D. Hardy Cox & C. Courage – Y Gens in Higher Education – Who are they and what do they expect from us?
Bibliographic record
Abstract
and what do they expect from us? The growing interest in Canada about the student and their student opinions about post-secondary education experiences has become the latest focus in public print media in 2006. As members of post-secondary institutions, what do we really know about students and their learning expectations? This question is explored through the lens of a professor and a student. The article provides a professor like overview of the “vision ” of the Y Generation students and shares the “voice ” of a Y Gen learner. The emergent story for university teachers appears to lie in the collaborative exploration of teaching and learning experiences. Who are the students in higher education today? For an increasing number of educational experiences, both the teacher and student are somewhat invisible to each other through the increasing distance and online course offerings. Larger classes and face to face teaching experiences, while later providing a real time image of students, does not reveal the multi-faceted Y Generation or “Gen Y ” or “Ygen ” student. The determination of the cohort constituting the Y Generation like other demographic demarcations has variability. Wikipedia (2007) has identified persons born between 1978 and 2000 as defining this cohort. Characterized as impatient, skeptical, blunt and expressive, image driven, young, adaptable, technologically savvy, learning orientated efficient multi-taskers, and tolerant the Y Gens comprise the largest generation since the baby boomers (NAS, 2007). Much of the current discussion and literature relative to Y Gens is typically found in relationship to the work place from both a career planning and employer perspectives. Foster’s (2006) interview of Linda Duxbury, Sprott School of Business, describes four distinct generations in the workplace: 1) Veteran Generation who were born before 1946; 2) Baby Boomers, born 1946-64 and make up 58 % of labour market; 3) Generation X, born 1961-1974 and
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.004 | 0.002 |
| Scholarly communication | 0.004 | 0.004 |
| Open science | 0.000 | 0.003 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.066 | 0.020 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".