Relevant bibliographies by topics / College course selections

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'College course selections'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "College course selections"

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Deboer, George E. "Perceived science ability as a factor in the course selections of men and women in college." Journal of Research in Science Teaching 23, no. 4 (April 1986): 343–52. http://dx.doi.org/10.1002/tea.3660230408.

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Engler, Jennifer N., and Randi Shedlosky-Shoemaker. "Facilitating Student Success: The Role of Open Educational Resources in Introductory Psychology Courses." Psychology Learning & Teaching 18, no. 1 (November 14, 2018): 36–47. http://dx.doi.org/10.1177/1475725718810241.

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Open Educational Resources (OER) remove barriers to access instructional material. In light of their increased availability and use, a body of research has emerged to examine the impact of OER on college student success. While many of these studies have broadly examined efficacy across a variety of disciplines, the current study specifically examined the impact of the type of textbook (commercial vs. OER) on course content mastery within an undergraduate sample of introductory psychology students ( N = 63) while controlling for instructor and student differences. Results indicated that there were no significant differences in content mastery between those students in introductory psychology courses who were assigned a traditional commercial textbook and those who were assigned an OER textbook. These results support that OER can be equally effective as traditional, commercial textbooks and have implications for course material selections that help ensure access for all students.
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Frank, Debra. "Selection of Collegewide Course Materials." Muma Case Review 6 (2021): 001–22. http://dx.doi.org/10.28945/4730.

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Due to COVID-19 pandemic a college with eight different campus locations moved its face to face courses online. The college decided to list all courses under one main campus since the regional locations did not matter now. There was a course materials issue since the professors from each of the campuses use their own materials. Now that courses are provided collegewide (as one campus), the students could sign up for a course with an instructor at another campus without knowing. This created a serious problem for the students. A student could potentially buy course materials for a course, for some reason switch to another of the same course and have the wrong materials purchased.
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P., Amutha. "Conceptual Course Selection Framework for Post-Secondary Students’ Enrolment in Indian Universities and Colleges." Journal of Advanced Research in Dynamical and Control Systems 51, SP3 (February 28, 2020): 503–7. http://dx.doi.org/10.5373/jardcs/v12sp3/20201285.

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Mann, John T., and Shida R. Henneberry. "Online versus Face-to-Face: Students' Preferences for College Course Attributes." Journal of Agricultural and Applied Economics 46, no. 1 (February 2014): 1–19. http://dx.doi.org/10.1017/s1074070800000602.

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The objectives of this article were to determine: 1) students' preferences for college course attributes; and 2) how the amount of course attribute information impacts enrollment. Results indicate students had the highest preferences for face-to-face (F2F) courses offered late morning and early afternoon and two to three days per week. Students selected online over F2F courses depending on course makeup; for example, course topic, online course design technology, and when the F2F version was offered. Additionally, students selected online courses more frequently when additional online course attribute information was available during course selection.
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Agans, Jennifer P., Oliver W. A. Wilson, and Melissa Bopp. "Required Health and Wellness Courses: Associations With College Student Physical Activity Behavior and Attitudes." Journal of Physical Activity and Health 17, no. 6 (June 1, 2020): 632–40. http://dx.doi.org/10.1123/jpah.2019-0362.

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Objective: To assess the extent to which college student physical activity behaviors and attitudes are associated with enrollment in required, but self-selected, health and wellness courses. Participants: Data were analyzed from 1473 undergraduate students (60% women) taking health and wellness courses at a large northeastern university. Methods: Demographic characteristics and activity levels at the time of course enrollment were assessed in relation to course selection and activity levels after course completion. One-way analysis of variance tests were used to assess the differences in the characteristics of students enrolling in different types of health and wellness courses, and paired samples t tests were used to assess the differences in physical activity and related attitudes from the time of enrollment to the end of the semester. Results: Course selection was predicted by demographic characteristics and precourse activity levels. Overall, no significant change in activity levels was observed over the course of one semester, although some effects were observed within certain types of activities. Conclusions: When given the option, college students appear to select health and wellness courses that match their current activity levels. These courses do not significantly change the average student’s behavior or attitudes about physical activity.
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DiMatteo, Julie, Cynthia Radnitz, Katharine L. Loeb, and Jingwen Ni. "The Application of Optimal Defaults to Physical Education Courses in College Students: A Simulation Study." Journal of Teaching in Physical Education 38, no. 4 (October 1, 2019): 393–97. http://dx.doi.org/10.1123/jtpe.2018-0291.

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Purpose: The purpose of this study was to examine if automatic enrollment in exercise-promoting courses on a college campus, with a choice to opt out, would increase enrollment. Method: In a simulated course selection paradigm, 317 college students were randomly assigned to one of three conditions: optimal default (automatic enrollment in an active physical education well-being course with the choice to opt out to a sedentary alternative), suboptimal default (automatic enrollment in a sedentary well-being course with the option to select an alternative active physical education courses), or free choice. Data were analyzed using logistic regression. Results: Participants in the optimal default condition were significantly more likely to enroll in an active physical education well-being course compared with those in the suboptimal-default and free-choice conditions. Discussion/Conclusions: Setting optimal physical education course defaults in the college environment can promote student health by increasing the likelihood of enrolling in exercise-promoting courses.
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Foltice, Bryan, Priscilla A. Arling, Jill E. Kirby, and Kegan Saajasto. "Persistent anchoring to default rates when electing 401(k) contributions." Review of Behavioral Finance 10, no. 1 (March 12, 2018): 88–104. http://dx.doi.org/10.1108/rbf-07-2016-0043.

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Purpose The purpose of this paper is to investigate how the 401(k) auto-enrollment rate influences the size of elected contribution rates in defined contribution plans for new, young enrollees. Design/methodology/approach The authors survey 324 undergraduate students at a mid-sized Midwestern university, and compare the elected contribution rates for two groups who were randomly given two default rates: 3 and 15 percent. Findings The results indicate widespread evidence of the anchoring and adjusting heuristic in regards to the provided auto-enrollment rate, as the 3 percent default rate group selects a contribution rate of approximately 2 percent less than the group that was provided with the 15 percent default rate. The results also provide support to the benefits of financial education: those who were taking or had already taken a college-level finance course provide higher contribution rates by about 1.7 percent overall. Additionally, individuals with the lowest critical thinking skills elect approximately 2 percent less in annual contributions overall than those who demonstrate higher critical thinking skills. Originality/value Interestingly, all groups seem to be susceptible to the anchoring and adjustment heuristic, as the default rate plays a significant role in the elected contribution rate, regardless of an individual’s financial sophistication or critical thinking skill level. The authors hope that these findings prompt benefit plan administrators and policy-makers to reconsider default rates in their retirement plans that would allow for maximum savings and participation rates. The findings also speak in favor of developing programs that would assist enrollees with financial education and critical thinking skills that would yield better retirement savings decisions when asked to make their employee benefit selections.
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Lee, Hyojin, Inwoo Park, and Kayoung Yoon. "A Study on College Student’s Course Selecting Standards: Focusing on electives and major courses." Korea Educational Review 23, no. 4 (December 30, 2017): 49–99. http://dx.doi.org/10.29318/ker.23.4.4.

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Maki, Ruth H., and William S. Maki. "Prediction of Learning and Satisfaction in Web-Based and Lecture Courses." Journal of Educational Computing Research 28, no. 3 (April 2003): 197–219. http://dx.doi.org/10.2190/dxju-7hgj-1rvp-q5f2.

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We investigated variables that affect learning and satisfaction in Web-based and lecture versions of introductory psychology courses. Student characteristics, including year in college, college major, and personality characteristics, predicted performance equally well in Web-based and lecture courses. Differences among instructors predicted performance more strongly in lecture courses than in Web-based courses. Enjoyment of class discussion was negatively related to performance in Web-based courses. Several variables increased course satisfaction in both course formats, including lower workload, better scores on examinations, preference for working independently, and knowing what to expect on tests. Instructor and enjoyment of class discussion influenced satisfaction with lecture courses but not Web-based courses. None of the variables that we studied influenced satisfaction in Web-based but not lecture courses. These results suggest that commonly-used readiness questionnaires may not be useful in selecting students who will do well in and be satisfied with technology-mediated courses.
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Dissertations / Theses on the topic "College course selections"

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Soustal, F. G., and n/a. "College course selections years 11 and 12 : students' aspirations and ultimate career choice." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061108.172700.

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This field study aims to identify and examine the consequences and influences of course selections and career choices made by students, their parents and college staff. Because of a lack of information regarding the implications of their selected programmes of study, many students choose unwisely and as a result, have become confused about the relevance of their choices in relation to the achievement of their ultimate career aspirations. To achieve the aims of this study, an analysis of the course selections and career choices of the Year 12 graduates of 1983 from Copland College was completed. This field study is divided into three main sections. The first section comprises Chapters I and II which outline the historical development of secondary colleges within the Australian Capital Territory. The author briefly discusses the influence of both the Hughes and the Campbell Reports and illustrates how these Reports were used as the basis for the establishment of the educational structure we now have for our senior secondary college students in Canberra. In addition, this section details the historical background of careers education within the Australian Capital Territory and the influences this has had on the status of career education at Copland College. The second section covers Chapters III, IV and V. In this section the function of the Student Services Faculty within Copland College is discussed and also a brief explanation given of the type of information gathered by college and administrative staff for career and course advice. The author provides a description of the procedures II used to obtain and collate the information collected for this field study. A questionnaire method of data collection was the basis used to examine the post-collegiate activities of over 240 graduate students of 1983, and part of the questionnaire relates specifically to the destinations of these ex-students. Finally, the third section incorporates Chapters VI and VII. It details the results of my research covered in earlier chapters and at the same time, synthesizes that of other educationalists as it relates to this field study. The concluding portion of this section sets out recommendations proposed to meet the problems identified in such areas as student course selections and careers advice.
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Graff, Curt Gerard. "Course selection theory and college transition seminars: an adaptation of college choice models to explain first-year students' course enrollment behavior." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1141.

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This dissertation examines the course-enrollment behavior of first-year students at a public Midwestern university. Using the student choice construct, modern college choice theory, and the constructs of habitus, human capital, financial capital, social capital, cultural capital, along with background variables such as gender and locus of control, a course selection theory is proposed to explain students' voluntarily enrollment in a seminar designed to assist with the academic and social transitions to college. The literature review shows numerous studies have been done examining the impacts these courses may have on first-year students' academic performance, retention, and graduation rates. In many of these studies, however, subsets of students were targeted for enrollment and participation in the seminars was not voluntary. In others, students self-select into the first-year transition seminars, raising questions about whether or not their subsequent success is attributable to their participation in these courses. Prior to this study, few, if any, studies have examined enrollment in these first-year seminars as the dependent variable and attempted to explain how various factors impact whether or not students voluntarily choose to enroll. This quantitative research looked at 7,561 first-year students enrolling in 2006-2007 and 2007-2008 and, using logistic regression, attempted to explain whether or not students chose to enroll in a transition seminar. Data was gathered from institutional offices (Admissions, Registrar, and Student Financial Aid) and through an Entering Student Survey completed by 99% of each entering cohort. Of the 52 independent variables included in the model, 17 were significant in one or more steps (or blocks) of the model. This study found that students more advantaged in their individual or family college-going resources (e.g., higher ACT-Composite scores or a higher self-evaluation of their ability to appreciate fine arts, music, and literature) are less likely to enroll in the college transition seminar than students that could be described as more disadvantaged in terms of their college-going resources (i.e., an external locus of control, receiving a Pell Grant, and less access to various forms of capital). There is also evidence that students with past experiences where they may have learned the value of community or teamwork through in- and out-of-class experiences may see the first-year transition seminar as a way to begin creating these same types of connections or communities on the college campus. The dissertation concludes with a consideration of implications for future research, theory development, and institutional policy and practice.
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Ricks, Marsha Muckelroy. "A study of the impact of an informal science education program on middle school students' science knowledge, science attitude, STEM high school and college course selections, and career decisions." Thesis, 2006. http://hdl.handle.net/2152/2628.

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Hsieh, Mo-Yu, and 謝謨郁. "MOTIVATION, EXPERIENCE AND SATISFACTION OF SELECTING POOL COURSE IN COLLEGE." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/97486492695301436719.

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碩士
國立臺灣體育學院
體育研究所
92
Abstract 　　The purpose of this study was to discover the motivation of selecting a pool course in college students; to have insight into students’ real life experience, level of demand, and variations of satisfaction. We can therefore better meet the students’ needs and design our class and program properly. Six hundred students in my pool class were studied with a survey entitled “Motivation, Experience and Satisfaction of Selecting a Pool Course in College”. We received 561 valid samples at a return rate of 93.3％. Various research methods applied including SPSS 10.0 for Windows which is for descriptive statistics, item analysis, factor analysis, Reliability and Validity analysis, one-way-multivariate variable analysis, Duncan post-hoc comparison, paired-samples t-test, analysis of performing importance and path analysis. The conclusions are as follow: 1.The factor most determining students’ motivation and experience is skill learning followed by the other two, self-fulfillment and social relationship. Location and equipment is the main factor in level of demand, while teaching influences students’ satisfaction. 2.Students with different backgrounds vary dramatically in all the four factors: motivation of selecting a pool course, real life experience, level of demand and satisfaction. 3.Huge variations exist between students’ motivation and experience, between level of demand and satisfaction. 4.There are six major paths found to have an effect on the satisfaction of learning pool.
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Chien, Wei-Ching, and 簡洧晴. "A study involves regret of course selection and motivational interference for college students." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/besr2t.

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碩士
國立臺灣師範大學
教育心理與輔導學系
105
The study aimed to understand the relationships among regret, regret coping styles, perceived social support, and experience of motivational interference during the chosen course, and explored the mediating and moderating effectiveness of both regret coping styles and perceived social support for college students. The survey was conducted by way of purposeful sampling and 516 college students studying in public and private universities in Taiwan (241 males and 275 females) were invited to finish questionnaires. Research instruments included self-designed “regret scale”, “regret coping styles scale”, “social support scale”, and “motivational interference scale”. The data analysis was processed by descriptive statistics, t-test, and regression analysis. The main findings were as follows: (1) Both the regret coping styles of rumination and present-focused reappraisal mediated the effect of regret on motivational interference. (2) Among three regret coping styles, only present-focused reappraisal and rumination can significantly predict motivational interference. (3) Perceived social support mediated the effect of regret on motivational interference. (4)A higher level of emotional support buffered the strength of the positive association of regret with motivational interference. (5) A higher level of perceived social support buffered the strength of the positive association of the regret coping style of rumination with motivational interference. According to the findings of the study, suggestions were provided to high school teachers, counselors, parents, and the future researchers.
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Shen, Yu-Sheng, and 沈宥勝. "Research on Course Selection Combination for College Student – The Case of National University of Tainan." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/20974656689668707242.

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碩士
國立臺北教育大學
社會與區域發展學系碩士班
100
Kept Babad’s research as core and sampled from National University of Tainan, this research is developed to reveal the course selection, which combines the very first class and the last one, of college students. The researcher adopts a sampling method to conduct a structured questionnaire and the weighted scoring concept, to unveil how college students select their first and last one in over college years. Furthermore, the researcher set grade and gender as variables and discuss whether or not a significant difference will occur if taking those variables into account when it comes to course selection. Finally, the researcher conducts an investigation to find out the distribution of course information resource. The research indicates that a Consumption Combination model shows up when students at NUTN register classes, and the combination varies when grade and gender differ. The distribution of course information resource shows that the greatest information source comes from word of mouth. A pattern shows that when college students at NUTN select their first course, the primary concern is if they can associate their future and career with the class contents, for the last class, however, the selections are usually made to complete required credit hours to graduate. The situation suggests that required credit hour is too many for students in most colleges in Taiwan. Reviewing the result of the research, the researcher makes recommendations on students, school policy, and future studies.
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Lin, Han-Shiang, and 林漢翔. "A Study of Motivation and Satisfaction of Selecting Pool Course in College at Tainan Area." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/37334606307814111033.

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碩士
長榮大學
運動休閒管理學系(所)
101
The purpose of this study was to discuss the motivations of the college students participating Billiards special courses in Tainan area and satisfaction about them, also to compare the motivations and satisfaction of those college students participating Billiards special courses from different backgrounds . This study used questionnaire survey procedure and the objects of this study were those college students participating Billiards special courses in Tainan area the research tool was “the motivations and satisfaction of those college students participating Billiards special courses survey”. The information was processed by descriptive statistics, independent samples t-test, one-way ANOVA analysis, the Snow Fell afterwards Comparative Law statistical method . The results are as follows: First, about the motivations of the college students participating Billiards special courses in Tainan area was the sports training as the main choice, and for the satisfaction was the interpersonal relationship as the most satisfied. Second, the differences of the motivations of the students from different background variables who participated Billiards special courses were reported, in terms of gender, experience, course selections, playing times and playing time, these 5 variables to achieve a significant difference, and the remaining variables were no significant differences. Satisfaction Differences found in the school style, gender, school system, experience, course selections, playing times, playing time, age, 8 variables reached significant differences, and the remaining variables were no significant differences. Third, by the analysis of the relation between the motivation and the satisfaction was discovered a significant positive.
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Chiu, Yi-Chuan, and 邱奕銓. "Constructing the Relationship Model among Emotional Experience, Course Selection, and Exercise Behavior of College Students toward Physical Education." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/87875677781280085373.

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博士
國立體育大學
體育研究所
101
The main purpose of this study is to utilize Turner’s (2007) emotional theory and qualitative research to construct the relationship model among emotional experience, courses selection, and exercise behavior of college students toward physical education. Quantitative method was then adopted to examine the fit degree of the proposed relationship model in order to seek the most reasonable cause-and-effect relations for constructing the best relationship model. The population for this study was college students from northern, central, southern, and eastern Taiwan. Regarding qualitative research, purposive sampling method and semi-structure protocol instrument were adopted to interview 18 college students. Regarding quantitative research, questionnaires sent to 1246 selected college students included 305 pre-test samples, 466 for examining scale validity and reliability, and 475 for testing the model appropriateness using cluster sampling method. The scales of physical education’s emotional experience, and courses selection and exercise behavior of college students were quantitative scales. Concerning research procedure, this study firstly analyzed the interviewed verbatim using ground theory. The SEM approach was then employed to examine the relationship model. The results show that physical education’s emotional experience of college students covered both positive and negative emotions, which in turn formed antagonistic relationships. Course selection and exercise behavior of college students included four dimensions of positive support, negative denying, self-consideration, and peer-consideration. In addition, college students’ emotional experience (positive and negative) have significant mediating impact on attitude of physical education (positive support and negative denying) on the motives; considering by both of our peer and personal intention upon the selection of courses and exercise. Moreover, the attitude of positive support physical education can reduce the generation of negative denying attitude on physical education. Finally, peer-consideration moderated college students’ self course selection and exercise behavior. This study was initially based on the qualitative method to construct the relationship model among emotional experience, course selection, and exercise behavior of college students toward physical education. This study remains several shortcomings. Despite all indicators obtained preliminary verification through qualitative research, future studies can further examine the impacts of teachers’ instructions on students’ positive emotional experience through qualitative research. Comparisons among teachers’ instructional contents and the impacts of emotional interactions between teachers and students on students’ learning efficiency are recommended. Future studies are also encouraged to verify the impacts of emotional interactions among teachers, students, and peers on physical education learning and examine the relationship model among emotional experience, attitude, and behavior on different subjects. As such, the development of practical instructions on physical education and emotional theory will definitely bring about more contributions.
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Wu, Po-Han, and 吳勃翰. "Analysis and Design of Pre-selection Lottery System for General Education Courses in Colleges." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/692h53.

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碩士
國立中興大學
資訊科學與工程學系
106
The electives of the courses in university education are mainly divided into the required elective subjects and the general education courses. No matter the educational system, there are mandatory standards for the electives. According to the standards, students must meet the qualifications to meet the graduation threshold. Compared with the department''s professional subjects, due to the unlimited grades and departments and many categories, the selectivity is quite high. In response to this situation, we will develop a different distribution mechanism than the general elective course, and let students choose the ideal general education course in a fair and equitable way. The existing elective courses can be divided into online course registration and lottery pre-selection. The main mandatory subject of the general department is to use the instant course selection when the course is open, allowing students to select subjects in the advanced and pre-determined manner at the appointed time. The general education course adopts a pre-arranged and voluntary order to select the course, and then the lottery determines the final result. Compared with the instant course selection, this mechanism can reduce the server load even if students do not have to wait for the specified time to choose the course. Although most of the students'' needs are met, there are still a few students who have not obtained courses due to elective strategies or bad luck. This study reinforces the existing lottery allocation mechanism and hopes to improve the lack of operation for many years and correct it. There is no longer a situation in which a small number of students cannot get any course due to bad luck. Make students do not need to wait for an alternate after the course registration time. No need to turn to the administration for assistance too. Even asking the teacher to increase the maximum number of courses. This study improves administrative efficiency and enhances the distribution quality of general education courses. Follow-up will also be discussed in relation to the pre-selection method. Add some measures to achieve the goal of optimizing the pre-selection of general education courses.
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Ngozwana, Davida-Suzanne. "The validation of a selection battery for screening university bridging-course students." Diss., 2002. http://hdl.handle.net/10500/1040.

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Legal and scientific imperatives necessitate the validation of a psychometric battery before using it for the purposes of personnel selection and decision- making. The aim of this investigation is to validate a selection battery, i.e. the Ability, Processing of Information and Learning (APIL) Battery and Raven's Advanced Progressive Matrices (APM), used in selecting university bridging - course students. The empirical study is informed by a literature review focussing on the legal and scientific parameters of psychometrics within selection, the conceptualisation of intelligence and its relationship to academic performance. Hypotheses are posed regarding the predictive power of the selection battery and the effect of biographical factors on academic performance. Results indicate that the APU. Battery apd Raven's APM are both valid predictors of academic performance, ·although the former appears more effective. This investigation emphasises the influence of moderating factors, i.e. factors other than cognitive ability, on academic performance.
Industrial and Organisational Psychology
M. Adm. (Industrial and Organisational Psychology)
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Books on the topic "College course selections"

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The natural selection. Santa Fe, N.M: Sunstone Press, 2008.

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Cornwell, Christopher Mark. The effects of state-sponsored merit scholarships on course selection and major choice in college. Bonn, Germany: IZA, 2006.

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Herron, Erik S., Robert J. Pekkanen, and Matthew S. Shugart, eds. The Oxford Handbook of Electoral Systems. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190258658.001.0001.

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No subject is more central to the study of politics than elections. All across the globe, elections are a focal point for citizens, the media, and politicians long before-and sometimes long after—they occur. Electoral systems, the rules about how voters’ preferences are translated into election results, profoundly shape not only the results of individual elections but also many other important political outcomes including party systems, candidate selection, and policy choices. Electoral systems have been a hot topic in established democracies from the United Kingdom and Italy to New Zealand and Japan. Even in the United States, events like the 2016 presidential election and court decisions such as Citizens United have sparked advocates to promote change in the Electoral College, redistricting, and campaign finance rules. Elections and electoral systems have also intensified as a field of academic study, with groundbreaking work over the past decade sharpening our understanding of how electoral systems fundamentally shape the connections among citizens, government, and policy. This volume provides an in-depth exploration of the origins and effects of electoral systems.
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Book chapters on the topic "College course selections"

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Zhang, Yong, Yipeng Li, and Renzhong Huang. "Research on Course Selection Algorithm in Colleges Based on Collaborative Filtering Recommendation Algorithm." In Advances in Intelligent, Interactive Systems and Applications, 1031–37. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02804-6_133.

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Pereira da Silva, Patricia Costa. "Prestigious College Courses and Race/Skin Color." In Critical Research on Sexism and Racism in STEM Fields, 208–21. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0174-9.ch012.

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The discussion promoted in this text is part of the inquiry of PhD in Education in progress since 2012 at Fluminense Federal University (Niterói, Brazil). The above-mentioned doctoral research is dedicated to the study of educational trajectories of prestigious black professionals in Brazil. The main objective of this text is to bring up a reflection on the studies about the relation between prestigious college courses and race/skin color in Brazil carried out in the contemporaneousness. For this purpose, it is necessary to analyze the process of selection of the professional careers that demand the ownership of the bachelor's degree (higher education). This text is supported by studies about social stratification, such as Wright (1978), Goldthorpe (1987), Januzzi (2003) and Queiroz (2004). Bibliographical inquiry was the methodology elected for the development of the present text.
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Athanasou, James A. "Interests as a Component of Adult Course Preferences." In Adult and Continuing Education, 1566–74. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch090.

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The purpose of this paper is to examine the subliminal role of interest in preferences for 50 courses available at a community college. This is an idiographic study of educational decisions. It employed a sample of situations and a representative design. Four adults participated in an educational-vocational assessment and in the process of providing vocational guidance their course selection was examined using a logistic regression. The intra-rater consistency of choices ranged from 88%-100% for repeated course profiles. Choices varied from 2-11 courses. Results supported a minor role for vocational interest in these course choices. The overall R-squared values were around .281-.764. It was concluded that (a) adult choices did not rely exclusively upon interests; (b) adults used complex decision-making policies; and (c) the policies adopted were idiosyncratic.
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Swanger, Tyler, Kaitlyn Whitlock, Anthony Scime, and Brendan P. Post. "ANGEL Mining." In Higher Education Institutions and Learning Management Systems, 94–115. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-884-2.ch005.

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This chapter data mines the usage patterns of the ANGEL Learning Management System (LMS) at a comprehensive college. The data includes counts of all the features ANGEL offers its users for the Fall and Spring semesters of the academic years beginning in 2007 and 2008. Data mining techniques are applied to evaluate which LMS features are used most commonly and most effectively by instructors and students. Classification produces a decision tree which predicts the courses that will use the ANGEL system based on course specific attributes. The dataset undergoes association mining to discover the usage of one feature’s effect on the usage of another set of features. Finally, clustering the data identifies messages and files as the features most commonly used. These results can be used by this institution, as well as similar institutions, for decision making concerning feature selection and overall usefulness of LMS design, selection and implementation.
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Swanger, Tyler, Kaitlyn Whitlock, Anthony Scime, and Brendan P. Post. "ANGEL Mining." In Data Mining, 837–58. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2455-9.ch043.

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This chapter data mines the usage patterns of the ANGEL Learning Management System (LMS) at a comprehensive college. The data includes counts of all the features ANGEL offers its users for the Fall and Spring semesters of the academic years beginning in 2007 and 2008. Data mining techniques are applied to evaluate which LMS features are used most commonly and most effectively by instructors and students. Classification produces a decision tree which predicts the courses that will use the ANGEL system based on course specific attributes. The dataset undergoes association mining to discover the usage of one feature’s effect on the usage of another set of features. Finally, clustering the data identifies messages and files as the features most commonly used. These results can be used by this institution, as well as similar institutions, for decision making concerning feature selection and overall usefulness of LMS design, selection and implementation.
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Tondreau, Amy, and Zachary T. Barnes. "Embedding Diverse Children's Literature Throughout a Teacher Preparation Program." In Advances in Early Childhood and K-12 Education, 501–24. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7375-4.ch025.

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This chapter explores the incorporation of diverse children's literature into a teacher preparation program, both in and beyond a required Literature for Children course. With the aim of cultivating positive reading identities for pre-service teachers, the authors focus on the process for implementing changes to build a culture of reading, so that pre-service teachers identify as life-long readers, and specifically readers who understand the importance of diverse texts. Changes to curriculum in writing, social studies, and special education methods courses are described, as is the creation of a college-wide book club. The goal of embedding children's literature in and across teacher preparation programs is for pre-service teachers to feel prepared to bring these texts into their own classrooms and to facilitate discussions on the topics that these texts raise with their students, administrative team, and parents. In order to do this, teacher educators need to provide ample opportunities for students to practice selecting, analyzing, and discussing diverse children's literature.
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Eldredge, Niles. "The Structure and Content of the Modern Synthesis." In Unfinished Synthesis. Oxford University Press, 1986. http://dx.doi.org/10.1093/oso/9780195036336.003.0007.

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When taken together, the four books of Dobzhansky, Mayr, and Simpson, written as they were so closely together in time (and space—Columbia University and the American Museum of Natural History are within forty blocks of each other in New York City) reveal a relatively minor amount of disarray, a slight lack of cohesion in the early stages of the synthesis. That some of these discrepancies were later removed—most notably through a more universal acceptance of the dominant role of natural selection in effecting adaptive change (Gould 1980b)—is important, if only because it established more of a semblance of agreement and consensus. The acceptance that Mayr (1982, pp. 568-69) reports among nearly all participants at the Princeton conference held in 1947 seems real enough; by the late 1940s the final, polished version of the synthesis apparently had begun to emerge. But we must ask if there were any important additions to evolutionary theory after these four books appeared. Changes in emphasis—for example, on selection, but also in such issues as Mayr’s later (especially 1963) views on the role that species play in evolution—certainly did occur. And, of course, beyond the conceptual lies the straightforward discovery of new phenomena, such as the myriad wonders of the molecular biology of the gene, begun in earnest in the early 1950s and still being announced daily. What concerns me here is more the structure of evolutionary theory than its precise content. Have either new ideas or new data since the publication of these four books materially modified the way we think about evolution? The answer, for the most part, is no; the theory presented in the better recent college textbooks (e.g., Dobzhansky et al. 1977; Futuyma 1979) is substantially the same as the amalgam that arose from the four books analyzed here, with the rough edges sanded and recent discoveries—nearly all concerning the molecular structure of the gene—duly incorporated. But there were some particularly important innovations and shifts of emphasis within the purview of the synthesis.
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Lin, Li-Min, Yi-Cheng Chen, Jen-Her Wu, and Robert D. Tennyson. "What Skill/Knowledge is Important to a Nursing Professional?" In Business, Technology, and Knowledge Management in Asia, 234–49. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2652-2.ch018.

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This study employed a survey instrument to investigate the knowledge topics that are important to a nursing professional. We asked 491 nursing professionals and managers in Taiwan what they thought about 47 educational topics. For each topic, the authors asked them how much they had learned about a given topic in their formal education, their current knowledge of the topic, and how important the topic has been in their career. Results indicate each knowledge topic’s importance, the amount learned in formal education programs, and the educational knowledge gap. The findings also show the amount currently known, current knowledge gap, and the amount learned (or forgotten) subsequent to education. The survey supports current perceptions about the importance of some topics, but it also highlights topics that are sometimes underemphasized or overemphasized. Efforts to develop nursing curricula or training programs for nursing professionals or students should consider the experience of practitioners in clinics and hospitals. Findings should be useful to hospital training departments and nursing educators in universities and colleges to refine or revise their curriculum design. Nursing professionals and students seeking continuing education will also be able to use the results for selecting courses for career enhancement.
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Dasgupta, Subrata. "Toward a Holy Grail." In It Began with Babbage. Oxford University Press, 2014. http://dx.doi.org/10.1093/oso/9780199309412.003.0009.

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Sometime between 1936 and 1946, there was a change in etymology, at least in the English language. The word computer came to mean the machine not the man. Old habits, of course, die hard. And so, such terms as automatic calculating machines and computing machines remained in common use, along with the cautious adoption of computer, until the end of the 1940s. But at the beginning of that war-ravaged, bomb-splattered decade, George Stibitz (1904–1995), a mathematical physicist working for Bell Telephone Laboratories in New Jersey, wrote a memorandum on a machine he and his colleague Samuel B. Williams had built in which computer unequivocally meant a machine. Indeed, they named their creation the Complex Computer because it was designed to perform arithmetic operations on complex numbers—computations necessary in the design of telephone networks, which was Bell’s forte. There was, of course, much more happening in the realm of computing than a change in the meaning of a word. Computers were actually being built, increasingly more complex, more ambitious in scope, more powerful, faster, and physically larger than the punched-card machines that largely dominated automatic calculation. They were being built in at least three countries: America, Germany, and England. These machines, developed in different centers of research, formed evolutionary families, in the sense that machine X built at a particular center gave rise to machine X + 1 as its successor. The word “evolution” carries with it much baggage. Here, I am speaking not of biological evolution by natural selection à la Darwin, but cultural evolution. The latter differs from the former in a fundamental way: biological evolution is not driven by goal or purpose; cultural evolution is always goal driven. In the realm of computers—artifacts, therefore part of culture—for example, a goal is established by the designers/engineers or potential client, and a machine is built that (one hopes) satisfies the goal. If it does satisfy the goal, then well and good (at least for a time); otherwise, a new effort will be initiated that strives to correct the flaws and errors of the earlier machine.
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"cheating behavior among college students. However, unlike most studies with col-lege students, these factors were related to actual cheating frequencies across the multiple courses that students took during a target semester. METHOD Participants Participants attended a small, private liberal arts college that has had a formal honor code in effect since 1965. Anonymous surveys were mailed to a random selection of 25% of the student body in the spring semester. One hundred seventy-five stu-dents (representing approximately 9% of the student body) completed and returned the surveys (11 additional surveys were returned but were unusable), yielding a re-turn rate of 35%. Women were slightly overrepresented in the sample, at 68%, compared to 51% in the college. Participants were predominately White (90.3%). All class years were represented (26% of the sample were lst-year students, 22% were sophomores, 19% were juniors, and 33% were seniors). Measures Cheating rates. Participants reviewed 17 different cheating behaviors and indicated how many times they engaged in each behavior during the previous se-mester. The behavior list was a modified version of lists used by Gardner and Melvin (1988), Newstead et al. (1996), and Sutton and Huba (1995). It included a range of violations, such as copying from another student's exam, plagiarism, and inventing laboratory data. However, in contrast to previous studies, participants in this study reported cheating behaviors course by course. Thus, if a participant was enrolled in four courses during the target semester, the participant filled out the sur-vey four times, once for each course (to protect identities, department areas, not course names, were requested on the survey). In addition, participants indicated the frequency of each behavior by course. Motivation. Measures of mastery and extrinsic motivation were adapted from scales used by Midgley et al. (1998) and Anderman et al. (1998). These scales included measures of personal mastery motivation, personal extrinsic motivation, course mastery motivation, and course extrinsic motivation. The original scales were worded for middle school students and specified a particular subject (English or science). Our version replaced the subject indicator with a more generic descriptor, such as "course," and replaced the word "teacher" with "professor." As with the list of cheating behaviors, participants filled out a motivation scale for each course taken in the previous semester. Response options ranged from 1 (strongly disagree) to 5 (strongly agree)." In Academic Dishonesty, 22. Psychology Press, 2003. http://dx.doi.org/10.4324/9781410608277-2.

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Conference papers on the topic "College course selections"

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"Analysis and Research on College Students’ Selection Motives of Public Martial Art Course in Colleges and Universities." In 2018 International Conference on Educational Technology, Training and Learning. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/icettl.2018.71139.

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Sun, Qiliang, and Qixia Zhang. "Design of Machine Sorting Based College Course Selection System." In 2016 International Conference on Education, Management and Computer Science. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemc-16.2016.133.

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Mensch, Scott, and Azad Ali. "Using Digital Video Game in Service Learning Projects." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3388.

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This paper details the experience of a particular department in integrating digital video games into a service learning project. The department of Technology Support and Training program (TST) within the Eberly College of Business and Information Technology (ECOBIT) at Indiana University of Pennsylvania (IUP) has taken the initiative to integrate service learning projects into their courses. Various initiating proposals have taken place in regards to ideas for the selection of the service learning projects and the methods of their implementation. Among these initiatives is a project taken by faculty members to donate a digital video game to a senior citizen center within the community. The paper first provides a theoretical feedback on service learning projects in general and the steps that led these faculty members to select this idea for a service project. More details is given regarding the planning and implementation for this project including the procedures followed to collect funds for the video game and the selection of the senior citizen center.
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Wu, Yu Hsuan, and Eric Hsiaokuang Wu. "AI-based College Course Selection Recommendation System: Performance Prediction and Curriculum Suggestion." In 2020 International Symposium on Computer, Consumer and Control (IS3C). IEEE, 2020. http://dx.doi.org/10.1109/is3c50286.2020.00028.

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Feng, Gang, and Chunyan Wang. "Application of AHP in the qExcellent Lesson Excellent Payq Course Selection in College." In 2016 International Conference on Economy, Management and Education Technology. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemet-16.2016.357.

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Ali, Azad, and Scott Mensch. "Issues and Challenges in Selecting Content for Web Design Courses." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3220.

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This paper discusses the pedagogical considerations and the steps that have been taken by faculty members within a technology program to update their web design courses. The department of T echnology Support and Training (TST) - Eberly College of Business and Information Technology (ECOBIT) at Indiana University of Pennsylvania (IUP) has been updating their courses in response to technological changes and market demand. This study outlines the processes that were followed and the pedagogical considerations that have been taken into account when updating two ofthe TST’s web design courses. The paper explains first the challenges that web design educators lace when selecting content for their courses. The paper then outlines how these difficulties were addressed when designing the courses at the TST program.
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Khandaker, M., and S. Ekwaro-Osire. "Development of a Product Development Lab Course: Application of Theoretical, FEA and Experimental Techniques." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-68929.

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Finite Element Analysis (FEA) and experimental techniques based laboratory courses are used in the mechanical engineering curriculum to equip students with numerical and experimental abilities to solve design problems. Review of mechanical engineering curricula in US universities found no definite structure for the numerical and experimental based laboratory courses to support the core courses. Also, the authors found that due to lack of knowledge about the application of finite element analysis and lack of collaboration of experimental laboratories in the universities and colleges, students are unable to apply theory, numerical tool and experiment, when it comes to complete product design. To be effective product development engineers, students have to know how to use these engineering tools effectively for various mechanical systems to design a product with perfection. This motivated the authors to develop, teach, and evaluate a laboratory course before the senior design project, where students will have hands on experience with product design. The application of theoretical, numerical and experimental techniques, and their interconnectedness, will also be addressed in this new course. The main three learning objectives of this course were: (1) the ability to apply physical and mathematical models to analyze or design the mechanical systems; (2) the ability to use numerical tools (e.g., FEA) and a fundamental understanding of the limitations of such tools; and (3) the ability to correlate the theoretical knowledge with FEA and experimental findings. Some of the issues observed from the previously taught FEA laboratory related course are: (1) students do not understand how to use FEA tools in practical design problems; (2) students are unable to relate the theory with numerical and experimental result; (3) students do not understand the importance of verification of numerical results; and (4) students with knowledge of a particular analysis background have problems setting up the product design requirements dealing with different analysis systems. To overcome these difficulties, the proposed course will select design problems related to heat, fluid, vibration, and fracture and examine the overall design process including preliminary design, material selection, manufacturing, analysis, and testing. Simulating the complexity of “real world” engineering will prepare students for their senior design projects. The main benefits of this course are: (1) application of theoretical, numerical, and experimental techniques to solve a design problem, and (2) hands on experience with design problems.
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Sleiti, A. K. "Hydrogen and Fuel Cell Education." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-12314.

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This paper is on educational program focused on Hydrogen and Fuel Cell Technology (HFCT) in Engineering Technology Department (ENT) jointly with the Florida Solar Energy Center (FSEC) at University of Central Florida (UCF). The HFCT Program intends to support the need for educated graduates that comprise the next generation workforce needed for research, development, and demonstration activities in government, industry, and academia. The program includes the development and delivery of undergraduate courses at Engineering Technology Department and FSEC within the ABET accredited Bachelor of Science in Engineering Technology program. The mode of course offering is both in class and on line, which will increase the number of students. The program facilitates are located at College of Engineering and Computer Science and at FSEC. The Florida Solar Energy Center has been conducting hydrogen and fuel cell research for 25 years and FSEC has dedicated facilities and a selection of unique laboratory equipment that will be made available to the students for this project. These attributes will allow the students to be trained on the state-of-the-art equipment and facilities. Both ENT and FSEC faculties will participate in the teaching and training of the prospective students.
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Xu, Kexin. "Course Selection Guide, Change Analysis and Development Trend Analysis of New College Entrance Examination Reform." In International Conference on Modern Educational Technology and Innovation and Entrepreneurship (ICMETIE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200306.122.

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Sleiti, A. K. "Bachelor of Science: Engineering Technology Hydrogen and Fuel Cell Education Program Concentration — I." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-69090.

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This paper reports proposed efforts to develop a program focused on Hydrogen and Fuel Cell Technology (HFCT) in Engineering Technology Department (ENT) jointly with the Florida Solar Energy Center (FSEC) at University of Central Florida (UCF). The HFCT Program intends to support the need for educated graduates that comprise the next generation workforce needed for research, development, and demonstration activities in government, industry, and academia. The proposed project will include the development and delivery of undergraduate courses at Engineering Technology Department and FSEC within the ABET accredited Bachelor of Science in Engineering Technology (BSET) program. The mode of course offering will be both in class and on line, which will increase the number of students. The proposed project facilitates are located at College of Engineering and Computer Science (CECS) and at FSEC of UCF. The Florida Solar Energy Center is a unique component of the proposed effort. FSEC has been conducting hydrogen and fuel cell research for 25 years and FSEC has dedicated facilities and a selection of unique laboratory equipment that will be made available to the students for this project. These attributes will allow the students to be trained on the state-of-the-art equipment and facilities. Both ENT and FSEC faculties will participate in the teaching and training of the prospective students.
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