(EDU2b) Sociology of Education in Higher Education Institutions II

This session features papers that draw on empirical, theoretical, or methodological issues in the realm of Higher Education. Cross-listed with the Canadian Association of Sociology of Education (CASE). Tags: Education

Organizers: Cathlene Hillier, Crandall University, Maria Brisbane, University of Waterloo

Presentations

Brendan Lu, University of British Columbia

Friendship Networks and Academic Achievement among Post-Secondary Undergraduate Students

Friendships and academics are priorities for students. This thesis will investigate the relationship between friendships and academic achievement. Existing studies on friendships vary in measurements (such as social fit, networks, and support). Academic achievement is primarily measured by grades. In this study, friendships will be measured through quality and loneliness scales. Academic achievement measurements will include letter grades, and career skills (including communication and work ethic). Existing findings indicate that friendships and support reduce loneliness; and that friendships consequently enhance academic achievement, whereas loneliness reduces it. This study will examine these trends among undergraduates at the University of British Columbia.

Adam Vanzella Yang, The Conference Board of Canada

Educator experiences with generative artificial intelligence: Differences by gender, age, and field of study

Generative artificial intelligence (GAI) has become a prominent force in post-secondary education (PSE). However, there is limited understanding of how educators perceive and experience GAI in their teaching practice. Using nationally representative data, we found that most educators have never or rarely used GAI, and that their stance on student use of GAI is unclear. Educators demonstrated moderate levels of familiarity, proficiency, and optimism regarding GAI in post-secondary education. Some differences by gender, age, and field of study were observed. When crafting GAI use policies, post-secondary leaders should acknowledge that various social factors could influence engagement with these new tools.