scholarly journals THE EDUCATIONAL TRAJECTORY OF HIGH SCHOOL STUDENTS TO ENGINEERING PROGRAMS AT A COMPREHENSIVE CANADIAN UNIVERSITY

2020 ◽  
Author(s):  
Scott Davies ◽  
Qin Liu ◽  
Greg Evans
Keyword(s):  
High School ◽  
High School Students ◽  
School Board ◽  
Engineering Students ◽  
Immigrant Students ◽  
Strong Predictor ◽  
Student Diversity ◽  
School Students ◽  
Data Set ◽  
Engineering Programs

This paper reports an analysis of an integrated data set that longitudinally tracked over 14,000 students from Canada’s largest school board (the Toronto District School Board [TDSB]) into Canada’s largest university (the University of Toronto [UofT]). Our analysis showed that when controlling for high school academic records and other student demographics, immigrant students from TDSB were more likely to pursue engineering than other fields of study; math ability was a strong predictor for the TDSB-UofT Engineering pathway; and while engineering students had better academic outcomes than other students, they had lower CGPAs than would be predicted by their academic performance in high school. These findings reveal three characteristics of UofT Engineering: its selectivity and rigor, transnational character of its student population, and complex student diversity. The study also suggests UofT Engineering look into its grading practices.

scholarly journals Fostering Passion Among First Year Engineering Students

2010 ◽  
Vol 1 (1) ◽  
pp. 21-34
Author(s):  
Quamrul H. Mazumder ◽  
Mary Jo Finney
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
University Students ◽  
Engineering Students ◽  
The United States ◽  
First Year ◽  
School Students ◽  
Engineering Programs ◽  
Post Test

Engineering is a complex field of study.  Declining enrollment in engineering programs in the United States is of concern and understanding the various factors that contribute to this decline is in order.   Fostering a higher level of student engagement with the content may foster passion towards engineering which could increase academic competency as well as sustained interest in remaining in the profession.  This study examined the role of passion toward engineering content on students’ overall academic performance in an introductory course taught to university and high school students.  A pre-test, post-test, weekly surveys and periodic classroom observation measured levels of passion in the student, classmates, and professor. Mid-semester feedback prompted the professor to adjust his teaching for the purpose of infusing greater student passion towards the content. Results suggest that student passion in both settings fluctuated widely from week to week perhaps due to variable interest in the specific topic.  Overall, high school students’ level of passion remained more stable than that of university students and they performed better academically. Among university students, higher passion was not linked to higher academic performance.  Professor’s passion was highly valued by students though it did not increase their own passion.  

STEM-Focused Career Courses and College Pipeline for Students with Learning Disabilities

2021 ◽  
pp. 089590482110199
Author(s):  
Jennifer A. Freeman ◽  
Michael A. Gottfried ◽  
Jay Stratte Plasman
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High School Students ◽  
The United States ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Data Set ◽  
Stem Majors ◽  
Career And Technical ◽  
Nationally Representative

Recent educational policies in the United States have fostered the growth of science, technology, engineering, and mathematics (STEM) career-focused courses to support high school students’ persistence into these fields in college and beyond. As one key example, federal legislation has embedded new types of “applied STEM” (AS) courses into the career and technical education curriculum (CTE), which can help students persist in STEM through high school and college. Yet, little is known about the link between AS-CTE coursetaking and college STEM persistence for students with learning disabilities (LDs). Using a nationally representative data set, we found no evidence that earning more units of AS-CTE in high school influenced college enrollment patterns or major selection in non-AS STEM fields for students with LDs. That said, students with LDs who earned more units of AS-CTE in high school were more likely to seriously consider and ultimately declare AS-related STEM majors in college.

Applied STEM Coursework, High School Dropout Rates, and Students With Learning Disabilities

2016 ◽  
Vol 32 (5) ◽  
pp. 664-696 ◽  
Author(s):  
Jay Stratte Plasman ◽  
Michael A. Gottfried
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High School Students ◽  
Postsecondary Education ◽  
Dropout Rates ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Data Set ◽  
Educational History ◽  
Nationally Representative

Applied science, technology, engineering, and math (STEM) coursetaking is becoming more commonplace in traditional high school settings to help students reinforce their learning in academic STEM courses. Throughout U.S. educational history, vocational education has been a consistent focus for schools to keep students on the school-to-career pathway. However, very few studies have examined the role of applied STEM coursetaking in improving schooling outcomes for students with learning disabilities. This is a major missing link as students with learning disabilities tend to exhibit much higher dropout rates than students from the general population. This study examines mechanisms displayed through applied STEM courses and the role they play in helping students with learning disabilities complete high school and transition into college. Using a nationally representative data set of high school students and their full transcripts (i.e., Education Longitudinal Study of 2002), we found that students with learning disabilities who took applied STEM courses significantly increased their educational outcomes in the following ways: lowered chances of dropout, increased math test scores, and increased enrollment in postsecondary education. While the general student population also benefited by taking applied STEM courses, the advantages were greater for those students with learning disabilities.

The Engineer's Simple Arithmetic

1953 ◽  
Vol 46 (8) ◽  
pp. 565-566
Author(s):  
Walter J. Seeley
Keyword(s):  
High School ◽  
High School Students ◽  
Engineering Students ◽  
Design Research ◽  
Slide Rule ◽  
School Students ◽  
Simple Arithmetic ◽  
Computing Machine ◽  
Convenient Form ◽  
Set Up

The work of the engineer in design, research, or development very often involves extensive arithmetical computations. For this he uses a slide rule, computing machine, and sometimes logarithms, but first the factors are set up in some convenient form for easy manipulation. In all his work the engineer is concerned with two things: short cuts to save time, and accuracy. Herewith is outlined a method which constitutes somewhat of a short cut and at the same time results in increased accuracy for arithmetical computation. It is a method much used by engineering students and practicing engineers; it is very convenient, and should be made available to high school students.

scholarly journals Liminality in multitasking: Where talk and task collide in computer collaborations

2012 ◽  
Vol 41 (5) ◽  
pp. 557-587 ◽  
Author(s):  
Mike Levy ◽  
Rod Gardner
Keyword(s):  
High School ◽  
High School Students ◽  
Conversation Analysis ◽  
School Students ◽  
Collaborative Activity ◽  
Data Set ◽  
Web Based ◽  
Computer Activity ◽  
Informal Settings ◽  
And Task

AbstractThis article investigates the effect of computer activity on talk during collaboration at the computer by two pairs of high school students during a web-based task. The work is located in relation to research in the wider world of the workplace and informal settings where multitasking involving talk and the operation of artifacts is known to occur. The current study focuses on how, when two students are working at the computer, talk continues or is disrupted during multitasking. Five examples are described in detail, beginning with a relatively straightforward case of serial multitasking and leading up to an example of complex simultaneous multitasking. Overwhelmingly in our data, only routine on-screen actions accompany talk, whereas complex actions occur with hitches or restarts in the talk, and true simultaneous multitasking happens on just three occasions in the data set. (Collaborative activity, computers, Conversation Analysis, interaction, language and technology, multimodality, multitasking)*

scholarly journals THE WINCUBE SATTELITE PROJECT MANITOBA HIGH SCHOOL STUDENTS CONSTRUCTING AND LAUNCHING PICO-SATELLITE AND HIGH ALTITUDE BALLOON PAYLOADS

2011 ◽  
Author(s):  
Jeff Cieszecki ◽  
Stevan Wagener
Keyword(s):  
High School ◽  
High School Students ◽  
High Altitude ◽  
Engineering Students ◽  
Space Mission ◽  
Mission Design ◽  
School Students ◽  
Cooperative Effort ◽  
Mentorship Program ◽  
Space Mission Design

The WinCube Satellite Project is a cooperative effort among Manitoba high schools, the Manitoba Satellite Interest group (MSIG), the Faculty of Engineering at the University of Manitoba, Maples Collegiate Space Exploration Academy, the Manitoba Aerospace Human Resources Coordinating Committee and numerous aerospace industry partners. Through a mentorship program, Manitoba high school students will design, construct, and launch a pico-satellite with technical support provided by aerospace faculty and engineering students. Basic system design and construction experience for the high school students is provided by the construction and launch of high altitude balloon payloads. Students learn first hand about space mission design, telecommunications, programming, electrical and mechanical engineering.

scholarly journals Analisis Hubungan Self-efficacy dan Metakognitif terhadap Hasil Belajar Siswa SMA Berdasarkan Gender pada Konsep Genetika

2018 ◽  
Vol 1 (1) ◽  
pp. 14
Author(s):  
Dewi Purnamasari Suherman ◽  
Widi Purwianingsih ◽  
Sariwulan Diana
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Self Efficacy ◽  
Strong Predictor ◽  
Self Regulation ◽  
Study Data ◽  
Female Students ◽  
School Students ◽  
Final Questionnaire

The lower of awareness, motivation, and self regulation students’ on learning is a major concern in science education. The purpose of this research is to analyze the effects of self-efficacy beliefs and metacognitive on academic performance among high school students based on gender on Genetic concept that include sub-concepts: Genetic Mendel, Heredity, and Mutation. Descriptive method is constructed this study. A total of 60 students XII grader of high school are participated in the study. Data were collected by Self-efficacy and Metacognitive Questionnaire, Genetic Concept Test, and Final Questionnaire.  Data were analyzed using inferential statistics, regression. Regression analysis indicated that self-efficacy and metacognitive was a strong predictor of academic performance. This case are showed by the value of regression, R = 0.612 so that self-efficacy and metacognitive were inferred was a strong predictor of academic performance. The other finding on this research show that male students are outperforming female students on self-efficacy, metacognitive, and academic performance, so that can be conducted a further research about how to increase level of self-efficacy and metacognitive on female students.

ALAS: An Intervention to Promote Career Development Among Latina/o Immigrant High School Students

2019 ◽  
Vol 46 (6) ◽  
pp. 608-622 ◽  
Author(s):  
Ellen Hawley McWhirter ◽  
Bryan O. Rojas-Araúz ◽  
Robert Ortega ◽  
Darien Combs ◽  
Christina Cendejas ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Academic Success ◽  
Career Development ◽  
School Engagement ◽  
Critical Consciousness ◽  
School Connectedness ◽  
Immigrant Students ◽  
Lessons Learned ◽  
School Students

This article describes the rationale, development, delivery, and evaluation strategy of a pilot career intervention program for immigrant Latina/o high school students: Advocating for Latina/o Achievement in School. This innovative intervention aims to prevent dropout and to promote academic success and college and career readiness through a combination of academic support and enhancing critical consciousness. Shorter term goals include increasing school-related self-efficacy expectations, school connectedness, school engagement, and critical consciousness. We describe the theoretical and empirical basis for the intervention components, and how they attend to dimensions of immigrant Latina/o students’ career development. We describe program logistics, outcomes, strengths, challenges, and lessons learned from delivering the intervention. We highlight unique features of the program and suggest its relevance to career education efforts in other school and national contexts in which immigrant students face racism and inequities.

scholarly journals METACOGNITIVE SKILLS AND MOTIVATION DIFFERENCES BETWEEN MALE AND FEMALE Xth GRADE STUDENT OF PUBLIC SENIOR HIGH SCHOOL IN MALANG THROUGH READING QUESTIONING AND ANSWERING (RQA) COMBINED WITH THINK PAIR SHARE (TPS) LEARNING STRATEGY

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Hindun Syarifah ◽  
Sri Endah Indriwati ◽  
Aloysius Duran Corebima
Keyword(s):  
High School ◽  
Gender Differences ◽  
High School Students ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Student Diversity ◽  
Metacognitive Skills ◽  
School Students ◽  
Male And Female ◽  
Wide Range

Student diversity issue in school is one of the subjects in educational research. The quite apparent problem of student diversity in the school is gender differences. Male and female are different in some ways. Several studies have revealed the influence of gender differences on a wide range of students' abilities. Mahanal (2011) revealed that there was an effect of gender differences on metacognition skills and critical thinking abilities of high school students in Malang city. This research is aimed to determine the metacognition skills and motivation differences of male and female student on the biology subject through the implementation of Reading Questioning and Answering (RQA) combined with Think Pair Share (TPS) learning strategies. This research used quasy-experiment of pre test- post test nonequivalent group design. The research populations were all of

scholarly journals The effect of topic selection on writing fluency among Japanese high school students

2016 ◽  
Vol 5 (2) ◽  
pp. 231 ◽  
Author(s):  
Sarah Lin Lubold ◽  
Sarah Forbes ◽  
Ian Stevenson
Keyword(s):  
High School ◽  
English Language Learners ◽  
High School Students ◽  
Language Learners ◽  
English Language ◽  
Engineering Students ◽  
Meaning Making ◽  
Writing Fluency ◽  
School Students ◽  
Student Meaning

Written fluency and fluency building activities have been shown to promote linguistic choice and student voice development, increased ability to express ideas using complex grammatical structures and greater intrinsic motivation in English language learners. Since the 1970’s, process-oriented writing has been emphasized, yielding an amplified focus on meaning of student content over linguistic form precision. Current research of writing fluency must delve deeper into questions of student ownership of topic and the outcomes for low-risk activities that support fluency practice and encourage confidence building in students. The purpose of this replication study is to further explore previous findings on the effects of topic selection on writing fluency for high school English as foreign language learners. Building off of the work of Bonzo (2008), this study focused on a timed, non-graded writing activity administered to groups of Japanese engineering students in three departments: mechanical, electrical, and global engineering. The six subsequent samples for each participating student were analyzed using online text-analysis for total and unique word counts, providing data used to perform a t-test. Responses to bi-lingual student questionnaires, with prompts on self-perceived written English ability, self-efficacy and strategies for success while writing, provided additional insight into the facets of fluency. The results of these writing sessions offer both confirmation of and contrast to Bonzo’s original work, demonstrate increased student meaning making, and support the use of free writing activities in English language classrooms as a means by which student written fluency may be improved.

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