Academic literature on the topic 'First-Year Undergraduate/General'
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Journal articles on the topic "First-Year Undergraduate/General"
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HUGHES, JAMES R. "FRACTALS IN A FIRST YEAR UNDERGRADUATE SEMINAR." Fractals 11, no. 01 (March 2003): 109–23. http://dx.doi.org/10.1142/s0218348x03001410.
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The study of basic fractal geometry can help build students' enthusiasm for learning early in their undergraduate careers. To most undergraduate students, fractals are new, visually appealing, useful, and mathematically accessible. As a result, fractals can be an effective vehicle for introducing and reinforcing multiple modes of learning, which at many institutions is one of the main goals of general first-year undergraduate education. This article describes how fractals are used in one institution's "Freshman Seminar" program to help accomplish these goals.
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Falzon, Brian G., and Clifford J. Brown. "Web-assisted first-year undergraduate teaching in engineering." Computer Applications in Engineering Education 13, no. 2 (2005): 125–32. http://dx.doi.org/10.1002/cae.20036.
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Shahabadkar, Pramod, Ajinkya Joshi, Vaishali Lele, and Vilas Patil. "Understanding Aspirations of First Year Undergraduate Engineering Students." Journal of Engineering Education Transformations 34 (January 31, 2021): 86. http://dx.doi.org/10.16920/jeet/2021/v34i0/157110.
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Fink, Angela, Regina F. Frey, and Erin D. Solomon. "Belonging in general chemistry predicts first-year undergraduates’ performance and attrition." Chemistry Education Research and Practice 21, no. 4 (2020): 1042–62. http://dx.doi.org/10.1039/d0rp00053a.
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Feeling a sense of belonging in a learning environment can have positive effects on student success. The impact of this psychosocial variable on undergraduates’ achievement and retention has been demonstrated in STEM disciplines, especially for women within physical sciences where large disparities in gender representation persist. The current study explores the relationship between belonging and student success in undergraduate chemistry, where greater gender parity has recently emerged. In particular, this research investigates the belonging of first-year students enrolled in a two-semester General Chemistry course sequence. The study begins by examining whether students’ early sense of belonging in the course, indexed by two survey measures (perceived belonging, belonging uncertainty) varies depending on their demographics and academic preparation. The belonging measures are then used as predictors of performance in General Chemistry 1 and 2 and attrition from one semester to the next. Paralleling research in other STEM disciplines, the results show that female students, especially those from underrepresented minority groups, reported lower belonging and higher uncertainty than male students within the first weeks of the course. After accounting for demographics, preparation, and participation in a course supplemental program, the belonging measures predicted performance and attrition for all students. These findings suggest that course-level belonging in General Chemistry can have practical consequences for student success, and early disparities in belonging may have downstream effects on the retention of women and other groups underrepresented in STEM. Strategies for creating an inclusive and engaging environment that supports the success of all students are discussed.
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Stefani, Lorraine A. J., and Vicki N. Tariq. "Running group practical projects for first-year undergraduate students." Journal of Biological Education 30, no. 1 (March 1996): 36–44. http://dx.doi.org/10.1080/00219266.1996.9655475.
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Kirsling, Robert A., Mahendr S. Kochar, and Carlyle H. Chan. "An Evaluation of Mood States among First-Year Residents." Psychological Reports 65, no. 2 (October 1989): 355–66. http://dx.doi.org/10.2466/pr0.1989.65.2.355.
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To examine the need for preventive and treatment interventions, a prevalence study was conducted to ascertain the rate of depressive symptomatology and other negative mood states among 112 first-year residents The participation rate was 54%. Subjects ( N = 61) were administered the Beck Depression Inventory and Profile of Mood States in personal interview sessions. The Profile measures five negative mood states, namely, “tension-anxiety,” “depression-dejection,” “anger-hostility,” “fatigue-inertia,” “confusion-bewilderment,” and one positive state, “vigor-activity.” A 15.5% rate of depression was found, which is lower than a rate of 23 5%, also measured by Beck's inventory, among a sample of university undergraduates and 19 9% among an adult sample from the general population. No differences were observed among residency programs or sex on Beck's scale; however, significantly higher scores were found for women on the “depression-dejection” dimension of the Profile. The mean scores on all negative mood dimensions of the Profile were below the mean for university undergraduate norms. Neither sleep nor hours worked over the past week were associated with increased Beck scores. These results indicate that sleep deprivation and long work hours did not contribute to depression among the subjects who participated in the study. Female interns, however, appear to be at increased risk of depression, and adequate support systems need to be provided.
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Timilsina, Sameer, Poojan Bhusal, Ram Lochan Yadav, Niraj Khatri Sapkota, and Md Nazrul Islam. "Physiology general concepts course for first year undergraduate medical students using team based learning: a descriptive study." Journal of Chitwan Medical College 10, no. 3 (October 13, 2020): 43–46. http://dx.doi.org/10.3126/jcmc.v10i3.32039.
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Background: Several teaching-learning methods are widely used in medical schools all over the world. Optimizing and promoting active student learning has been the fundamental goal of these strategies. Team-Based Learning (TBL) is a structured form of small-group learning which is a relatively new pedagogy in medical education. We aimed to introduce TBL in place of traditional lectures to teach physiology general concepts and evaluate its perception among undergraduate medical students at Chitwan Medical College.
Methods: This was a cross-sectional descriptive study conducted among all 100 (95/100 respondents) year I undergraduate medical students. We requested the students to complete a Team- Based Learning- Students Assessment Instrument (TBL-SAI) to study the preference towards TBL after completing 12 weeks of TBL.
Results: The study included 67 males and 28 females. Students reported agreement in TBL-SAI statements complementing and enjoying this newly introduced method. The overall mean TBL-SAI score was 111.55±11.05 (Range 78-128) which was above the defined threshold of 102 indicating favor to TBL over traditional lecture system. Sex, entry-type, and, past educational institutes were not associated with a preference of TBL. TBL-SAI is a reliable tool to use among undergraduate medical students in Nepal.
Conclusions: The study demonstrates TBL could be an effective way of teaching physiology general concepts to undergraduate medical students.
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Hughes, Michelle, Audrey Kenmir, Jennifer Innis, Janet O'Connell, and Kayla Henry. "Exploring the Transitional Experience of First-Year Undergraduate Nursing Students." Journal of Nursing Education 59, no. 5 (May 1, 2020): 263–68. http://dx.doi.org/10.3928/01484834-20200422-05.
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Calvin, Jason J., Justin C. Ondry, Jakob C. Dahl, Adam B. Sedlak, Amy McKeown-Green, Xingzhi Wang, Michelle F. Crook, et al. "Research Group-Led Undergraduate Research Program: Analyzing and Improving a Versatile Springboard for First-Year Undergraduates." Journal of Chemical Education 99, no. 2 (December 22, 2021): 799–809. http://dx.doi.org/10.1021/acs.jchemed.1c01065.
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Ajayi, Tijani Ahmed, Obioma Vivian Ugwoke, Edith Ogomegbunam Onyeanu, Robinson Onuora Ugwoke, and Adaorah R. Onuorah. "Investigation of Financial Literacy and Money Attitudes Among First-Year Undergraduate Accounting Students: A Rational Emotive Behavior Therapy-Based Coaching Intervention." SAGE Open 12, no. 3 (July 2022): 215824402211177. http://dx.doi.org/10.1177/21582440221117795.
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As soon as they are admitted to a university, most students become responsible for their own finances, but because of a lack of parental supervision, they are more inclined to spend than to manage their money. A study of first-year undergraduate accounting students was conducted to examine the effects of rational emotive behavior therapy-based coaching (REBT-based coaching) intervention on their financial literacy and money attitudes. Thirty first-year undergraduates studying accounting at Nigerian public universities participated in this two-group randomized trial. About 15 first-year undergraduate accounting students participated in the online REBT-based coaching group, while 15 first-year undergraduate accounting students participated in the face-to-face control group. A repeated measures analysis of variance was performed on the study data at .05 probability level. The study found that the online REBT-based coaching intervention significantly improved the financial literacy and money attitudes of first-year undergraduate accounting students in a similar way to face-to-face REBT-based coaching intervention. The follow-up results for the online REBT-based coaching intervention 1 month later showed a similar trend of increasing students’ financial literacy and money attitude scores similar to what was observed in the face-to-face coaching group. There was no significant difference between students in the online and face-to-face modes regarding satisfaction with REBT-based coaching interventions they received. As a result of the findings, the researchers propose developing coaching approaches that can help students gain insight into their financial actions and knowledge, which will likely improve financial literacy and money attitudes in the future.
Books on the topic "First-Year Undergraduate/General"
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Kreps, David M. A Course in Microeconomic Theory. Princeton University Press, 2020. http://dx.doi.org/10.23943/princeton/9780691202754.001.0001.
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This book is a text in microeconomics that is both challenging and “user-friendly.” The work is designed for the first-year graduate microeconomic theory course and is accessible to advanced undergraduates as well. Placing unusual emphasis on modern noncooperative game theory, it provides the student and instructor with a unified treatment of modern microeconomic theory — one that stresses the behavior of the individual actor (consumer or firm) in various institutional settings. The author has taken special pains to explore the fundamental assumptions of the theories and techniques studied, pointing out both strengths and weaknesses. The book begins with an exposition of the standard models of choice and the market, with extra attention paid to choice under uncertainty and dynamic choice. General and partial equilibrium approaches are blended, so that the student sees these approaches as points along a continuum. The work then turns to more modern developments. Readers are introduced to noncooperative game theory and shown how to model games and determine solution concepts. Models with incomplete information, the folk theorem and reputation, and bilateral bargaining are covered in depth, followed by exploration of information economics. A closing discussion concerns firms as organizations and gives readers a taste of transaction-cost economics.
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Steel, Duncan G. Introduction to Quantum Nanotechnology. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192895073.001.0001.
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Quantum physics is rapidly emerging as a transformative approach to expand the frontiers of technology in areas including communications, information processing, metrology, and sensing. Indeed, the end of Moore’s Law looms in the near future and quantum effects in modern electronics such as quantum tunneling are a limiting factor. In contrast, in new technology based on quantum behavior, the quantum properties represent a new dimension of opportunity. This shift is already creating a growing need for engineers and physical scientists who have specialized knowledge in this area, in order to contribute to the growing effort. There are numerous outstanding textbooks available for a general approach to the field of quantum physics. There is much to be gained by taking the traditional learning approach, but it can take two or three years before students encounter many of the exciting ideas and tools for this area. This book takes an application-motivated approach to enable students to build a quantum toolbox. The first six chapters describe the quantum states of various systems of interest, while the remaining chapters focus mainly on dynamics. Important concepts like the quantum flip-flop, based using Rabi oscillations, and engineering the quantum vacuum are presented. Powerful tools including the atomic operator approach and density matrix operator are introduced with examples of applications. This book is aimed at upper level undergraduates and some first year graduate students. The book is arranged to fulfil the needs for a one-semester or two-semester sequence. For a one-semester sequence, the preface describes several paths that emphasize different aspects of quantum behavior.
Book chapters on the topic "First-Year Undergraduate/General"
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Packalen, Kelley A., and Kate Rowbotham. "Student Insight on Academic Integrity." In Academic Integrity in Canada, 353–75. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83255-1_18.
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AbstractPrior researchers have used surveys to identify frequencies and types of academic integrity violations among students and to identify factors correlated with academically dishonest behaviours. Some studies have also explored students’ justifications for their behaviors. Comparatively little work, however, has explored students’ opinions on academic integrity using more nuanced and conversational, but still rigorous, methodologies. To address this gap in the literature, we gathered written and oral comments from 44 Canadian undergraduate business students who participated in one of four year-specific computer-facilitated focus groups. Specifically, we analyzed students’ responses to questions about the general attitudes among themselves and their peers with respect to academic integrity. We also analyzed students’ suggestions of steps that both they and faculty could take to improve the culture of academic integrity in their program. Our contributions to the field of academic integrity were three-fold. First, we gave voice to students in an area in which historically their opinions had been lacking, namely in the generation of specific actions that students and faculty can take to improve academic integrity. Second, we connected students’ opinions and suggestions to the broader literature on academic integrity, classroom pedagogy, and organizational culture to interpret our findings. Third, we introduced readers to an uncommon methodology, computer-facilitated focus groups, which is well suited to gathering rich and diverse insights on sensitive topics.
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Suding, Katharine N. "Top of the World Collaborations: Lessons from above Treeline." In Long-Term Ecological Research. Oxford University Press, 2016. http://dx.doi.org/10.1093/oso/9780199380213.003.0046.
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My involvement at the Niwot Ridge Long-Term Ecological Research (LTER) site began when I was an undergraduate summer research assistant, and it has extended through a postdoctoral fellowship, a tenured professorship, and now a leadership role in the program. I focus on alpine tundra plant diversity, plant–soil interactions, and how environmental changes may influence community dynamics over time and space. Cross-site synthesis work has been one of the most valuable experiences of my career, enabling me to ask more general questions and produce more influential work than I could have done with a focus at a single site. Such comparative research has allowed me to interact with a fabulous group of scientists that has strongly influenced my professional development. These scientists remain strong role models for me. My experiences in the LTER program have formed my model of education and training, emphasizing experimental and observational approaches, quantitative methods, and data management and sharing. I think it is the best way to approach the difficult and complex ecological questions facing our society today. My involvement in the LTER program started in college, when I decided to study for one semester at the University of Colorado. During that semester, I took a class from Marilyn Walker, who was part of the Niwot Ridge (NWT) LTER program. Marilyn’s class did not go to the tundra or even focus on alpine systems. However, when time came to figure out what to do over the summer, I asked her if I could be her research assistant. She gave me the chance to work at Niwot Ridge (Figure 29.1). I spent the summer before my senior year at 3,500-m elevation, recording point quadrat vegetation data in permanent plots. The snow was late to melt that year, so I spent much of June in the Institute of Alpine and Arctic Research’s loading dock, painting thick black stripes on 2.5-m long PVC poles to be used to measure snow depth. When snow melted enough to allow access on the entrance road, I went up to Niwot Ridge for the first time.
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Rothstein, William G. "Medical Education, 1900–1950: General Trends and Basic Medical Sciences." In American Medical Schools and the Practice of Medicine. Oxford University Press, 1987. http://dx.doi.org/10.1093/oso/9780195041866.003.0016.
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During the first half of the twentieth century, American medical education underwent drastic changes. Greater costs of operation and the requirements of licensing agencies forced many medical schools to close and most of the others to affiliate with universities. The surviving medical schools were able to raise their admission and graduation requirements, which was also made possible by the rise in the general educational level of the population. The growth of the basic medical sciences led to the development of a new kind of faculty member whose career was confined to the medical school. During the first half of the twentieth century, the educational level of the population rose significantly. The proportion of the 17-year-old population with high school educations increased from 6.3 percent in 1900 to 16.3 percent in 1920, 28.8 percent in 1930, and 49.0 percent in 1940. The number of bachelors’ degrees conferred per 100 persons 23 years old increased from 1.9 in 1900 to 2.6 in 1920, 5.7 in 1930, and 8.1 in 1940. Between 1910 and 1940, the number of college undergraduates more than tripled. Because the number of medical students did not increase, medical schools were able to raise their admission standards. At the same time, many new professions competed with medicine for students. Between 1900 and 1940, dentistry, engineering, chemistry, accounting, and college teaching, among others, grew significantly faster than the traditional professions of medicine, law, and the clergy. Graduate education also became an alternative to professional training. Between 1900 and 1940, the number of masters’ and doctors’ degrees awarded, excluding medicine and other first professional degrees, increased from 1,965 to 30,021, or from 6.7 to 13.9 percent of all degrees awarded. Colleges and universities decentralized their organizational structure to deal with the increasingly technical and specialized content of academic disciplines. They established academic departments that consisted of faculty members who shared a common body of knowledge and taught the same or related courses. Departments were given the responsibility of supervising their faculty members, recruiting new faculty, and operating the department’s academic program. By 1950, departments existed in most of the sciences, social sciences, and humanities.
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Neri, Luis, Julieta Noguez, Jessica Morales Whitney, and Gerardo Aguilar-Sanchez. "Engaging Students to Learn Physics and Mathematics through Short High Quality M-Learning Resources." In Handbook of Research on Mobile Devices and Applications in Higher Education Settings, 432–52. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0256-2.ch018.
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A methodology to design short high quality M-Learning resources aimed to engage students to learn Physics and Mathematics is proposed. Key characteristics to generate motivating mobile resources are identified and applied to produce educational video-capsules. Audiovisual design elements based on cognitive theory of multimedia learning are incorporated. Short videos covering central topics of Mathematics and Physics undergraduate courses that can be displayed on mobile devices are designed. A study case with first-year engineering students using the mobile resources is performed in order to assess student engagement. The results indicate that most students show a positive perception on the educational videos. A parallel study in order to evaluate the impact of the mobile educational videos on student learning is also presented. From this analysis it is suggested to incorporate the use of mobile resources as part of active learning methodologies. Some recommendations for designing mobile resources are presented, and suggestions for implementation of the resources are also provided.
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Rothstein, William G. "Medical School Enrollments and Admissions Policies." In American Medical Schools and the Practice of Medicine. Oxford University Press, 1987. http://dx.doi.org/10.1093/oso/9780195041866.003.0025.
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After shortages of physicians developed in the 1950s and 1960s, federal and state governments undertook programs to increase the number of medical students. Government funding led to the creation of many new medical schools and to substantial enrollment increases in existing schools. Medical schools admitted larger numbers of women, minority, and low-income students. The impact of medical schools on the career choices of students has been limited. Federal funding for medical research immediately after World War II was designed to avoid politically controversial issues like federal aid for medical education and health care. The 1947 Steelman report on medical research noted that it did not examine “equally important” problems, such as financial assistance for medical education, equal access to health care, continuing medical education for physicians, or “the mass application of science to the prevention of many communicable diseases.” The same restraints prevailed with regard to early federal aid for the construction of medical school research facilities. Some medical school research facilities were built with the help of federal funds during and after World War II, but the first federal legislation specifically designed to fund construction of medical school research facilities was the Health Research Facilities Act of 1956. It provided matching grants equal to 50 percent of the cost of research facilities and equipment, and benefited practically all medical schools. In 1960, medical schools received $13.8 million to construct research facilities. This may be compared to $106.4 million for research grants and $41.5 million for research training grants in the same year. Federal grants for research and research training were often used for other activities. As early as 1951, the Surgeon General's Committee on Medical School Grants and Finances reported that “Public Health Service grants have undoubtedly improved some aspects of undergraduate instruction in every medical school,” with most of the improvements resulting from training rather than research grants. By the early 1970s, according to Freymann, of $1.3 billion given to medical schools for research, “about $800 million was 'redeployed' into institutional and departmental support. . . . The distinction between research and education became as fluid as the imagination of the individual grantees wished it to be.”
Conference papers on the topic "First-Year Undergraduate/General"
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Sanchez-Romaguera, Veronica, and Robert A. Phillips. "A comparison of a first and third year UG enterprise unit: lessons from experiential learning and interdisciplinarity." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8110.
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Drawing from several years of experience, this work describes lessons learnt in designing, delivering and assessing two interdisciplinary enterprise units offered undergraduate students from any discipline studing at the University of Manchester (UK). Both units are electives (optional). One unit is delivered to first year undergrdaute students whereas the other unit is delivered to third/fourth year undergraduate students. Experiential learning and interdisciplinary cohorts are core aspects of both units. Students work on ‘real-world’ projects to develop a credible and competitive solution within a tight dead-line. In this paper, findings are drawn from data collected from staff and teaching assistants observations, students’ reflective diaries and students’ feedback. Findings showed that in general, students at both levels, year 1 and year 3/4, regarded the experience challenging at first due to the ‘unusual’ learning environment when compared to the education that most students have experienced prior to the units here discussed. However, most students highly regarded the interdisciplinary experiential learning experience. The paper contributes to the growth of knowledge and aids understanding of how experiential learning and interdisciplinarity have been effectively combined and introduced in the university curriculum. Although this works focused on enterprise education the experience-based guidance here described is also applicable to a much wider range of situations and academic areas of study. Keywords: Enterprise and Entrepreneurship Education; Employability; Experiential learning; Interdisciplinary education;
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Mergen, Sérgio, Fábio Kepler, João Pablo S. da Silva, and Márcia C. Cera. "Using PDCA as a General Framework for Teaching and Evaluating the Learning of Software Engineering Disciplines." In Simpósio Brasileiro de Sistemas de Informação. Sociedade Brasileira de Computação, 2013. http://dx.doi.org/10.5753/sbsi.2013.5711.
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Software engineering disciplines need to be taught in contexts as diverse as undergraduate courses and large corporations training programs. A primary challenge in teaching such disciplines, in any context, is to quickly and effectively evaluate the students learning and measure their strengths and weaknesses. Another challenge is to make students of different instances of a discipline end up with the same basic foundations, turning knowledge independent of the instructor. To overcome these challenges we propose an approach for software engineering teaching based on adapted PDCA cycles and checklists as instruments of evaluation. We also report a case study which shows the implementation of this approach in teaching a first year undergraduate software engineering course. With a careful definition of checklists, the use of the adapted version of PDCA as a methodology for software engineering teaching is promising, allowing an efficient form of evaluation.
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Ngo, Chean Chin, and Sang June Oh. "Current Trends of Mechanical Engineering Undergraduate Curricula in California." In ASME 2019 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/imece2019-11511.
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Abstract This paper reviews and compares 29 ABET accredited mechanical engineering undergraduate curricula in California which include 13 programs from the California State University (Cal State or CSU) System, 8 programs from the University of California (UC) System and 8 programs from private universities. The programs examined in the present paper include both Ph.D.-granting and non-Ph.D.-granting institutions in public and private universities. Some CSU mechanical engineering programs have been taking steps to implement changes recently in their curricula to reduce the total required degree requirement to 120 units and yet satisfy the minimum requirement of general education units. This paper presents a summary of the current curricula structure of these programs in Cal State universities by delving into the study of their degree requirements and compare with that of UC and private universities. For example, the number of units of college level mathematics and basic science required by the program is examined closely and determine if it is beyond the one-year requirement by ABET General Criterion 5 Curriculum. In addition, one of the ABET program criteria requires the mechanical engineering program to prepare students to work professionally in either thermal or mechanical systems. As such, this present paper also examines how each program is proportionately distributing courses in each of these two areas. Attention is also given to how each program integrates first year experience, senior capstone design experience, hands-on laboratory experience and internship experience (if any) in the curriculum. In January 2016, CSU launched the Graduation Initiative (GI) 2025 to increase graduation rates of CSU students while eliminating opportunity gap for underrepresented minorities and Pell-eligible students. One of the main goals of GI 2025 is to increase the freshman 4-year graduation rate of CSU students to 40% by 2025. Part of the strategies for GI 2025 from some CSU campuses is to review the curriculum and identify potential barriers to timely graduation and find strategies to eliminate them. The goal of this paper is to provide educators a timely summary of reference while examining their own curricula. Although different institutions carry curricular revisions that stem from different motivation, the ultimate goal will be the same — provide students optimally the best curriculum to better prepare them for the industry workforce and have positive impact for the society.
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Agarwala, Ranjeet, Sherion H. Jackson, Andrew E. Jackson, and Merwan Mehta. "Incorporating Remote Capabilities in Undergraduate Lab Instruction." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-41819.
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The goal of the Department of Technology Systems at East Carolina University (1, 2, 3) is to support the economic development requirements of Eastern North Carolina by creating professionals to meet the general engineering and technology needs of its private and public sectors. The various programs in the department emphasize the application of engineering and technology theories to solve real world problems. For this reason students are engaged in hands-on activities beginning with their first semester and do not wait for several semesters or years to experience real engineering activities. During the last three year there has been a tremendous effort to modify and update the curricula of all the department’s programs. Due to the rapid growth of the department in the last few years, the department has embarked on a mission to include distance education (DE) capabilities in its various courses. To accommodate this, various components of the course have been devised as stand alone modules woven together in a distributed environment. This will help sustain and strengthen the enrollment of the department by offering lab centric courses remotely. The model will also minimize the burden of purchase, support and maintenance of lab equipment and help reallocate excessive resources from face-to-face lab instruction. This paper will describe various strategies for integrating a DE lab model into the existing curriculum. The model will be realized through leveraging the exiting DE resources with the proposed model, creating a scalable DE enrollment model (96, 48 students, etc), integrating existing college and university computer hardware and software capabilities with the proposed model.
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Panthalookaran, Varghese, and Biru R. "Some Models and Methods to Nurture General Management Skills in Engineering Students Living in Large Residential Communities." In ASME 2010 10th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2010. http://dx.doi.org/10.1115/esda2010-24057.
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To be successful in one’s profession, an engineer operating in the contemporary globalized world needs to be adequately equipped with suitable management skills. They include talent to plan, implement and manage engineering projects in diverse and pluralistic teams, ability to communicate at different levels, perseverance in the face of failures and crisis, creativeness to improvise innovative solutions, maintenance of physical and mental health, ability to invent and implement eco-friendly engineering solutions, and smartness to work within stipulated time-frames, etc. Large residential student communities prepare suitable context for engineering students to nurture their general management skills, if carefully planned. In the current paper, we present some innovative models and appropriate methods to convert large residential student communities into an arena where students can train themselves in general management skills. It also presents some results of two years of implementation of such methods in a men’s hostel, which accommodates youngsters between 17–19 years of age in their first year of undergraduate engineering study.
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Rodriguez, Carlos F., and Alvaro E. Pinilla. "Skill-Centered Syllabus for Undergraduate Mechanical Engineering Education." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-13774.
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Recent changes in higher education policy in Colombia (South America) have forced educational institutions and universities to consider reducing undergraduate engineering programs from the traditional 5 or 6 years (170 credit hours) to four years (136 credit hours). This reduction is a worldwide trend, mainly due to a lack of financial resources supporting high standards of professional education. Additionally, institutions are restructuring their curricula to adjust to the broader spectrum of career development opportunities for the graduating engineer and the new challenges faced by practicing engineers. Also, engineering education in Colombia needs to adjust to Colombia's necessities as a developing country. In response to the above-mentioned circumstances, the mechanical engineering department of the Universidad de Los Andes (UdLA) has proposed a new mechanical engineering (ME) undergraduate syllabus. This paper summarizes the process undergone by the ME department of the Universidad de Los Andes to review our syllabus and propose alternative approaches. Our new ME syllabus applies a skill-centered approach structured by four priorities: 1) the primary professional role of an engineer is in project development, 2) the engineer needs an in-depth knowledge of the sciences (physics, chemistry and biology) and mathematics; 3) the engineer also needs a general education in the social sciences and arts and, 4) the engineer should master the core concepts of mechanical engineering. These four priorities agree with the US study of the Engineer of 2020. Our restructured syllabus evenly introduces these priorities early in the undergraduate ME program. Our ME Department implemented the new syllabus for first year students in January 2006. Positive results have already started to emerge. This article provides an overview of the higher education quality assurance system in Colombia and a description of the Universidad de Los Andes new ME syllabus.
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Vo, Huu Duc, and Jean-Yves Trépanier. "Undergraduate Project in Compressor Rig Design, Fabrication and Testing for Complete Engineering Training." In ASME Turbo Expo 2015: Turbine Technical Conference and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/gt2015-43039.
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An ambitious project in propulsion was introduced as part of the final-year integrator project offerings of the mechanical and aerospace engineering programs at École Polytechnique de Montréal in 2011–2012. It has been running successfully for the past three academic years. The project consists in the design, fabrication and placement into service of a functional instrumented multi-stage compressor test rig, including the compressor, for research in compressor aerodynamics. A team of 15–17 senior-year undergraduate engineering students are given set of design and performance specifications and measurement requirements, an electric motor and drive, a data acquisition system and some measurement probes. They must complete the project in two semesters with a budget on the order of Can$15,000. The compressor is made from rapid prototyping to keep production cost and time reasonable. However, its required rotation speed of 7200 rpm stretches the limits of the plastic material and presents the same structural challenges as industrial compressors running at higher speeds. The students are split into sub-teams according to the required disciplines, namely compressor aerodynamics, general aerodynamics, structures, dynamics, mechanical design and integration, instrumentation and project management. For the initial phase, which covers the first two months, the students receive short seminars from experts in academia and industry in each discipline and use the knowledge from fundamental engineering courses to analytically model the different components to come up with a preliminary design. In the second phase, covering months three through six, the students are trained at commercial simulation tools and use them for detailed analysis to refine and finalize the design. In each of the first two phases, the students present their work in design reviews with a jury made up of engineers from industry and supervising professors. During the final phase, the compressor is built and tested with data acquisition and motor control programs written by the students. Finally, the students present their results with comparison of measured performance with numerical and analytical predictions from the first two phases and hand over their compressor rig with design and test reports as well as a user manual and an assembly/maintenance manual. This complete project allows the students to put into practice virtually all the courses of their undergraduate engineering curriculum while giving them an extensive taste of the rich and intellectually challenging environment of gas turbine and turbomachinery engineering.
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Owen, Katie, Augustilia Rodrigues, and Cath Fraser. "Exploring the Impact of Promoting Mental Health, Addiction, and Intellectual Disability Nursing as a Career to Undergraduate Nurses in Their Last Year of Study." In 2021 ITP Research Symposium. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2205008.
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Specialist nursing practice in mental health, addiction and intellectual disability (MHAID) comprises a growing sector of public health demand, and yet this field is one of the least popular career pathways for student nurses (Happell et al., 2019a; Owen, 2021). International studies and personal observations by members of the research team as nurse educators suggest two key factors at play. First, student willingness to work in MHAID specialist roles is impacted by entrenched stigma and discrimination against people who experience mental distress, addictions and intellectual disabilities. Second, students have voiced their perceptions of specialist mental-health nursing as less important than general nursing. Working in MHAID is commonly seen as carrying little prestige, variety, challenge or opportunity for skill development; worse, such findings from surveys of final-year student nurses’ employment preferences have remained relatively unchanged over the last 20 years, at least (Wilkinson et al., 2016). With employers desperate for specialist MHAID staff, and education providers charged with meeting industry needs, how can nursing programmes begin to combat this bias and bring about attitudinal change? This paper describes a pilot initiative with Year 3 undergraduate student nurses in one Te Pūkenga subsidiary, which we believe shows considerable promise for a wider roll-out across the tertiary healthcare-education sector. A hui supported by Whitireia’s Community of Practice for Mental Health and Addiction within the School of Health and Social Services allowed students to interact with multiple industry stakeholders: District Health Board (DHB) partners; graduates working in the mental health and addictions sector, experts by experience; and the postgraduate New Entry to Specialist Practice in Mental Health teaching team. A subsequent survey evaluation confirmed the positive impact of the initiative regarding altering negative stereotypes of nursing roles within MHAIDs and increasing the number of students who may consider specialising in these areas, post-graduation.
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Thimmaiah, Somaiah, Keith Phelan, and Joshua D. Summers. "User Study: Influence of Number of Design Errors on Ability to Predict Performance With and Without Controls." In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-12294.
Full textAbstract:
Design reviews are typically used for three types of design activities: 1) identifying errors, 2) assessing the impact of the errors, and 3) suggesting solutions for the errors. This experimental study focuses on understanding the second issue as it relates to the number of errors considered, the existence of controls, and the level of domain familiarity of the assessor. A set of design failures and associated controls developed for a completed industry sponsored project is used as the experimental design problem. Non-domain individuals (students from an undergraduate psychology class), domain generalists (first year engineering students), and domain-specialists (graduate mechanical engineering students) are provided a set of failure modes and asked to estimate the likelihood that the system would still successfully achieve the stated objectives. Primary results from the study include the following: the confidence level for all domain population decreased significantly as the number of design errors increased (largest p-value = 0.0793) and this decrease in confidence is more significant as the design errors increase. The impact on confidence is less when solutions (controls) are provided to prevent the errors (largest p-value = 0.0334), the confidence decreased faster for domain general engineers as compared to domain specialists (p = <0.0001). The domain specialists showed higher confidence in making decisions than domain generals and non-domain generalists as the design errors increase.
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Aires-de-Sousa, Joao, M. Margarida Cardoso, Luisa Maria Ferreira, Joao Carlos Lima, Joao Paulo Noronha, Ana V. M. Nunes, and Manuel Nunes da Ponte. "Team-Based Learning in Chemistry Courses with Laboratory Sessions." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5559.
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The implementation of Team-Based Learning (TBL, http://www.teambasedlearning.org) in one-semester undergraduate courses of chemistry offered to first year students is reported. TBL is an active learning instructional strategy heavily relying on small group interaction. Teaching lab classes in a TBL context presented a specific challenge, as decisions were required about their role in the global framework and the possibility of incorporating lab activities as “teamwork”. The design of lab sessions as TBL team application activities is here also illustrated, both for a course of General Chemistry and a course of Organic Chemistry. TBL dramatically improved students class attendance and participation. Its implementation has provided a unique opportunity for the pedagogical development of teaching staff. A moderate number of students reported discomfort with TBL: the requirement of individual preparation before classes and the impact of team participation in the final grade is indeed a new ground for most students, often perceived as a troubling deviation from the common social paradigm of the learning process. The role of the instructor as a facilitator of individual and team work, and the clear explanation of the method are thus of utmost relevance.
Reports on the topic "First-Year Undergraduate/General"
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Wachen, John, and Steven McGee. Qubit by Qubit’s Four-Week Quantum Computing Summer School Evaluation Report for 2021. The Learning Partnership, September 2021. http://dx.doi.org/10.51420/report.2021.4.
Full textAbstract:
Qubit by Qubit’s Quantum Computing Summer School is a four-week summer course for high school and university students in their first or second year of studies. The aim of the summer school is to introduce the field of Quantum Information Sciences and Engineering (QISE), specifically quantum computing. Through the course, students learn about quantum mechanics, quantum computation and information (quantum gates, circuits, and algorithms and protocols, including Grover’s Algorithm and Quantum Key Distribution), applications of quantum computing, and quantum hardware. Students also learn how to program in Qiskit and basic mathematics for quantum, including matrices and vectors. The Quantum Computing Summer School program enrolled a diverse population of high school and undergraduate students with 48% of participants identifying at female or non-binary, 20% of students identifying as Hispanic, 17% identifying as Black, and 38% identifying as Asian. The program substantially increased participants’ knowledge about quantum computing, as exhibited by large gains on a technical assessment that was administered at the beginning and end of the program. On a survey of student motivation, students in the program showed a statistically significant increase in their expectancy of being successful in quantum computing and valuing quantum computing. From the beginning of the program to the end of the program, there was a statistically significant increase in students’ reported sense of belonging in quantum. Participation in the program increased students’ interest in pursuing additional coursework and careers in STEM generally and in quantum specifically.