Showing papers on "Minor (academic) published in 2019"

Decolonising the Curriculum

Abstract: Social science courses are increasingly coming under fire for the over-representation of white male authors and theorists. Campaigns such as ‘Why Is My Curriculum White?’ call into question the ‘Dead White Men’ approach to teaching political theory, where few female and theorists of colour are included on reading lists. The ways in which knowledge is produced, propagated and perpetuated through White, Western perspectives also spawned the related campaign ‘Why Is My Professor White?’ These campaigns are taking place against a backdrop of immense changes in the higher education sector, which earlier this year saw thousands of university academic staff go on strike over pensions, and a spate of anti-casualisation campaigns crop up at universities across the country. Changes such as these disproportionately affect women and ethnic minorities because of the extent to which we are subject to structural inequalities. Ethnic and gender penalties are present at every academic pay grade. Women are more likely to be on casual, part-time contracts. And ethnic minorities still constitute a minor proportion of senior academic and management staff in most universities. As women of colour (WOC) in the academy – emerging scholars of race who have yet to begin permanent academic roles – the decolonisation campaigns hold personal as well as professional resonance for us. They fuel our desire to impart real change in the way politics is taught in the United Kingdom and to help make a space for scholars like us. However, this desire must sit alongside the realities of our future in the academy. We both started out PhDs in the mid-2010s with the hope of becoming critical and radical but essentially fully fledged and secure academic employees. The structural changes the academy is undergoing not only undermines the work we do to represent the work of subaltern scholars in the field of politics but makes us question our ability as well as our desire to survive and thrive as academics.

Gender differences in higher education from a life course perspective: transitions and social inequality between enrolment and first post-doc position

Abstract: In the last decades, a vast number of post-industrialised economies have experienced a growing participation of women in higher education. However, men and women still differ with regard to their subsequent academic careers and labour market prospects. While several studies have disentangled the cumulative process of gender inequalities along the path to higher education, few studies cover two or more subsequent transitions in the academic career following graduation from upper-secondary education. We have investigated gender differences at five educational stages between graduation from upper-secondary education and the first post-doc position. To explain gender differences, we have integrated arguments of individual decision-making and educational, familial and work context conditions. This life course perspective leads us to propose several hypotheses on why the academic careers of men and women would differ in terms of transitions to the next education stage and graduation. We test our hypotheses using a longitudinal dataset which covers a large part of individual educational and academic careers of a cohort of students, beginning at the age of 20 years and extending up to the age of 40 years. Our results show that gender differences are more pronounced at the beginning of the academic career and tend to fade out at later stages. In particular, gender differences occur most strongly at transitions to the next educational stage rather than being caused by different graduation rates. These differences can be explained only to a very minor extent by performance. Separated analysis shows that men and women differ in their reasons to start or stop an academic career, with family circumstances in particular having different consequences.

Forged in failure: engagement patterns for successful students repeating calculus

Abstract: Although there is extensive research on attrition in gatekeeper courses and students’ cognition about calculus concepts, there is one population in introductory calculus that remains understudied: those who failed their initial course and chose to repeat it rather than change majors. These students can provide insight into overcoming poor mathematics affect and major persistence. This case study follows eight students repeating calculus from their second try at undergraduate calculus until they graduated or left the university; six graduated with either a mathematics major or mathematics minor. While participants identified several reasons for their success in the repeated course (processing their initial failure, having a better instructor in the repeated course, and participating regularly in the formative assessments), only participation in formative assessment led to the long-term cognitive and behavioral engagement required for long-term success.

Teachers’ responses to student misbehavior: the role of expertise

Abstract: In a quasi-experimental study, we investigated whether preservice and inservice teachers differed in their responses to minor student misbehavior. The participants’ task was to estimate how likely ...

“It’s So Wonderful Having Different Majors Working Together”: the Development of an Interdisciplinary Design Thinking Minor

Abstract: Traditionally, university students’ education is siloed into disconnected courses and programs. Increasingly, however, there is a trend toward providing interdisciplinary learning experiences to help students develop meaningful skills for becoming more successful in their chosen careers. In this paper, we describe an instructional design project in which we engaged to develop an interdisciplinary minor in design thinking at a university in the western United States. This effort involved uniting faculty from the colleges of education, business, fine arts and communications, and engineering and technology. After reviewing our needs analysis process, we describe the structure of the minor itself, and how it was designed to respond to our analysis. We also discuss the following lessons learned throughout our project: (1) common vision is the beginning, not the end, of interdisciplinary design thinking; (2) personal relationships are crucially important in interdisciplinary design thinking; and (3) iterative prototyping improves interdisciplinary design thinking. Using principles such as those discussed in this paper, we believe the field of instructional design can help lead the way in the development of additional interdisciplinary learning experiences in higher education.

Hysteresis, academic biography, and political field in the People’s Republic of Poland

Abstract: I enter a debate about state-socialism elite’s reproduction and higher education to propose an implementation of Bourdieu’s hysteresis effect. I argue that the intelligentsia and the interwar university shaped biographical paths of academics stronger than the political factors, which are usually brought to the forefront by contemporary researchers. I analyse academic biographies shaped by the socialist university and reconstruct a model academic biography in the post-WWII period, in particular, in Poland. I compare it with biographies of professors from working-class and peasant backgrounds, and arrive at the conclusion that the differences are minor. Those who formed a seemingly perfect new intelligentsia were socialized by the traditional academic habitus. A few who entered the new academic world from working class or peasant backgrounds had to embrace the interwar university ethos in order to justify their own merits in belonging. I propose a model of opposite hysteresis vectors to explain tensions between academia and political field.

Differences in medical student self-evaluations of clinical and professional skills.

Abstract: Background The skill of self-assessment is critical to medical students. We sought to determine whether there were differences between student self-assessments and their faculty assessments and if they were modified by gender. Additionally, we sought to determine the differences in these assessments between students in a traditional (core) versus an enhanced (SELECT) medical school curriculum. Methods In this retrospective study, mid-term and final assessment and feedback forms from the first-year Doctoring 1 course were analyzed from three academic years: 2014-2015 through 2016-2017. Data were abstracted from the forms and de-identified for analysis. Class year, student gender, and class type were also abstracted from this "on the shelf" data from program assessment. The level of agreement between faculty and student assessments was investigated using Wilcoxon signed ranks test. The gender differences (male versus female students) between student assessments and their assessment by their faculty were investigated by using the Kruskal Wallis test. Results Five hundred and thirty-five student self-assessments were analyzed. Fifty-six percent (301/535) were male while 44% (234/535) were female. Faculty assessments (P-value <0.001) were higher than students and this was not modified by student gender. Compared to the domain of "participation" in the core program, there was no difference between the student/faculty ratings based on student gender (P-value: 0.48); there was a difference in the SELECT program cohort (P-value: 0.02). Specifically, the female students appear to rate themselves lower (female student: mean/standard deviation: 2.07/0.52) compared to their faculty (faculty: mean/standard deviation: 2.42/0.55). Conclusion Faculty consistently assessed the students at a higher rating than the students rated themselves. The level of difference between student self-assessments and their assessment by their faculty was not modified by student gender. With the minor exception of "participation," there was no difference between students in the two different doctoring class curriculums.

A conceptual framework to understand student volunteerism

Abstract: This paper develops a conceptual framework to understand the value of an increasing number of university study programmes that send students to the global south to learn through volunteering. We ask what determines the benefit that these activities bring to the host community. To understand this, we conceptualise these activities as student volunteerism and propose a framework to understand the value of these activities based on a previously developed framework for volunteer tourism. We examine a single case study of a minor programme in a Dutch university, exploring how course design and student selection affect student behaviour as an antecedent step to creating student benefits. We identify six kinds of factors that appear to promote ‘deeper’ (better) contributions and argue that these six factors require further analysis to better realise university contributions to societal development in Global South contexts.

Writing Apprehension and Academic Achievement among Undergraduate Honors Students.

Abstract: This study examined the relationship between writing apprehension and academic achievement among undergraduate honors students at the University of Alabama. A total of 75 male honors students completed Daly and Miller's Writing Apprehension Test and self-reported their grade point averages (GPA). The test measured apprehension or anxiety and fear of writing. The overall group mean score was 50, with a range of 29-65, indicating a moderate writing apprehension for the group. Correlational analysis indicated a low to moderate negative correlation between writing apprehension and GPA. The responses indicated moderate levels of apprehension to writing, falling well within the midrange of the instrument, thus providing a perception that these students, who have excelled in the classroom, are capable writers. (Contains 15 references.) (MDM) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** Writing Apprehension and Academic Achievement Among Undergraduate Honors Students Carl H. Boening Higher Education Administration Program University of Alabama 206 Wilson Hall Tuscaloosa, AL 35487 (205) 348-1170 FAX: (205) 348-2161 Lara A. Anderson Higher Education Administration Program University of Alabama 206 Wilson Hall Tuscaloosa, AL 35487 (205) 348-1170 Dr. Michael T. Miller Higher Education Administration Program University of Alabama 206 Wilson Hall Tuscaloosa, AL 35487 (205) 348-1170 FAX: (205) 348-2161 e-mail: mmiller@bamaed.ua.edu Running Head: Writing Apprehension OfUe S o f D EEPARoTMl ENsT OcF EDUCATION nt EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY

Professional Learning Interventionn in Mathematics: A Case of Developing Portfolio Assessment

Abstract: This paper reports findings from a Fijian study that engaged secondary mathematics teachers in a two-day professional development workshop on the use of portfolios as an alternative means of assessing student learning in mathematics. Utilising an action research approach with a view to involve teachers as key stakeholders in mathematics education, the professional development prompted a small group of secondary mathematics teachers to think about the mathematics content and processes which could not be assessed using written tests, and to develop assessments that would reflect higher-order thinking in mathematics. While the majority of the teachers came up with ideas that were well suited for portfolio assessment, some participants faced minor difficulties in relating to real-world experiences and developing higher-order tasks. Teachers were able to come up with teaching and learning activities that could be used for portfolio assessment. At the end of the workshop ten of the 12 teachers were interviewed to gain an insight into their experiences. All of them stated explicitly that they had found the workshop very useful and rewarding because portfolios could provide an alternative way to assess student learning, and could possibly influence the way they taught mathematics.

The Capstone ePortfolio in an Undergraduate Public Health Program: Accreditation, Assessment, and Audience.

Abstract: The Bachelor of Science in Public Health (BSPH) degree program at the University of North Carolina at Charlotte (UNC Charlotte) was launched in 2007, and was initially accredited by the Council on Education for Public Health in 2009. We admit approximately 40-45 students each fall to the upper division major, through a competitive admissions process. During the junior and senior years, BSPH majors complete a core set of required courses including internship; 18 credit hours of restricted electives; and any minor offered by the university (except public health). During 2014-2015, the Department of Public Health Sciences was one of five campus units supported by UNC General Administration to pilot the use of ePortfolios as a tool to help students integrate learning across the courses that make up the major. The pilot program continued for 2 additional years, to promote enduring faculty efforts. We subsequently outline the development and implementation of ePortfolio pedagogy in the BSPH program at UNC Charlotte, including preliminary assessment of outcomes the past 3 years. The adoption of ePortfolios has been instrumental in students' educational experiences for over 2 decades. The Association of American Colleges and Universities (AACU preserve the variety of forms in which their learning occurs; and reflect upon their learning." We have learned that effective student ePortfolios do not arise in a vacuum. In collaboration with like-minded campus colleagues including those associated with the university's Communication Across the Curriculum program, we have encountered contributing forces related to the process of "collection, selection, and reflection" including intentional assignments that yield effective student artifacts; and authentic feedback to students through adoption and modification of the AACU students embrace opportunities to document learning when those opportunities are structured; the development of the ePortfolio is relational-consistent with student attributes; and ePortfolios enable evidence-based approaches to meet accreditation demands, assessment needs, and workforce expectations.

Predictors of Academic Achievement in Blended Learning: the Case of Data Science Minor

Abstract: This paper is dedicated to studying patterns of learning behavior in connection with educational achievement in multi-year undergraduate Data Science minor specialization for non-STEM students. We focus on analyzing predictors of aca-demic achievement in blended learning taking into account factors related to initial mathematics knowledge, specific traits of educational programs, online and of-fline learning engagement, and connections with peers. Robust Linear Regression and non-parametric statistical tests reveal a significant gap in achievement of the students from different educational programs. Achievement is not related to the communication on Q&A forum, while peers do have effect on academic success: being better than nominated friends, as well as having friends among Teaching Assistants, boosts academic achievement.

Self-reported Difficulties in Learning English as a Second Language for Third-age Students in Poland

Abstract: The problem of teaching English to third-age students is among the issues in ELT which have gained increasing attention and interest in recent years. The aim of this paper is to identify difficulties in learning English as a foreign language reported by students taking part in language courses at third-age universities in Poland. The research is based on the questionnaire distributed among the group of 70 third-age students of English. The results show that the problems the learners report are cantered around their age- and health- related conditions, as well as their general attitudes concerning foreign language learning. It is hoped that the present study will constitute a minor contribution to the study of learning needs and expectations of senior students in Poland.

Who Is Teaching Me and What Do They Know? Student Teachers’ Perceptions of Their Teacher Educators and Mentors

Abstract: Using a survey and interviews, this chapter explores how 442 student teachers on pre-courses in England construct and value the identities and knowledge bases of those teaching them. Whilst there were some minor differences in responses across different groups, the general patterns were as follows: experiential knowledge of school teaching was highly valued capital in the eyes of student teachers, meaning that teacher educators who had recent teaching experience in the school sector and mentors working in practicum schools were seen as ‘experts’ in teaching. Other types of knowledge, particularly those gained through research or scholarship, were often overlooked or marginalised. Certain kinds of interpersonal skills and dispositions were highly valued in both mentors and teacher educators, particularly adopting an ethos of care and responsibility for student progression.

Education through Athletics: Interest in an Athletics Performance Curriculum

Abstract: Intellectual and life-skill benefits of collegiate athletics participation have been doc-umented in empirical research, yet athletics-centric curricula are traditionally not offered for academic credit in higher education. This pilot study employed a survey, distributed to FBS Division I college varsity athletes, coaches, athletics administra-tors, and faculty from three Atlantic Coast Conference institutions, to explore the interest in an athletics performance minor through the lens of the Integrated View of intercollegiate athletics. The results demonstrate a moderate interest in an ath-letics performance curriculum, with 66% of those surveyed voicing support. Those most supportive were varsity athletes and coaches, while faculty were the least sup-portive. This study adds to the literature by addressing the philosophical dichotomy that despite the nexus between educational outcomes and athletics, an opportunity for academic credit is lacking.

The Effect of Continued Team Randomization on Student's Perception and Performance in a Blended Team-Based Teaching Approach.

Abstract: The purpose of this study is to investigate how constant changes in team allocation within a modified flipped team-based learning (FTBL) study can affect student’s perception of a course (gathered by an online questionnaire) and academic performance. This teaching strategy is a team-based learning (TBL) approach combined with flipped classroom learning methodology, in which BSc students studying pharmaceutical science/biotechnology courses in a UK satellite campus in China preview online lectures and apply their knowledge in different in-class activities. The students are randomly assigned into teams in each session. The project was run across the full academic year (sixteen sessions). Students’ perceptions regarding modified FTBL were statistically analyzed, and their academic performance was compared with previous results obtained by the initial FTBL study. Although students initially showed reluctance to leave their ‘comfort zone’—the main limitation of this study—our findings show that learners perceived benefits to the adoption of continued random allocation, which resulted in the removal of limitations from their social clustering and eventual accustomization to this learning approach. Modified FTBL assisted students in enhancing their team-work skills, improving their academic performance, developing their reflective capabilities, improving their rapport building skills, learning and academic performance. Learners also believed that this learning strategy creates critical incidents that can simulate their future work environment, as they might be expected to work in unfamiliar situations. Therefore, the present study indicated strong support for the modified FTBL method, which was seen to work exceptionally well despite some minor problems that students experienced working in a team with different teammates in every session.

The formation of professional identity and motivation to engage in telecollaboration in foreign language education

Abstract: The following article examines the potential of cross-cultural telecollaboration between (student) teachers of foreign languages to contribute to the development of their professional identity. The reported study explores the connection between (student) teachers’ conceptualisations of their professional identity and their intrinsic motivation to engage in virtual cooperation with their peers from other countries. The investigation also attempts to assess the potential advantages and challenges for the development of professional identity that (student) teachers associate with telecollaborative efforts in foreign language teacher education. The reported data were collected among 134 student teachers from Poland, the Czech Republic and Germany via pen-and-paper questionnaires including closed-ended items and semantic differential scales. The results indicate a moderate degree of intrinsic motivation to engage in cross-cultural virtual communication with peers, with minor discrepancies between participant groups on various subscales of the construct. Furthermore, the study shows partial correlations between self-reported levels of intrinsic motivation and various professional identity markers that student teachers report, as well as differing degrees of value assigned to cultural and linguistic diversity as a source of professional development. The paper discusses implications of these results for foreign language teacher education policy.

Navigating choices to a professional career: the role of subject choice in widening access to universities and the professions

Abstract: This thesis examines the role of subject choice in widening access to elite universities and to an elite professional financial services firm. The analysis takes place at three transition points in the educational trajectory of young people: at 16+, 18+ and at graduation from university. It provides new evidence about these transitions in three ways. First, using a taxonomy of A-levels developed for this thesis, it uses administrative population data for three cohorts of English students to examine the relationship between social background and A-level subject choices categorised according to their published efficacy for university entry. Less privileged young people are less likely to take A-levels universities say they prefer, but the considerable observed gap is largely accounted for by prior attainment and choices of subjects and qualification types at 14-16. Prior attainment is also of primary importance at the second point of transition, at 18+, but analysis using linked national school and university data suggests that A-level subject choices do make a difference to ranking of university attended, over and above attainment. Finally, the importance of prestige of university and the subject of study in the third transition, to graduate employment in an elite profession is considered, using newly available applications and admissions data from a large professional financial services firm. Again, the large raw gap in success rates by university type is almost entirely accounted for by prior attainment, although degree course subject plays a minor role. The direct effect of A-level subject choice is negligible at this transition. The overall thrust of this thesis is that prior attainment and earlier qualifications choices have consequences at each transition, but, over and above attainment, A-level choices can affect high status university entry, and hence, to some extent, gaining a top graduate traineeship.

Theory and practice of European co-operative education and training for the support of energy transition

Abstract: European visions such as the European Commission’s Strategic Energy Technology (SET) Plan and the SET Plan Roadmap Education and Training encourages higher education institutions (HEI) and business to establish adequate co-operative education and training approaches in the face of the challenges posed by the energy transition necessary to achieve European Union’s climate goals. The development of integrated co-operative education, training and learning systems is a fundamental strategy to foster co-operation between academic institutions and business. Available sources about the theoretical and practical knowledge of co-operative education and training are limited. To identify available information and create new information where there is no this research was carried out by means of a literature study and a database search on existing co-operative education formats. This was supplemented by an analysis of seven actual case study reports regarding examples drawn from the BioEnergyTrain (BET) project commissioned under the European Union’s Horizon 2020 programme. Co-operation for educational purposes between higher education institutions (HEI) and business exists on the curricular, course and internship level.Considering the total number of studies on a curricular level in Europe, only very few co-operative education programmes exist. On the curricular level, most of the appropriate formats are dual studies with Bachelors’ programmes, fewer are dual studies with Master’s programmes. Co-operation formats on the course level do not follow institutionalised rules and are case-specifically applied. The studies presented in this journal dealing with practical examples emphasise the high potential for improving student’s skills and insight into business that such co-operative formats offer to universities and business partners.Co-operation on an internship level has a long tradition of exposing students to the business environment they will later work in. Internships however do not provide high-intensity co-operation between business and HEIs. Therefore, it is outside the focus of this paper’s attention. Results of statistical analysis reveal a total number of 19,822 related dual study programmes in the year 2018 alone in Germany whereas, for co-operative curricula on a master’s level, just 73 can be tracked in whole Europe. Results of the case study reports are further discussed in Additional files 1, 2, 3, 4, 5, 6, 7 and 8. Existing research and descriptions of co-operative education and training are limited. However, based on the available sources, this study discusses co-operative education regarding its roots, types, role of business, type of rotation, salary, and legal issues as well as efforts on a European level to create and put into practice adequate forms of co-operative education supplemented by case studies. The huge gap between generally available dual study programmes on a bachelor’s and master’s level and available studies throughout Europe is partly related to the fact that most of the dual study programmes are on a bachelor’s level and partly related to a limited sharing of collective university information on comprehensive platforms. Through the main foci of the study on the theoretical background of co-operative studies as well as the practical implementation of co-operative education practice, all European academic institutions could not be contacted and analysed individually. There is not much available data on co-operative study programmes. This may be due to the fact that co-operation in education and training between academic institutions and business plays only a minor role in the overall education system. Apart from dual study programmes, co-operative education and training formats usually are not defined unambiguously because the number of co-operative education programmes directed towards meeting the challenges posed by the energy transition is low. Although both the SET Plan Roadmap Education and Training developed within the SET Plan process and the Action Agenda for European Universities developed by the European University Association (EUA) identify co-operation between HEIs and business as crucial to meet these challenges (Borrell-Damian and Narodoslawsky [Additional file 1]), much remains to be done in this respect. There is a need for institutions all over Europe which are able and willing to provide a platform for such co-operation and co-ordinate the development of co-operative learning formats, especially on the course level, across sectoral boundaries. The energy transition definitely requires adequately trained people to deal with and create low emission energy systems and the challenges arising therewith.

Learning to Lead: Perceptions of Undergraduate Leadership Minor Programs.

Abstract: As leadership continues to be a targeted outcome of student learning within higher education, university faculty are left with the challenge of how to best teach and develop leadership in college students. Students are a key component of undergraduate leadership education; their motivations, learning goals, and understanding of their experiences in leadership programs. However, the research on undergraduate leadership programs from the students’ perspectives is relatively scarce and limited in scope. To address this gap in the literature, we surveyed 130 current students and alumni of one leadership minor program and interviewed coordinators of seven other leadership minor programs. Our mixed methodology allowed us to capture unique insights regarding the perceived benefits and challenges of a leadership undergraduate minor.

What do migration and meteorology have to do with Latin American studies? Bridges across disciplines at the United States Naval Academy

Abstract: This essay explores how faculty from three different disciplines (applied linguistics, history, and meteorology), all with expertise in Latin America, have promoted an interdisciplinary approach toward Latin American studies through their study of migration and climate. The essay begins by reviewing the history and significance of the U.S. Department of Defense’s LREC initiative on tertiary Spanish language education. The essay then describes how climate and human interests in Latin America can be integrated into undergraduate courses and research projects to leverage students’ intellectual interests (in their major subject) with other academic pursuits (via a minor in Spanish). Finally, the essay discusses how demographic changes in the U.S. have impacted higher education in Spanish. The essay concludes by reviewing some of the guidelines that professional organizations and universities have put in place in response to these challenges, and offers some suggestions for how academics might respond in their institutional contexts.

Attitudes of Islamic Learning and Education Faculty Students Towards English Language at Karachi University

Abstract: The research paper aims at studying the attitudes of the students of Islamic Learning and Education Faculty towards English at the University of Karachi. It is based on testing the hypothesis that the students of Islamic Learning Faculty have less positive attitudes towards English as compared to the students of Education faculty through a survey on first year students of both faculties. A five-point Likert scale was used to conduct a survey on 151 students of the Islamic Learning faculty and 135 students of the Education faculty. The results were calculated using an independent t-testand standard deviation which reveals that there is a minor difference in the attitudes of thestudent of both faculties. The students of the Education faculty showed more positive attitudes when asked about the importance of English as compared to the attitudes of the students of Islamic Learning Faculty. However, the difference in their attitude is negligible. As the results reveal a minor association between the attitudes of the learners and their faculty, the study; therefore, proves the null hypothesiswhich says that there is no significant difference between the attitudes of the students of both the faculties. Keywords: attitudes; English language; t-test; standard deviation; Islamic learning faculty; education faculty; likert-scales

Mixed Social Optima and Nash equilibrium in Linear-Quadratic-Gaussian Mean-field System

Abstract: This paper investigates a class of mixed stochastic linear-quadratic-Gaussian (LQG) social optimization and Nash game in the context of a large scale system. Two types of interactive agents are involved: a major agent and a large number of weakly-coupled minor agents. All minor agents are cooperative to minimize the social cost as the sum of their individual costs, whereas such social cost are conflictive to that of major agent. Thus, major agent and all minor agents are further competitive to reach some non-zero Nash equilibrium. The control processes enter both diffusion and drift terms of all major and minors' states. This extends the standard setup in which control only enters the drift terms, and such extension brings more modeling difference and technical difficulties, in particular, when dealing with the feedback decentralized strategy via Riccati equation and mean-field consistency condition (CC) representation. Applying the mean-field approximations and person-by-person optimality, we obtain auxiliary control problems for major agent and minor agents, respectively. The decentralized social strategy is derived by a class of new CC system, which is mean-field forward-backward stochastic differential equations. The well-posedness of the CC system is obtained by the discounting method. The related asymptotic social optimality for minor agents, and Nash equilibrium for major-minor agents are also verified.

Navigating the Economics Major: The Effect of Gender on Students’ Degree Pathways

Abstract: Although nationwide a small percentage of students complete an economics degree, many students who initially select another major switch into economics or add it as a second major. Prior research has found that women are less likely to earn an economics degree and that students may consider degrees in business and economics to be substitutes. The purpose of this study is to assess gender disparities in students’ economics degree attainment based on differences in students’ initial major selections and grades received in their introductory microeconomics course. Findings indicate that both male and female students who initially choose to major in economics have a high probability of graduating with an economics major. Students who complete an economics major or minor come from a large selection of initial majors. Male and female students also are found to respond differently to introductory microeconomics grades.

Interdisciplinary education: a case study at the University of Twente

Abstract: The ability to cross boundaries is considered fundamental to the ability of scientists, engineers and others to solve modern real-world problems. As with other educational fields engineering higher education needs to find suitable interdisciplinary approaches to meet these requirements. While there is much current study of interdisciplinary learning it remains a challenge to formulate general strategies for implementing interdisciplinary education in a way that students become skilled collaborative problem-solvers. At the University of Twente there are currently opportunities to explore different responses educators have to this challenge, through the study of the High Tech Human Touch minors: a programme which offers minor courses to meet interdisciplinary learning objectives. This case study performs a comparison between the 10 HTHT minor courses relying on the education model ADDIE, to elicit similarity and diversity, and related challenges, with respect to how instructors in each course have responded to their interdisciplinary task. To make this comparison the student-perspective has been taken into account through interviews and evaluations, in addition to desk-research and semi-structured interviews with teachers. In current literature there is little information about how students perceive interdisciplinary education, yet such information can help understand the complexity needed for an interdisciplinary ‘pedagogy’. Comparing the 10 HTHT minors, a range of different interdisciplinary educational designs can be identified, with distinct challenges to each, beyond the canonical model of collaboration-based designs. Especially noteworthy is the fact that students consciously opt for these HTHT minors to learn from other disciplines, but that this is not often the learning outcome, signalling a frequent gap between student expectations and educational outcomes.

Interdisciplinary learning: an electronic and computer engineering case study to solve environmental problems

Abstract: Environment and sustainability, and Principles of Economics are subjects present in engineering courses in Brazil. To attract thestudent’s attentions to these subjects and promote entrepreneurship fomenting, an experiment was developed with electronic andcomputer engineering students aiming to use interdisciplinary and project-based learning approach. The students, fifty-six studentsin the first version and fifty-seven in the second one, formed mixed teams, with the goal of developing a prototype and a businessplan to solve a specific environmental problem. During the prototype development, the teams presented technical reviews based insystem engineering approach, which exposes the student to real industrial practices, even though assessed by grades. It was a four-month experience ending with the team presentation to professional experts in evaluating start-ups proposals. The experiment wassuccessfully applied in two academic years with minor adjustments between its first and second versions. The article presents theinterdisciplinary approach of the experiment, the assessment method, and feedback given by the students, instructors and invitedprofessionals.

A Cross Collegiate Analysis of the Curricula of Business Analytics Minor Programs

Abstract: In recent years, there has been an explosion in the demand for personnel with analytics skills. Given that the demand for this skill set cuts across so many disciplines, it is a useful addition to any major and an ideal candidate as an academic minor. Furthermore, as the underlying analytics tools and techniques used by data analysts emerged primarily from the business disciplines, the school of business makes an ideal place to house an analytics minor. Given the high demand for business analytics skills and the ubiquitous nature of the analytics field, the question becomes what topics should be included in the curriculum of a business analytics minor? The goal of this research is to answer that question by analyzing the curricula currently offered by a large sample of business analytics minor programs.

A cross-disciplinary minor to engage student’s creativity and engineering skills

Abstract: Whether it is creating computer graphics models of underwater shipwrecks or using art and creativity to help students learn computational thinking, Professor Zoë Wood’s projects unite visual arts, mathematics and computer science. Via her NSF funded research projects she works with colleagues and students on robotics and computer graphics algorithms for shipwreck discovery and mapping which resulted in the discovery of a rare World War 2 airplane wreck. She works to increase the number of underrepresented students in her field through research projects, outreach activities and advising the student group Women Involved in Software and Hardware (W.I.S.H.). As co-founder of the interdisciplinary minor, Computing for the Interactive Arts, she believes in empowering students to realize their artistic visions via coding.