultural Identity ◽

Indigenous Knowledge ◽

Indigenous People ◽

Indigenous Communities ◽

Cultural Dimension ◽

Cultural Experiences ◽

Indigenous knowledge is multidimensional encompassing the beliefs, practices, arts, spirituality and other forms of traditional and cultural experiences that belong to Indigenous communities globally. In order to protect, preserve and recognize the knowledge of the Indigenous people of Fiji, known as the iTaukei, the University of Fiji has established a Centre for iTaukei Studies. The Centre apart from its cultural dimension has adopted the western system of disseminating knowledge through publications, text books and teacher education programmes. While maintaining the importance of preserving the originality of the Indigenous cultural identity and practices, the paper highlights how the infusion of the cultures of the Indigenous people and that of the Indo-Fijians, who have co-existed together for over 100 years, has shaped the unique multicultural landscape in Fiji.

Advances in Library and Information Science - Library Reference Services and Information Literacy ◽

William Paterson University of New Jersey

10.4018/978-1-4666-4241-6.ch007 ◽

2013 ◽

pp. 84-102

Author(s):

Nancy J. Weiner

Keyword(s):

New Jersey ◽

Physical Space ◽

Literacy Skills ◽

First Year ◽

Full Time ◽

History Of ◽

Information Literacy Skills ◽

History Of The University ◽

National Trends ◽

This chapter is an overview of the reference and instruction services provided by librarians at David & Lorraine Cheng Library at William Paterson University of New Jersey. Included will be a brief history of the University and the library along with an overview of the reference and instruction services currently provided and the relationship to past practices, how they have evolved through the years, and what impact these services have on student learning. Cheng Library has retained the traditional reference desk that is staffed by professional librarians which continues to work well for students, although assistance is also available via email, chat and during individual research appointments. Librarians from other departments serve as reference adjuncts which allows for double coverage at the desk during peak hours on weekdays and all librarians, including the Dean, are required to conduct instruction sessions for First Year Seminar classes during the fall semester. While the FYS classes provide a cohort for assessing information literacy skills, additional assessment activities have become a component of the instruction program and reflect national trends in terms of demonstrating the value of library services and resources. All full time librarian positions are tenure track and librarians have faculty status. While budget constraints have hampered some projects, Cheng Library remains committed to providing students with the highest level of service possible, and it has been able to make significant changes to the physical space of the library in response to student needs and as a result of technology.

On the Society and History of CSSH

Comparative Studies in Society and History ◽

10.1017/s0010417508000029 ◽

2008 ◽

Vol 50 (1) ◽

pp. 9-20 ◽

Cited By ~ 1

Author(s):

Raymond Grew

Keyword(s):

First Year ◽

Small Contribution ◽

University Of Chicago ◽

Historical Comparison ◽

History Of ◽

Democratic Revolution ◽

My knowledge of the inner workings of CSSH began when the journal had completed its sixth year and was already well known and widely circulated. A few years before, Sylvia L. Thrupp had brought it with her when she moved to Michigan from the University of Chicago. When I joined the Michigan faculty, its presence was one of the attractions. I had been become aware of CSSH in its first year, pointed to it by Robert R. Palmer, who was working on the second volume of his Age of the Democratic Revolution. As we talked about his project, I expressed surprise that more was not being done with historical comparison, and he mentioned, rather skeptically I thought, that there was a new journal I might be interested in. I found the first issues in the library and mentioned them to another Princeton colleague who commented, “When historians don't know enough to write about one place, they write on two.” So I learned from the first that the venture was controversial. In contrast, Joseph R. Strayer told me he thought the new journal very promising, largely because of the woman who had founded it. (Much later, I learned that he had persuaded Princeton to make a small contribution to the journal's founding, and some twenty-five years after that conversation, when both were in their eighties, Joseph Strayer married Sylvia Thrupp).