From opportunity to reality: transition into engineering education,trauma or transformation?

ABSTRACT

Transition into university can prove to be a challenging time for young people entering engineering education, irrespective of previous educational experience or demographic background. It is such challenges that this article considers. Commencing by looking at the pragmatic issues associated with transition, the question of whether starting university is a time of transformation or trauma for new engineering students is discussed. Following this, a conceptual framework grounded in the authors previous work depicts a tripartite approach to transition, identifying three interlinked phases that new students typically encounter. The conclusion suggests that through the introduction of realistic and socially relevant engineering activities, transition into engineering education is the ideal time to turn opportunity into reality for new students.     

SOCIAL JUSTICE, EDUCATION AND SCHOOLING: SOME PHILOSOPHICAL ISSUES

ABSTRACT:  Social justice is a key concept in current education policy and practice. It is, however, a problematic one in its application to schooling. This paper begins with a critique of the account of social justice offered by Gewirtz followed by an alternative philosophical notion based on the perfect world argument and the just society where equality is to the fore. This leads on to an exploration of what it is to be an educated citizen, consideration of the just school and discussion of the place of the school as an instrument for attaining social justice. The conclusion draws attention to the importance of the policy web as a way of developing coherent and unified policy designed to achieve social justice for all.     

The development and consequences of stereotype consciousness in middle childhood

Two studies including an ethnically diverse sample of 202 children ages 6 to 10 examined the development and consequences of children's awareness of others' stereotypes ("stereotype consciousness"). Study 1 revealed that between ages 6 and 10, children's ability to infer an individual's stereotype increases dramatically. Children's awareness of broadly held stereotypes also increases with age, and children from academically stigmatized ethnic groups (African Americans and Latinos) are at all ages more likely be aware of broadly held stereotypes than children from academically nonstigmatized ethnic groups (Whites and Asians). Study 2 revealed that among children from stigmatized ethnic groups aware of broadly held stereotypes, on 1 of 2 challenging cognitive tasks and self-reported effort, diagnostic testing conditions led to stereotype threat effects.     

Throwing the baby out with the bathwater: Changing requirements for a successful business education program

There are centrally mandated graduation, promotion, or curriculum requirements for the public schools in all fifty states. Most focus on academic rigor, and this focus has serious implications for programs of vocational education. One such program, a work-study program based on a public education/private industry partnership called the Philadelphia Business Academy, is undergoing significant modifications in response to new state promotion requirements. These modifications are altering many of the program's unique features, particularly its culture, and seem to be causing fundamental changes in the program's nature, operations, and effectiveness.     

College cheating: Immaturity,lack of commitment,and the neutralizing attitude

Through the use of a 49-item questionnaire administered to 380 university students, we investigated student cheating on exams, quizzes, and homework assignments. More than half the students reported cheating during the academic year on at least one of the above. The purpose of this paper was to uncover fundamental factors underlying cheating behavior. Through the use of correlational and factor analysis, three primary factors were identified: student immaturity, lack of commitment to academics, and neutralization. We offer interpretations of these factors and suggestions for testing these and other factors in future research.     

New school leavers in Singapore

This paper reports on the labour market results of a cohort of graduates from five Singapore schools representing most areas where important changes in the educational system are taking place. The graduates left school in 1966–67 and were interviewed in 1970. Many of the graduates in the cohort found jobs almost immediately upon leaving school, but some did experience a substantial period of unemployment and even more reported difficulty in finding their first job. Eventually all became employed and at the time of interview unemployment was negligible. The initial unemployment and the difficulty in finding work were not related as to whether the education was technical or academic in nature.Income/cost ratios were calculated and used to rank the schools to see how they compared as social investments. Post-secondary, non-university education ranked highest, followed by secondary education with the university in third place. Within post-secondary, pre-university was a slightly better investment than the polytechnic largely because of a difference in costs. Within secondary schools there was virtually no difference between the technical secondary school, the academic secondary school and the vocational institute.The research was conducted while the author was Assistant Director, Economic Research Centre, University of Singapore. Dr. Toh Chin Chye and Professor You Poh Seng provided useful comments and criticism. The author was assisted by Tan Chio Tee. The data were collected by Nancy Ho, Seah Kee Khoo, Tan Khye Hock, Toh Thian Ser, Wong Weng Kong, Wun Khai Ping, and Yuen Say Wing as a part of their academic exercises at the University of Singapore. The students also provided many useful comments and insights. The views expressed are those of the author and are not necessarily those of either the Economic Research Centre or of the persons who assisted in the study or commented on earlier drafts of this paper.     

Using a Delphi study to clarify the landscape and core outcomes in environmental education

Abstract

When leaders in a field agree upon core outcomes for the field, connection, reinforcement, and a shared vision of change are synergistically strengthened. Even when the field is dynamic, theoretically wide-ranging, and dispersed, consensus around core outcomes can help develop strategic research agendas and priorities. Environmental education (EE) is an inherently interdisciplinary field drawing on diverse theoretical foundations and epistemological orientations, resulting in a broad conceptual and empirical landscape. To better understand and situate this within EE, we pursued a modified Delphi study, with participation from 44 professionals and leaders active in North America. Over three Delphi rounds, the panel came to agreement on five core outcomes that focus the EE field: (1) environmentally related action and behavior change, (2) connecting people to nature, (3) improving environmental outcomes, (4) improving social/cultural outcomes, and (5) learning environmentally relevant skills and competencies. Reflecting those commonalities, we propose the following encapsulating statement to describe the field’s core outcomes: Environmental education works to move people to action for the tangible benefit of the environment and humanity. To realize these benefits, people must connect experientially with the environment, learn needed skills, and understand the complicated social and cultural connections between humanity and the natural environment.