Thematische Bibliographien / Undergraduate education

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Undergraduate education“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 25. Januar 2023

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Zeitschriftenartikel zum Thema "Undergraduate education"

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Murugiah, Logasvathi, . und . „Malaysian Undergraduates Financial Literacy and Financial Education: a Study in Universiti Utara Malaysia“. International Journal of Engineering & Technology 7, Nr. 3.30 (24.08.2018): 325. http://dx.doi.org/10.14419/ijet.v7i3.30.18271.

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Financial literacy is becoming increasingly important not only for investors but also for individual in planning his or her day to day budget. Hence, recent development in financial education has highlighted the increasingly important to be financial healthy. Hence, the objectives of this study are (i) to investigate the level of UUM undergraduates’ in financial literacy and (ii) to assess UUM undergraduates’ preferable method in learning financial education. Questionnaires were distributed to 400 undergraduate in UUM, age ranging 20 to 28 years old in 2017. The finding of this study revealed that female have a better saving knowledge compare to male respondents. Furthermore, this study concluded that first year undergraduate’s saving knowledge is slightly better. Meanwhile, final year undergraduates are better in spending and budgeting knowledge. Besides, business programme undergraduate showcase a good financial literacy knowledge. This study also find that preference method in learning financial knowledge are website / internet / online followed by workshop / seminar / talks / conferences and finally social network / social media. Meanwhile, preferable personal financial topic that undergraduate would like to enroll and learn are budget planning or expenses management, followed by debt management and lastly about insurance.
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Howe, Amanda. „Undergraduate education“. British Journal of General Practice 58, Nr. 555 (01.10.2008): 730.1–730. http://dx.doi.org/10.3399/bjgp08x342426.

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Thompson, P. W. „Undergraduate education.“ Annals of the Rheumatic Diseases 50, Supplement 3 (01.06.1991): 445–48. http://dx.doi.org/10.1136/ard.50.suppl_3.445.

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Jackson, A. D. M. „Undergraduate Education“. Medical Education 3, Nr. 4 (29.01.2009): 291–93. http://dx.doi.org/10.1111/j.1365-2923.1969.tb02106.x.

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Conway, Colleen, John Eros, Kristen Pellegrino und Chad West. „The Role of Graduate and Undergraduate Interactions in the Development of Preservice Music Teachers and Music Teacher Educators: A Self-Study in Music Teacher Education“. Bulletin of the Council for Research in Music Education, Nr. 183 (01.01.2010): 49–64. http://dx.doi.org/10.2307/27861472.

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Abstract This teacher education self-study examined music teacher and music teacher educator development through the formal and informal interactions of undergraduate and doctoral students designed to facilitate community. Research questions included: (a) how do undergraduate students describe their interactions with music education PhD students; (b) how do music education PhD students describe their interactions with music education undergraduate students; and (c) how can the researchers change their practices to better meet the needs of the undergraduate students? Data included: a questionnaire from sophomore, junior and senior undergraduate students (N = 34); PhD student journals; a teacher education faculty journal; 12 undergraduate student interviews; an undergraduate student focus group; and six "self study" team focus group meetings. Findings suggest that: (a) interactions were positive but it was sometimes difficult to navigate the interactions; (b) undergraduates specifically value the stories of recent teaching experience that the PhD students can provide; and (c) undergraduates seem to change their views of the PhD students as they (the undergraduates) mature as teachers. Other findings address development of the PhD students as teacher educators. Suggestions for teacher education and research conclude the paper.
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Neller, Todd W. „AI education matters“. AI Matters 6, Nr. 3 (Dezember 2020): 8–10. http://dx.doi.org/10.1145/3446243.3446247.

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In this column, we introduce the next AAAI/EAAI-2022 mentored undergraduate research challenge: AI-Assisted Game Design (AIAGD). We survey a number of AIAGD applications, provide references, and make suggestions for undergraduates to engage in this open-ended, creative research challenge.
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Slack, Marion Kimball. „Comment: Undergraduate Education“. DICP 23, Nr. 9 (September 1989): 715–16. http://dx.doi.org/10.1177/106002808902300925.

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Duthie, R. B. „Undergraduate orthopaedic education“. Medical Education 21, Nr. 1 (Januar 1987): 63–70. http://dx.doi.org/10.1111/j.1365-2923.1987.tb00516.x.

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RITSON, E. B. „UNDERGRADUATE ALCOHOL EDUCATION“. Alcohol and Alcoholism 26, Nr. 3 (1991): 273–75. http://dx.doi.org/10.1093/oxfordjournals.alcalc.a045112.

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Raicu, Daniela Stan, und Jacob David Furst. „Enhancing undergraduate education“. ACM SIGCSE Bulletin 41, Nr. 1 (04.03.2009): 468–72. http://dx.doi.org/10.1145/1539024.1509027.

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Dissertationen zum Thema "Undergraduate education"

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Foster, Jason. „Understanding and Improving Undergraduate Engineering Education“. Thesis, University of Waterloo, 2001. http://hdl.handle.net/10012/849.

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This thesis seeks to understand the past and present state of engineering education and to plot a course for its future evolution. This research is limited to engineering education as it has taken place in North American universities during the last half of the 20th century. Within this context, broad trends are described. The description is supplemented with a case study of a unique and innovative engineering programme. The trends and case study form the foundation of a synthesis, and alternative vision, for higher education and engineering education. The intended audience of this thesis includes those who teach, design curriculum, or administer engineering education programmes. The description of the current state of engineering education contains analyses of the state and of the gaps within it. Both of these analyses are based almost exclusively on publicly available documentation. The present state of engineering is drawn from accreditation criteria. Critiques of the current state and suggestions for future change are drawn from reports commissioned by groups affiliated with professional engineering. The discussions identify recurring themes and patterns. Unlike the analysis of the literature, the case study merges interview evidence and personal experience with the available documentation. The synthesis and visions continue the trend away from formal sources towards experiences and beliefs. Engineering education research is in its infancy and shows few signs of maturing. There is no documented, common framing of engineering education nor have there been any efforts in this regard. Few sources address broad issues and those that do lack theoretical rigour. The visions for engineering education are simple amalgams of visions for the profession and for general higher education. The Department of Systems Design Engineering has enjoyed great past successes because of its unique vision that combines the theories of systems, complexity, and design with the discipline of engineering. Its recent decay can be traced to its faculty having collectively lost this vision. The original vision for Systems Design Engineering holds promise as a means to reinvent and reinvigorate both the engineering profession and engineering education. For this renaissance to be successful a theoretically rigorous research programme assessing the past, present, and future of engineering and engineering education must be developed.
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Bateman, James. „Virtual patient design in undergraduate education“. Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/62110/.

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Background Virtual patients (VPs) are computerised online representations of realistic clinical cases. Recent technology and software advances position VPs as a standardised, accessible, collaborative teaching tool. We do not know how they should be designed. My research question is: how do different VP design principles influence student experiences when completing VPs? The aim of this study is to provide qualitative and quantitative research evidence to support VP design and development. Methods This research project uses qualitative and quantitative methods to evaluate how VP design influences medical student learning, based on groups of students from three UK medical schools (Warwick, Birmingham, Keele). The initial qualitative research component is a grounded theory (GT) focus group study evaluating VP design properties. The literature review and qualitative research identified the two most important VP properties to research were: (1) branching within the cases; and (2) structured clinical reasoning instruction (SR) intended to promote good clinical decision making in the VPs. The quantitative research component is a multi-centre randomised experimental 2x2 factorial study of undergraduate students at three UK medical schools, conducted to a published protocol. I investigate two most important independent VP design variables: (1) branching, present or absent; (2) SR, present or absent. Outcomes including: (a) VP scores; (b) VP student evaluations; (c) metrics collected from the VP environment; (d) student self-reported case preferences and (e) summative assessment results. The study has institution ethics approval. Results In the qualitative study of six focus groups (n=46), I produced a model describing how VP design influences learning. In the quantitative research, 572 students completed 1773 VPs, and 1223 evaluations, with 296 (50.1%) students completing all four VPs (1184). Key findings were: student expressed preferred SR when present (70.5% of student, P<0.001); there were no significant differences in adjusted global VP scores or evaluation scores (all p>0.3 for the independent variables); institution factors played an important role with higher scores at one centre (p<0.001); and there were significant improvements in Bayesian reasoning with SR present (7% improvement, p<0.001). Discussion This original research is the first GT study into VPs. The quantitative component is the largest study to date in the literature exploring VP design variables. It provides practical lessons for authors and institutions for design and delivery of VPs. All VPs used are available as open education resources.
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Gonzalez, Reyes Mata. „Improving undergraduate higher education through curriculum reform“. Thesis, University of Pennsylvania, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3721035.

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Employers, parents, legislators and researchers have expressed concerns that students are graduating from college at low rates, take too long to graduate, and do not possess the proper knowledge or skills to be successful at work or wherever life may take them. Many claim that the curriculum at colleges and universities no longer meets the needs of the students, employers, graduate programs, and society at large. One of the many potential solutions is reforming the undergraduate curriculum.

This research examines the factors that motivated two institutions to reform their curricula in efforts to improve student success. Both of the institutions are relatively small liberal arts educational organizations, one public and the other private. Each institution has differing missions and goals and is at a different point in its development. The study attempts to describe what was important enough to motivate them to change their curricula and why it mattered.

This research investigates the reforms of the two institutions in a case study manner, drawing upon published information and personal interviews to analyze what took place. The inquiry centered upon six basic questions. 1. What was the impetus for changing the curriculum? 2. What was the process used in changing the curriculum? 3. What changes were made to the curriculum? 4. What student outcomes were achieved? 5. How did the curriculum reform impact the institution? 6. What lessons were learned through the reform process?

Reforming a curriculum is a long, complex process, requiring input and consensus from many stakeholders, especially faculty. The manner in which each organization gained faculty endorsement for the reform is analyzed. Actual changes made to the curricula are documented. The research explores student outcomes and the impact that the reform had on the faculty and institutions. Then the researcher attempts to obtain indications that the improvements made by the institutions are achieving the intended goals. Learning is a complex phenomenon to assess, and every organization is challenged to find a way to assess learning effectively.

The research reports on what took place, what was learned, and what other potential curriculum reformers can expect if they, too, embark upon reform. The study shows that faculty and strong faculty leaders (often cited in the literature as causes of ineffectual curricula) are crucial to the reform process and without adequate assessment, the true results of a reform cannot be known. Much remains to be learned about the extent to which curriculum reform can improve higher education and in fact be a cure of societal maladies. Opportunities for improvement abound. The researcher attempts to identify similarities and differences, seeking fundamental conclusions. In this manner the study proposes to be used as a resource for other educational organizations interested in either improving or completely revamping their curricula.

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Talberg, Heather. „Investigating professional identity in undergraduate physiotherapy education“. Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/12016.

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Includes abstract.
Includes bibliographical references.
Clinical practice remains an integral part of the training of physiotherapy students. It is seen as an effective way of socialising students into the profession. By placing students in a clinical setting where under the guidance of clinicians and clinical educators, they are able to put their classroom taught procedures into practice it is believed that they then start to develop an understanding of what being a physiotherapist entails. Drawing on Lave and Wenger's model of situated learning, this research sets out to understand how final year physiotherapy students begin to develop their identity as physiotherapists. The research looks at the positioning of students within specific communities of practice and the nature of the learning that occurs within these communities.
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Stoots, J. M., und Robert P. Pack. „Undergraduate Education at ETSU: the Anti-MOOC“. Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1354.

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Beins, Anton B., C. Blair-Broeker, C. Brewer, B. Buskist, B. Casad, Wallace E. Jr Dixon, Y. Harper et al. „Principles for Quality Undergraduate Education in Psychology“. Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4888.

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Book Summary: This title examines what our students need to know to be psychologically literate citizens of the contemporary world, caring family members, and productive workers who can meet today's challenges. It contains the expert opinions of a leading group on the topic, creates a powerful new model for educating psychologically literate citizens and provides a handbook of evidence-based practical pedagogy with substantive resource materials applicable to every campus and its faculty.
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Gallo, Katarzyna Zaruska. „Scaling Undergraduate Scientific Writing via Prominent Feature Analysis“. Thesis, Mississippi State University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10974642.

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Prominent Feature Analysis (PFA) is a reliable and valid writing assessment tool, derived from the writing it is used to assess. PFA, used to assess on-demand expository essays in Grades 3–12, uncovers positive and negative characteristics of a sample. To extend PFA to a new academic level and genre, I assessed scientific writing of 208 undergraduates, identifying 35 linguistic and 20 scientific prominent features. An essay could earn up to 28 positive (24 linguistic and four scientific), and up to 27 negative marks (11 linguistic and 16 scientific). The minimum prominent features number in a paper was 3, the maximum was 25 (M = 12.45, SD = 3.88). The highest positive and negative prominent features numbers noted were 17 (M = 4.11, SD = 3.96), and 16 (M = 8.34, SD = 3.25) respectively.

Rasch analysis revealed a good data-model fit, with item separation of 5.81 (.97 reliability). The estimated feature difficulty of items spanned over 10 logits; common errors were easier to avoid than “good writing” characteristics to exhibit. Significant correlations among linguistic, but not between linguistic and scientific features, suggest writing proficiency does not assure excellence in scientific writing in novices. Ten linguistic features significantly strongly and moderately inter-correlated with each other, appearing to represent writing proficiency. Student GPA correlated significantly with the raw prominent features scores (r = .37; p < .01), and negatively with the sum of negative linguistic features (r = –.40, p < .01), providing support for scale’s validity, and suggesting that good students are better at avoiding common writing errors than less able learners. Additionally, PFA scores positively significantly correlated with composite ACT scores.

To investigate PFA’s ability to track change in writing over time, I compared 2 sets of prominent features scores of 25 students. In comparison with earlier essays, later (longer) essays exhibited significantly more positive, and more negative features. Prominent features scores did not correlate significantly between the sets. This suggests, that while PFA is a valid and appropriate tool for analysis of undergraduate scientific writing, it was not suitable for tracking change in writing ability in this small sample.

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Rassool, Goolam Hussein. „Predictors of educational outcomesof undergraduate nursing students in alcohol and drug education“. Thesis, St George's, University of London, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511956.

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Stanley, Ethel D. Karash Rhodes Dent. „A problem based approach to undergraduate biology education“. Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276406041&SrchMode=1&sid=7&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1202156244&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.
Title from title page screen, viewed on February 4, 2008. Dissertation Committee: Dent M. Rhodes (chair), Barbara Nourie, Kenneth F. Jerich. Includes bibliographical references and abstract. Also available in print.
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He, Xingxi. „Haptics augmented undergraduate engineering education implementation and evaluation /“. Ohio : Ohio University, 2003. http://www.ohiolink.edu/etd/view.cgi?ohiou1175092399.

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Bücher zum Thema "Undergraduate education"

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Undergraduate education, 1989. Urbana, Ill.]: [Office of the Associate Chancellor for Public Affairs/Office of Publications for the Office of Admissions and Records], 1988.

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Undergraduate education, 1988. Urbana, Ill.]: [Office of the Associate Chancellor for Public Affairs/Office of Publications for the Office of Admissions and Records], 1987.

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Association of Veterinary Teachers and Research Workers. Veterinary undergraduate education. Liverpool: University of Liverpool, 1995.

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L, Emans Robert, und University of South Dakota. School of Education., Hrsg. Understanding undergraduate education. Vermillion, S.D: University of South Dakota Press, 1990.

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University of Illinois at Urbana-Champaign. Office of Admissions and Records. Undergraduate education, 1990. Urbana, Ill.]: University of Illinois at Urbana-Champaign, Office of Admissions and Records, 1989.

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National Research Council (U.S.). Panel on Undergraduate Engineering Education., Hrsg. Engineering undergraduate education. Washington, D.C: National Academy Press, 1986.

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Undergraduate education, 1988. Urbana, Ill.]: [Office of the Associate Chancellor for Public Affairs/Office of Publications for the Office of Admissions and Records], 1987.

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Pacheco, Kimberly, Richard W. Schwenz und Wayne E. Jones. Nanotechnology in undergraduate education. Washington DC: American Chemical Society, 2009.

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Pacheco, Kimberly. Nanotechnology in undergraduate education. Herausgegeben von American Chemical Society. Division of Chemical Education. Washington, DC: American Chemical Society, 2009.

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Hamidullah, Madinah F. Undergraduate Public Affairs Education. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003227120.

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Buchteile zum Thema "Undergraduate education"

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Gu, Jianmin, Xueping Li und Lihua Wang. „Undergraduate Education“. In Higher Education in China, 117–44. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0845-1_6.

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Fry, John. „Undergraduate Education“. In The Beecham Manual for Family Practice, 109–11. Dordrecht: Springer Netherlands, 1985. http://dx.doi.org/10.1007/978-94-011-6361-3_11.

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Lipps, Jonathan, und Lori Meyers. „Undergraduate Medical Education“. In Comprehensive Healthcare Simulation: Anesthesiology, 129–41. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26849-7_13.

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Bahner, David P., und Nelson A. Royall. „Undergraduate Ultrasound Education“. In Ultrasound Program Management, 69–90. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63143-1_7.

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Laverick, DeAnna M. „Mentoring Undergraduate Students“. In SpringerBriefs in Education, 59–69. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39217-2_5.

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Khairat, Saif, und Sue S. Feldman. „Undergraduate Health Informatics Education“. In Health Informatics, 75–84. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53813-2_6.

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Dearing, Bruce. „Goals of Undergraduate Education“. In ASA Special Publications, 81–85. Madison, WI, USA: American Society of Agronomy, Crop Science Society of America, and Soil Science Society of America, 2015. http://dx.doi.org/10.2134/asaspecpub12.c12.

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Weinberg, Stephen. „Accelerated Undergraduate Degree Programs“. In Undergraduate Public Affairs Education, 43–62. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003227120-4.

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Adams, Chris. „Undergraduate Degrees and Specializations“. In Undergraduate Public Affairs Education, 8–24. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003227120-2.

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Wraae, Birgitte. „Setting the Scene: The Student-Process-Educator Nexus in Entrepreneurship Education“. In Theorising Undergraduate Entrepreneurship Education, 15–32. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-87865-8_2.

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Konferenzberichte zum Thema "Undergraduate education"

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Raicu, Daniela Stan, und Jacob David Furst. „Enhancing undergraduate education“. In the 40th ACM technical symposium. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1508865.1509027.

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Mayoral-Peña, K., A. Hambleton-Fuentes und E. Caloca-Lafont. „UNDERGRADUATE STUDENTS' INVOLVEMENT IN DIGITAL PATIENT-EDUCATION STRATEGY AMID COVID-19 PANDEMIC“. In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7163.

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The COVID-19 pandemic generated relevant challenges in educating future physicians and brought attention back to the vulnerability caused by non-communicable diseases (NCDs), such as cancer, emphysema, and cardiovascular affections. Due to the risk of the 2019 Coronavirus contagion, the patient-based education strategies were put on hold, as they were face-to-face. Also, there was an urgent need to develop strategies that used new technologies to offer efficient and fast medical content to the non-specialized public. To overcome this situation, we involved undergraduate students of medicine in developing scientific content and infographics about the prevention and early diagnosis of cancer for a mobile application. The objective of this study was to assess the learning impact generated by the creation of digital patient-education materials. Five medical students enrolled in the Pathophysiology of Respiratory System course at Tecnologico de Monterrey were recruited as participants in the educational strategy with weekly sessions for four months. The following pedagogical tools were used during the intervention: project-based learning, challenge-based learning, engagement, service learning, science outreach, design thinking, and mentoring. Ten infographics for the mobile application were created after this experience. Also, a qualitative and transversal analysis of the undergraduates' learning was implemented using a focus group session as an instrument to evaluate the mentioned strategy's impact. As a relevant finding, we observed a high level of engagement, improvement in communication skills, and ethical reflections among the students. After the app is completed, we plan to create a social startup to generate more content about NCDs to promote prevention and early diagnosis. Educational strategies involving medical undergraduates in social projects have two beneficial outcomes: the student internalizes significant knowledge and positively impacts society's health. This project aims to inspire educators to empower students to develop real-life solutions as part of their college activities. Keywords: Educational innovation, medical education, patient-education strategy, digital technology development, pandemic adaptations, cancer education
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Knight, John C., Jane C. Prey und Wm A. Wulf. „Undergraduate computer science education“. In the twenty-fifth SIGCSE symposium. New York, New York, USA: ACM Press, 1994. http://dx.doi.org/10.1145/191029.191093.

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Fleischmann, Corinna M. „Sustaining Undergraduate Sustainability Education“. In Geo-Chicago 2016. Reston, VA: American Society of Civil Engineers, 2016. http://dx.doi.org/10.1061/9780784480168.064.

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Saad, Ashraf, Travis Shuff, Gabriel Loewen und Kyle Burton. „Supporting undergraduate computer science education using educational robots“. In the 50th Annual Southeast Regional Conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2184512.2184596.

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Garza-Olivares, X., RN Cavazos-Montemayor und M. Lopez. „GLOBAL CLASSROOM: INTERNATIONALIZATION FOR UNDERGRADUATE STUDENTS AMID THE PANDEMIC“. In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7106.

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The international exchange for undergraduate students is a life-changing experience, an opportunity to interact with others and develop intercultural skills while learning. Nevertheless, the deficit in student participation in internationalization activities demands new formats that offer this academic practice in a virtual environment. Adjacent to this scenario, the greatest impact of the COVID-19 pandemic on higher education was face-to-face exchanges. Therefore, academic programs as Global Classroom was the only way for an international exchange amid the pandemic. The objective of this study was to assess the perceptions of the students about an implementation of a virtual international exchange shared with students from Mexico and Ecuador, focused on this contribution as an educational innovation to promote learning in multicultural and interdisciplinary skills. The study considered a quantitative approach to analyze a student's perception of the experience, and the design was descriptive and cross-sectional. The sample were 44 students enrolled in the experience in the August-December semester in 2020, 22 from Mexico and 22 from Ecuador. The instrument was made of 5 items in which the participants shared their experience regarding the different tools and activities, and their contribution to the educational objectives. Results show that the students valued the intercultural experience positively and the contribution of the different free-access educational technology tools to develop synchronous and asynchronous activities. Other disciplines and institutions can learn from this implementation to design remote educational environments that offer this internationalization experience for learners even after the pandemic. Keywords: higher education, educational innovation, interdisciplinary education, intercultural education, pandemic adaptations, global exchange.
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Batarseh, I., und D. A. Kemnitz. „Undergraduate education in power electronics“. In Proceedings of SOUTHCON '94. IEEE, 1994. http://dx.doi.org/10.1109/southc.1994.498101.

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8

Xiaoming, Li, und Barry M. Lunt. „Undergraduate computing education in China“. In the 7th conference. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1168812.1168823.

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9

Jahan, Kauser, Jess W. Everett, Joseph Orlins, Yusuf Mehta, Robert P. Hesketh, Stephanie Farrell, Kathryn Hollar, Mariano Savelski, Robi Polikar und Marianne Cinaglia. „Undergraduate Education in Pollution Prevention“. In World Water and Environmental Resources Congress 2003. Reston, VA: American Society of Civil Engineers, 2003. http://dx.doi.org/10.1061/40685(2003)32.

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Liu, Hwai-Shen. „Process Intensification in Undergraduate Education“. In 14th Asia Pacific Confederation of Chemical Engineering Congress. Singapore: Research Publishing Services, 2012. http://dx.doi.org/10.3850/978-981-07-1445-1_763.

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Berichte der Organisationen zum Thema "Undergraduate education"

1

Ford, Gary. A Progress Report on Undergraduate Software Engineering Education. Fort Belvoir, VA: Defense Technical Information Center, Mai 1994. http://dx.doi.org/10.21236/ada280940.

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2

Ford, Gary. 1990 SEI Report on Undergraduate Software Engineering Education. Fort Belvoir, VA: Defense Technical Information Center, März 1990. http://dx.doi.org/10.21236/ada533782.

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Tripp, Brie. From Theory to Practice: Interdisciplinary Science in Undergraduate Education. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.7360.

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4

Ford, Gary. SEI Report on Undergraduate Software Engineering Education for 1990. Fort Belvoir, VA: Defense Technical Information Center, März 1990. http://dx.doi.org/10.21236/ada223881.

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5

Schafer, Joseph, Daniel J. Ragsdale, John R. Surdu und Curtis A. Carver. The IWAR Range: A Laboratory for Undergraduate Information Assurance Education. Fort Belvoir, VA: Defense Technical Information Center, November 2000. http://dx.doi.org/10.21236/ada408301.

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6

Lang, Kevin, und Erez Siniver. Why Is an Elite Undergraduate Education Valuable? Evidence from Israel. Cambridge, MA: National Bureau of Economic Research, Januar 2011. http://dx.doi.org/10.3386/w16730.

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Socolovsky, E. A. Hampton University Undergraduate Computational Science Education Program. Final performance report. Office of Scientific and Technical Information (OSTI), September 1999. http://dx.doi.org/10.2172/765664.

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Sikes, Robert A. Minority Undergraduate Research in Prostate Cancer: Bridging Opportunities for Postbaccalaureate Education. Fort Belvoir, VA: Defense Technical Information Center, März 2012. http://dx.doi.org/10.21236/ada573893.

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9

Stange, Kevin. Differential Pricing in Undergraduate Education: Effects on Degree Production by Field. Cambridge, MA: National Bureau of Economic Research, Juni 2013. http://dx.doi.org/10.3386/w19183.

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Crawford, Claire, und Jack Britton. Estimating the Cost to Government of Providing Undergraduate and Postgraduate Education. IFS, März 2015. http://dx.doi.org/10.1920/re.ifs.2015.0105.

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