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Books on the topic 'First-Year Undergraduate'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Soulsby, David, Laura J. Anna, and Anton S. Wallner, eds. NMR Spectroscopy in the Undergraduate Curriculum: First Year and Organic Chemistry Courses Volume 2. Washington, DC: American Chemical Society, 2016. http://dx.doi.org/10.1021/bk-2016-1221.

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2

Evans-Brightmore, Jacqueline. Reasons given by first year undergraduates for degree subject choice. Birmingham: University of Central England in Birmingham, 1992.

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3

Horn, Laura. Stopouts or stayouts?: Undergraduates who leave college in their first year. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1998.

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4

McInnis, Craig. First year on campus: Diversity in the initial experiences of Australian undergraduates. Melbourne: Centre for the Study of Higher Education, University of Melbourne, 1995.

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5

Quesada-Pérez, Manuel. From Maxwell's equations to free and guided electromagnetic waves: An introduction for first-year undergraduates. New York: Novinka, 2014.

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6

Guziec, Lynn E. The development of a short chemistry course appropriate to first year biological sciences undergraduates in the 1990s. [s.l.]: typescript, 1997.

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7

Senecal, Beth A. The relationship between participation in the Access Program and the academic achievement and retention of minority and non-minority first-year undergraduates. Bellingham, Wash: Office of Institutional Assessment and Testing, Western Washington University, 1993.

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8

Mosesov, Marat. Fundamentals of metal science and welding. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1085480.

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The textbook discusses the properties of metals used in construction, methods of their production and processing, as well as methods and technical means of performing welded joints. The presented material meets the requirements of the federal state educational standards of higher education of the latest generation and the programs of the courses "Technology of structural materials" and "Metal Science and Welding", taught to students of the faculties "Industrial and Civil Engineering", "Hydraulic Engineering", "Heat and Gas Supply and Ventilation", "Construction of unique buildings and structures", as well as to first-year students of the Faculty" Mechanization, Automation and Electrification of Construction " and undergraduates studying the course of metal structures and technologies of structural materials. It will be useful for students in mastering the lecture material, conducting laboratory work and completing diploma projects, as well as for students of advanced training courses and retraining of construction specialists.

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9

Carter, Joelle. Business Principles and Perspectives: Preparing Undergraduate Business Students for the First Year. Kendall Hunt Publishing Company, 2012.

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10

Flowers, Pip. Quickfire Revision Questions for Biology Book 2 Going Deeper: For Level 3 Courses Including Access and First Year Undergraduate Study. Independently Published, 2017.

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11

Dominowski, Roger L. Teaching Undergraduates. Taylor & Francis Group, 2017.

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12

Dominowski, Roger L. Teaching Undergraduates. Taylor & Francis Group, 2001.

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13

Dominowski, Roger L. Teaching Undergraduates. Taylor & Francis Group, 2014.

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14

Dominowski, Roger L. Teaching Undergraduates. Taylor & Francis Group, 2014.

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15

Dominowski, Roger L. Teaching Undergraduates. Taylor & Francis Group, 2014.

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16

Flowers, Pip. Basic Introductions to Biology. Digestion, Blood Sugar Regulation and the Role of the Kidneys: For a Levels, Access and First Year Undergraduate Study. Independently Published, 2017.

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17

Cox, Brennan D., Kristin L. Cullen, William Buskist, and Victor A. Benassi. Helping Undergraduates Make the Transition to Graduate School. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780195378214.003.0019.

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This chapter highlights several key changes that faculty can helpstudents prepare for as they leave their undergraduate institutions to begingraduate work. It provides data about common preconceptions andmisconceptions of graduate school, including advice from experienced graduatestudents about how first-year students can successfully negotiate theundergraduate-to-graduate transition. Although this chapter applies mainlyto preparing students for PhD programs in psychology, its suggestions will help faculty to prepare their undergraduates for any type ofgraduate degree in psychology.

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18

Teaching Undergraduates (The Educational Psychology Series). Lawrence Erlbaum, 2001.

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19

Hales, Kimberly, Ph.D. Karen D. Hager, Barbara J. Fiechtl, Summer Gunn, Ph D. Jessica Rivera-Mueller, Ph.D. Shawn M. Miller, Ph D. Elena Schvidko, et al. Journal on Empowering Teaching Excellence, Fall 2020. Edited by Kimberly Hales. UEN Pressbooks Consortium, 2020.

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20

Dennis, Carroll C., and National Center for Education Statistics., eds. Stopouts or stayouts?: Undergraduates who leave college in their first year. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1998.

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21

Dennis, Carroll C., and National Center for Education Statistics, eds. Stopouts or stayouts?: Undergraduates who leave college in their first year. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1998.

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22

Dennis, Carroll C., and National Center for Education Statistics., eds. Stopouts or stayouts?: Undergraduates who leave college in their first year. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1998.

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23

LeClair, Reneé. Cell Biology, Genetics, and Biochemistry for Pre-Clinical Students. Virginia Tech Publishing, 2022. http://dx.doi.org/10.21061/cellbio.

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This book is an undergraduate medical-level resource for foundational knowledge across the disciplines of genetics, cell biology and biochemistry. This text is designed for a course in first year undergraduate medical course that is delivered typically before students start to explore systems physiology and pathophysiology. The text is meant to provide the essential information from these content areas in a concise format that would allow learner preparation to engage in an active classroom. Clinical correlates and additional application of content is intended to be provided in the classroom experience. The text assumes that the students will have completed medical school prerequisites (including the MCAT) in which they will have been introduced to the most fundamental concepts of biology and chemistry that are essential to understand the content presented here. This resource should be assistive to the learner later in medical school and for exam preparation given the material is presented in a succinct manner, with a focus on high-yield concepts.

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24

Daniel, Joshua, ed. Who Teaches Writing? Oklahoma State University Libraries, 2022. http://dx.doi.org/10.22488/okstate.22.000003.

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Who Teaches Writing is an open teaching and learning resource being used in English Composition classes at Oklahoma State University. It was authored by contributors from Oklahoma State University and also includes invited chapters from other institutions both inside and outside of Oklahoma. Contributors include faculty from various departments, contingent faculty and staff, and graduate instructors. One purpose of the resource is to provide short, relatively jargon-free chapters geared toward undergraduate students taking First-Year Composition. Support for this project was provided in part by OpenOKState and Oklahoma State University Libraries.

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25

Tribe, Keith. Constructing Economic Science. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190491741.001.0001.

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Constructing Economic Science demonstrates how an existing public discourse, political economy, was transformed in the early twentieth century into a new university discipline: economics. This change in location brought about a restructuring of economic knowledge. Finance, student numbers, curricula, teaching, new media, and the demands of employment all played their part in shaping economics as it is known today. It was broadly accepted in the later nineteenth century that industrialising economies required the skilled and specialised workforce that universities could provide. Advocacy for the teaching of commercial subjects was widespread and international. In Cambridge, Alfred Marshall was alone in arguing that economics, not commerce, provided the most suitable training for the administration and business of the future; and in 1903 he founded the first three-year undergraduate economics programme. This was by no means the end of the story, however. What economics was, how Marshall thought it should be taught, had by the 1920s become contested, and in Britain the London School of Economics gained dominance in defining the new science. By the 1930s, American universities had already moved on from undergraduate to graduate teaching, whereas in Britain university education remained focussed upon undergraduate education. At the same time, public policy was reformulated in terms of economic means and ends—relating to postwar reconstruction, employment, and social welfare—and international economics became American economics. This study charts the conditions that initially shaped the “science” of economics, providing in turn a foundation for an understanding of the way in which this new language itself subsequently transformed public policy.

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26

Rahman, R. Abdul. A study of a mathematics provision for first year engineering undergraduates with non-GCE A level entrance qualifications. 1993.

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27

United States. Office of Educational Research and Improvement., ed. Stopouts Or Stayouts? Undergraduates Who Leave College In Their First Year... Statistical Analysis... U.S. Department Of Education... November 1998. [S.l: s.n., 1999.

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28

Bokstein, Boris S., Mikhail I. Mendelev, and David J. Srolovitz. Thermodynamics and Kinetics in Materials Science. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780198528036.001.0001.

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This text presents a concise and thorough introduction to the main concepts and practical applications of thermodynamics and kinetics in materials science. It is designed with two types of uses in mind: firstly for one or two semester university course for mid- to - upper level undergraduate or first year graduate students in a materials-science-oriented discipline and secondly for individuals who want to study the materials on their own. The following major topics are discussed: basic laws of classical and irreversible thermodynamics, phase equilibria, theory of solutions, chemical reaction thermodynamics and kinetics, surface phenomena, stressed systems, diffusion and statistical thermodynamics. A large number of example problems with detailed solutions are included as well as accompanying computer-based self-tests, consisting of over 400 questions and 2000 answers with hints for students. Computer-based laboratories are provided, in which a laboratory problem is posed and the experiment described. The student can "perform" the experiments and change the laboratory conditions to obtain the data required for meeting the laboratory objective. Each "laboratory" is augmented with background material to aid analysis of the experimental results.

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29

Senecal, Beth A. The relationship between participation in the Access Program and the academic achievement and retention of minority and non-minority first-year undergraduates. 1993.

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30

Cantor, Brian. The Equations of Materials. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198851875.001.0001.

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This book describes some of the important equations of materials and the scientists who derived them. It is aimed at anyone interested in the manufacture, structure, properties and engineering application of materials such as metals, polymers, ceramics, semiconductors and composites. It is meant to be readable and enjoyable, a primer rather than a textbook, covering only a limited number of topics and not trying to be comprehensive. It is pitched at the level of a final year school student or a first year undergraduate who has been studying the physical sciences and is thinking of specialising into materials science and/or materials engineering, but it should also appeal to many other scientists at other stages of their career. It requires a working knowledge of school maths, mainly algebra and simple calculus, but nothing more complex. It is dedicated to a number of propositions, as follows: 1. The most important equations are often simple and easily explained; 2. The most important equations are often experimental, confirmed time and again; 3. The most important equations have been derived by remarkable scientists who lived interesting lives. Each chapter covers a single equation and materials subject. Each chapter is structured in three sections: first, a description of the equation itself; second, a short biography of the scientist after whom it is named; and third, a discussion of some of the ramifications and applications of the equation. The biographical sections intertwine the personal and professional life of the scientist with contemporary political and scientific developments. The topics included are: Bravais lattices and crystals; Bragg’s law and diffraction; the Gibbs phase rule and phases; Boltzmann’s equation and thermodynamics; the Arrhenius equation and reactions; the Gibbs-Thomson equation and surfaces; Fick’s laws and diffusion; the Scheil equation and solidification; the Avrami equation and phase transformations; Hooke’s law and elasticity; the Burgers vector and plasticity; Griffith’s equation and fracture; and the Fermi level and electrical properties.

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31

Petchey, Owen L., Andrew P. Beckerman, Natalie Cooper, and Dylan Z. Childs. Insights from Data with R. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198849810.001.0001.

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Knowledge of how to get useful information from data is essential in the life and environmental sciences. This book provides learners with knowledge, experience, and confidence about how to efficiently and reliably discover useful information from data. The content is developed from first- and second-year undergraduate-level courses taught by the authors. It charts the journey from question, to raw data, to clean and tidy data, to visualizations that provide insights. This journey is presented as a repeatable workflow fit for use with many types of question, study, and data. Readers discover how to use R and RStudio, and learn key concepts for drawing appropriate conclusions from patterns in data. The book focuses on providing learners with a solid foundation of skills for working with data, and for getting useful information from data summaries and visualizations. It focuses on the strength of patterns (i.e. effect sizes) and their meaning (e.g. correlation or causation). It purposefully stays away from statistical tests and p-values. Concepts covered include distribution, sample, population, mean, median, mode, variance, standard deviation, correlation, interactions, and non-independence. The journey from data to insight is illustrated by one workflow demonstration in the book, and three online. Each involves data collected in a real study. Readers can follow along by downloading the data, and learning from the descriptions of each step in the journey from the raw data to visualizations that show the answers to the questions posed in the original studies.

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32

Krishnamurti, T. N., H. S. Bedi, and V. M. Hardiker. An Introduction to Global Spectral Modeling. Oxford University Press, 1998. http://dx.doi.org/10.1093/oso/9780195094732.001.0001.

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This book is an indispensable guide to the methods used by nearly all major weather forecast centers in the United States, England, Japan, India, France, and Australia. Designed for senior-level undergraduates and first-year graduate students, the book provides an introduction to global spectral modeling. It begins with an introduction to elementary finite-difference methods and moves on towards the gradual description of sophisticated dynamical and physical models in spherical coordinates. Topics include computational aspects of the spectral transform method, the planetary boundary layer physics, the physics of precipitation processes in large-scale models, the radiative transfer including effects of diagnostic clouds and diurnal cycle, the surface energy balance over land and ocean, and the treatment of mountains. The discussion of model initialization includes the treatment of normal modes and physical processes, and the concluding chapter covers the spectral energetics as a diagnostic tool for model evaluation.

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33

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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34

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.

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35

Li, Wai-Kee, Hung Kay Lee, Dennis Kee Pui Ng, Yu-San Cheung, Kendrew Kin Wah Mak, and Thomas Chung Wai Mak. Problems in Structural Inorganic Chemistry. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198823902.001.0001.

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The First Edition of this book, which appeared in 2013, serves as a problem text for Part I (Fundamentals of Chemical Bonding) and Part II (Symmetry in Chemistry) of the book Advanced Structural Inorganic Chemistry published by Oxford University Press in 2008. A Chinese edition was published by Peking University Press in August in the same year. Since then the authors have received much feedback from users and reviewers, which prompted them to prepare a Second Edition for students ranging from freshmen to senior undergraduates who aspire to attend graduate school after finishing their first degree in Chemistry. Four new chapters are added to this expanded Second Edition, which now contains over 400 problems and their solutions. The topics covered in 13 chapters follow the sequence: electronic states and configurations of atoms and molecules, introductory quantum chemistry, atomic orbitals, hybrid orbitals, molecular symmetry, molecular geometry and bonding, crystal field theory, molecular orbital theory, vibrational spectroscopy, crystal structure, transition metal chemistry, metal clusters: bonding and reactivity, and bioinorganic chemistry. The problems collected in this volume originate from examination papers and take-home assignments that have been part of the teaching program conducted by senior authors at The Chinese University of Hong Kong over nearly a half-century. Whenever appropriate, source references in the chemical literature are given for readers who wish to delve deeper into the subject. Eight Appendices and a Bibliography listing 157 reference books are provided to students and teachers who wish to look up comprehensive presentations of specific topics.

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36

Westreich, Daniel. Epidemiology by Design. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190665760.001.0001.

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As the cornerstone science of public health, evidence-based medicine, and comparative effectiveness research, a clear understanding of study designs is central to the study of epidemiology. Causal inference is increasingly being understood as the theoretical foundation underlying epidemiologic study designs and the science as a whole. This textbook takes a causal approach to traditional introductory epidemiology, through the organizing principle of study designs and the lens of modern causal inference approaches (potential outcomes, counterfactuals, identification conditions). The intended audience is first-year graduate students and advanced undergraduates in epidemiology and allied fields more broadly. Section I introduces measures of prevalence and incidence (survival curves, risks, rates, odds) and measures of contrast (differences, ratios), the fundamentals of causal inference, and principles of diagnostic testing, screening, and surveillance. Section II describes three key study designs through the lens of causal inference: randomized trials, prospective observational cohort studies, and case-control studies. For each, the author discusses logistics and conduct, advantages and disadvantages including biases, basic approaches to analysis, and briefly reviews several additional study designs. Section III extends material in previous sections, moving from concerns about internal validity (within a sample) to questions of external validity and population impact. This book provides new students with a rigorous foundation in epidemiologic methods and an introduction to methods and thinking in causal inference, serving as an excellent foundation for further study of the field.

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