AutoVenture Forum-The American Society of Mechanical Engineers (ASME) provided both financial and staff support to the planning and execution of the AutoVenture Forum. Mr. Ethan Byler managed the ASME efforts. Ms. Patti Jo Snyder of ASME managed the logistical arrangements for the first forum. The AVF team would also like to acknowledge the support provided by USCAR in organizing and hosting the many planning meetings and the encouragement offered by numerous auto industry executives. Test Vehicle Conversion-Conversion of the test vehicles was performed by the Mechanical Engineering senior design class and graduate students from the Clemson University International Center for Automotive Research (Frank Richardson, Dave Anderson, Neeraj Chirmulay, and Harish Kohli). Fuel System Controller-Grafton Standifer, a student in the Department of Electrical and Computer Engineering, performed the design and fabrication of the demonstration fuel system controller. Liquid Carrier and Reactor Testing-Dr. David Bruce and graduate student, Ha Nguyen, of the Department of Chemical and Biomolecular Engineering provided assistance with all aspects of the liquid carrier portion of the project.
Add one more to the growing list of names given to the current generation of college students. Whether they're called Millennials, Gen Ys, Gen Next, the Net Generation, or Echo Boomers, what most agree on is that this cohort of students is different from any other. In Generation Me, Jean Twenge argues that Generation Me (GenMe) is not just another title assigned to previous student characteristics; rather, she concludes that many commonly held beliefs and accepted hypotheses about this generation are incorrect. Howe and Strauss's Millennial Generation (2000), and the subsequent seven characteristics afforded to the Millennials ( 2003), is a central target for Twenge's opinions. She argues that Howe and Strauss are wrong and their conclusion and generational traits are in opposition to the psychological indicators.Twenge bases her conclusions on primarily qualitative and quantitative data combined with a meta-analysis of five decades of data collected from 1.3 million young Americans. These data originated from mainstream, valid, and reliable psychological tests administered to thousands of diverse populations. Generation Me is an amalgamation of Twenge's twelve studies published in peer reviewed psychology journals and her poignant, and often humorous, observations about American culture. As a self-identified member of GenMe, Twenge's perspective as both a scholar and pop culture critic is an interesting and insightful combination.The opening chapter, "You Don't Need Their Approval: The Decline of Social Rules," presents Twenge's core argument. She holds that members of GenMe focus solely on themselves; "We are driven by our individual needs and desires" (p. 19). Both popular culture and higher education bear witness to this previously unknown rise of the individual as holding ultimate attention. In a sub-section entitled, "Call me Beth," Twenge discusses the rise of the entitled student, the removal of the faculty member as an authority figure, and the creation of the informal and facilitated learning process. She argues that the current state of student behavior in the classroom and on college campuses is a direct outgrowth of students' belief that their opinions-regardless of merit-are valid,
The focus of Stone and Tippett's new book is the "real student," not the perfect, problem-free teenagers found on TV, in movies, or on university promotional brochures. As such, the authors attempt to connect with the mentality and communication style of the Millennial Generation by utilizing humor; short, concise, and straightforward prose; and excerpts from e-mail and instant messenger sessions.While the intended audience is college-bound students, family members and higher education staff and faculty can also learn much from the book. Family members will benefit not only from its information, but also can use it as a window into the issues their new college freshman will experience. Much of the information presented by Stone and Tippett is common knowledge for those in student services, but the writing style, as well as the nature of the issues selected, provides insight into the mindset of this generation.Real College: The Essential Guide to Student Life, follows four factious students as they attempt to navigate life, academics, and bureaucracy at a nameless, public four-year residential institution. The characters represent the more common students on a traditional university's campus. Macani, a female with a long-distance boyfriend, rooms with PJ, a student athlete who later acknowledges that she is a lesbian. Across the hall is Rollo, the stereotypical physics and chess nerd, living with Sweeney, the resident womanizer. Along the way, we are introduced to the full cast of supporting characters. Craig is Macani's high school sweetheart and a freshman at a different university. Sweeney's best friend is Duncan, a freshman at a different university. The relationship between Macani and Craig allows the authors the opportunity to discuss issues of long-distance relationships, identity issues, and sex. Stone and Tippett use the Sweeney-Duncan friendship to bring up issues of diversity, acceptance, and differing views of the world.The book is divided into nine chapters that reflect the authors' views on the divisions common in students' lives: Roommates, Social Life, Academics, Studying, Identity, Relationships, Sex, Parents, and Mental Health. These topics further represent Stone and Tippett's assertion that real students face challenges. The most powerful section of the book comes from the second paragraph of the introduction:
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