D. Hardy Cox & C. Courage – Y Gens in Higher Education – Who are they and what do they expect from us?
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
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
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
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 it