As of 2009, Indiana University-Purdue University Indianapolis (IUPUI) reports 28,756 students enrolled. Just over 10,000 of those students are listed as part time students (under 9 credit hours). IUPUI is made up of a total minority student population of close to 5,000. Just over 16,000 students are classified as 24 years of age or younger while over 12,500 students are 25 years of age or older.
Nearly 700 students are enrolled in the Informatics degree program at IUPUI with 540 at the undergraduate level and 157 at the graduate level. Of the nearly 700 students, over half (365) are enrolled in the Media Arts and Science program, with 340 at the undergraduate level and 25 at the graduate level. Almost 70% of the students enrolled in the Media Arts and Science Program are full time students, with 35% of those students in the Media Arts and Science Program at 25 years of age or older. Of the 340 undergraduate students in the Media Arts and Science program at IUPUI, 93 are part time students, 71 are a minority race and 113 are 25 years of age or older.
To summarize, the undergraduate student population at IUPUI is comprised of a heterogeneous group of learners: commuting students, older adult students, online students, on-campus students, and first-generation college students. These students come from a range of diverse backgrounds. Therefore, the average IUPUI student experience can vary greatly when compared to campus life at a traditional, four-year residency college or university.
N100
The course in which the research was conducted is N100, and it is an introductory course in the Media Arts and Science program under the Indiana University School of Informatics at IUPUI. It is a large lecture course that is held in...
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...ut it is suggested so that students are able to put names to faces during live lecture. The social network is divided into two types of forums: the course forum and the casual forum. In the course forum, the students discuss the lectures and the reading material. In the casual forum, the students connect to classmates just as in Facebook. The course is split into three sections. In each section of the course, you are required to start at least 1 new forum thread on a reading or lecture issue, and respond to another person’s forum thread on a reading or lecture issue. You can also fully participate in the casual forum to get to know your classmates and discover similar interests and share ideas, but you are only going to be evaluated on the postings in the course forum. Course forum threads, posted in each section of the course, are cumulatively worth 100 points.
eaglenet.lambuth.edu. Web. The Web. The Web. 28 July 2011.
And finally, colleges and universities have to be inclusive of varied student subpopulations. They need to determine and address the special needs of groups such as racial/ethnic minorities, women, athletes, Greeks, students of different ages, and gay and lesbian students.
Aquinas Multimedia, 12 May 2008. Web. The Web. The Web. 10 Apr. 2014.
...ion and success. While much has been researched, the journey has only just begun. Very briefly I have highlighted a topic that has been and still could be researched with hundreds of different auxiliary issues stemming from it. Delving further into what student life departments do for student retention and success and their role in this process is a very important piece of this ever expanding puzzle. There is not a lot of literature or research on the topic right now and while this specific question is still a very broad topic, it can easily be narrowed down and sectioned off for more specific goals and research. What we need but do not have a whole lot of yet is a body of research that delves into the nature of institutional practices when it comes to student life departments, their theories and practices and the impact they have on student success and retention.
Johnson, T. (2011). S.P.I.D.E.R. A strategy for evaluating websites. Library Media Connection, 29(6), 58-59. Retrieved from http://web.b.ebscohost.com.proxy.devry.edu/ehost/pdfviewer/pdfviewer?sid=a1fe208a-6fb8-4e68-8191-7ef041e2d483%40sessionmgr111&vid=25&hid=113
The media play an indispensable role in modern life, and are considered amongst the most powerful and inaccurate sources of social information, education and entertainment. Our mass media is an electronic (TV, film, video, videogames, internet) visually dominated media with print (newspaper, magazine)...
Joseph STRAUBHAAR and Robert LaROSE (2001). Media Now. Communications Media in the Information Age. 3rd Edition. Belmont, Wadsworth/Thompson Learning.
Croteau, D., Hoynes, W., & Milan, S. (2012). Media/society (4th ed.). Thousand Oaks, CA: Sage.
I must admit that University of Portland is a pretty diverse school, but my encounter with diversity was far more prevalent when beginning my field experience as a freshman. The term “diverse” took on a whole new meaning! One of the first things that I did after finishing my
Any individual who has never taken an online course before can experience online learning through OpenLearn. There is a discussion board, tutoring assistant, journals, and other learning tools in each of the topic the person selects. Before any learner can access some of the contents such as the discussion board, the person must register for a login account. The authors note that one important aspect of OpenLearn is students get to learn while communicating and sharing ideas with others. This process allows them to be part of the learning communities. As Santos, McAndrew, and Godwin (2008) explains, “the idea behind the provision of a forum, attached to each unit, is to give the users the opportunity for social learning. They are able to start learning communities, if they wish,...
Web. The Web. The Web. 01 Oct. 2011. http://www.iep.utm.edu/soc-cont/>. Goodhart, Michael, ed., pp.
Joseph STRAUBHAAR and Robert LaROSE (2002). Media Now. Communications Media in the Information Age, 3rd edition. Belmont, Wadsworth/Thompson Learning.
Joseph STRAUBHAAR and Robert LaROSE (2002). Media Now. Communications Media in the Information Age. 3rd Edition. Belmont, Wadsworth/Thompson Learning.
In the course itself and in each module students would be provided with opportunities to interact and connect with other students and the instructor. Discussion boards were built into each module to facilitate communication, collaboration, and interactivity. Additional group exercises were developed to further foster the development of collaboration and community building within the course.
...l future report. University of Southern California Annenberg School Center for the Digital Future. Retrieved July 18, 2006, from http://www.digitalcenter.org/pdf/Center-for-the-Digital-Future-2005-Highlights.pdf