Academic literature on the topic 'Four-year undergraduate programs'
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Journal articles on the topic "Four-year undergraduate programs"
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Su, Allan Yen-Lun, Judy L. Miller, and Carol Shanklin. "An Evaluation of Accreditation Curriculum Standards for Four-Year Undergraduate Hospitality Programs." Journal of Hospitality & Tourism Education 9, no. 3 (July 1997): 75–79. http://dx.doi.org/10.1080/10963758.1997.10685333.
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Assante, Lisa Marie, Lynn Huffman, and Shelley S. Harp. "Conceptualization of Quality Indicators for U.S. Based Four-Year Undergraduate Hospitality Management Programs." Journal of Teaching in Travel & Tourism 7, no. 2 (March 3, 2007): 51–71. http://dx.doi.org/10.1300/j172v07n02_04.
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Wilson, Judith D. "What should be the mission of four year undergraduate programs in information systems?" ACM SIGCSE Bulletin 17, no. 1 (March 1985): 367–72. http://dx.doi.org/10.1145/323275.323407.
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Cunningham, Donald H., and Jeanette G. Harris. "Undergraduate Technical and Professional Writing Programs: A Question of Status." Journal of Technical Writing and Communication 24, no. 2 (April 1994): 127–37. http://dx.doi.org/10.2190/ta1y-72ah-05ym-ukey.
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The results of our recent survey of the membership of the Association of Teachers of Technical Writing, Associated Writing Programs, and the Council of Writing Program Administration indicate the relative health of undergraduate writing programs (major, concentration, or certificate programs, not service courses) in American four-year universities and colleges. During the past five years there has been a significant increase in the number of undergraduate writing programs, including technical and professional writing. But responses to our survey also suggest that while undergraduate technical and professional writing programs comprise the second largest group of programs (behind creative writing) they are not increasing as rapidly as a new kind of undergraduate writing program—a broad-based program that students can complete by taking a wide range of creative writing, composition, journalism, and technical and professional writing courses. The future seems unclear for traditional undergraduate technical and professional writing programs, and faculties need to examine their options in designing or redesigning their programs.
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Fang, Cheng, and Yuhua Tang. "Astronomy Education in Universities of China." Transactions of the International Astronomical Union 24, no. 3 (2001): 80–86. http://dx.doi.org/10.1017/s0251107x00000468.
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AbstractIn China, more than twenty universities have astronomy education and research work. In four key universities, a complete series of educational programs of undergraduate, master’s, doctoral and postdoctoral levels has been formed. After four-year study at the undergraduate stage, students can be enrolled in master degree specialties. Three years later, some of them begin their three-year Ph.D. education. Only a few students enter into post-doctoral programs. Master’s and doctoral education systems are also established in the Chinese Academy of Sciences. In this paper, we give a description of the astronomy education of universities in China. After introducing the overall situation, we describe teaching materials, graduate-degree courses and facilities. We also discuss some problems and prospects for the new century.
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Jackson, Sherri L., and Richard A. Griggs. "Assessing the Psychology Major: A National Survey of Undergraduate Programs." Teaching of Psychology 22, no. 4 (December 1995): 241–43. http://dx.doi.org/10.1207/s15328023top2204_7.
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A representative sample of 305 four-year postsecondary schools, ranging from regional colleges to national universities, was surveyed to determine the extent of assessment of the psychology major. We found that only a minority of psychology departments are doing such assessment. Regional schools seem more often engaged in assessment than national schools. Assessment strategies usually mean exit exam scores and sometimes exit interviews or senior theses. References are provided to assist departments planning assessment programs.
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Alhamami, Munassir, and Abdullah Almelhi. "The dilemma of English as a medium of instruction policy in science college programs." Studies in English Language and Education 8, no. 3 (September 16, 2021): 1045–60. http://dx.doi.org/10.24815/siele.v8i3.21218.
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Achieving science undergraduate programs learning outcomes relies on the students’ proficiency in the language of instruction, a challenge that many policymakers ignore. This study is to understand the influence of English as a medium of instruction (EMI) policy in four undergraduate science programs, namely, Biology, Chemistry, Physics, and Mathematics, in Saudi Arabia. The data were collected from the following groups of participants: 1461 science alumni records, 769 current undergraduate science students’ surveys, and 111 science university instructors’ surveys. The results of alumni records indicated that grades of the intensive English program in the first year predict the alumni cumulative grade point average (GPA) once they finish their four-year program. The results demonstrated that the higher is the alumni’s English proficiency, the better is their cumulative GPA. The results of the current science students’ questionnaire showed their preferred language of instruction could be predicted by their attitudes and society’s attitudes. Most of these students preferred to learn sciences in their native language (Arabic), which contradicted the policy of the current program. The instructors’ questionnaire results showed that instructors held divergent perspectives on the usage of EMI and students’ native language in the undergraduate science programs. To conclude, educationists and programs policymakers need to locate more attention and interventions toward the language of instruction. It is also recommended that universities provide science students with more English courses. Science students should also have English for science purposes courses to familiarize them with the science terms and prepare them to read science materials.
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Harvey, Carol. "University of Winnipeg." Florilegium 20, no. 1 (January 2003): 72–74. http://dx.doi.org/10.3138/flor.20.020.
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The University of Winnipeg is a bustling campus situated in Winnipeg’s downtown. Within the space of one city block, some eight thousand students pursue degrees, diplomas and certificate programs in the Humanities, Social Sciences, Sciences, and Education. Most courses lead to the three or four-year B.A. or B.Sc. or the four-year Honours degree; the five-year integrated B.Ed./B.A. or B.Sc. program combining academic and professional courses is increasingly popular. Master’s programs are offered by the Faculty of Theology and a small number of Joint Master’s programs is available in conjunction with the University’s sister institution, the University of Manitoba. Although there is no department of Medieval Studies as such or an interdisciplinary program, several departments do offer courses that introduce undergraduate students to the field.
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Mullen, Michael G., and Debra Salvucci. "A five-year retrospective on an undergraduate SMIF program." Managerial Finance 45, no. 5 (May 13, 2019): 622–36. http://dx.doi.org/10.1108/mf-08-2018-0386.
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Purpose For undergraduate-only, AACSB-accredited business programs, establishing a student managed investment fund (SMIF) can be an enormous, but potentially worthwhile, undertaking. Resources are often very limited – especially for faculty where their time is already consumed by teaching, administrative and publishing requirements. The purpose of this paper is to reflect on the five-year experience at Stonehill College and suggest considerations for undergraduate institutions seeking to establish such programs. Design/methodology/approach This is a retrospective on the experience of designing and implementing a SMIF-based academic program. Student education and professional skill development should be the primary outcomes evaluated with such programs. Included are brief perspectives on the program from its alumni with commentary on perceived value in one to four years following graduation. Findings The experience to date suggests that establishing a SMIF at a smaller, undergraduate-only institution is challenging. For a SMIF to generate educational returns commensurate with its cost, it needs to be part of a comprehensive, academic-driven program that garners broad support by the business faculty and administration of the college. Personal reflections by its program alumni suggest that it can be a very meaningful academic and experiential learning opportunity. Research limitations/implications This paper is focused largely on the experience of one institution. Further insights may be attained by a broader, unbiased analysis of institutions where SMIF programs have succeeded or failed to meet similar objectives. Practical implications The authors suggests that the creation of a SMIF program at smaller, undergraduate-only institutions faces unique challenges relative to larger, more well-endowed universities. These challenges can be overcome but not without a broad internal commitment. These programs, if done in a comprehensive way, can significantly impact student outcomes. Originality/value The retrospective offers up-to-date insights on the value and challenges of starting a SMIF program at smaller-sized, undergraduate-only academic institutions.
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Thiry, Heather, Timothy J. Weston, Sandra L. Laursen, and Anne-Barrie Hunter. "The Benefits of Multi-Year Research Experiences: Differences in Novice and Experienced Students’ Reported Gains from Undergraduate Research." CBE—Life Sciences Education 11, no. 3 (September 2012): 260–72. http://dx.doi.org/10.1187/cbe.11-11-0098.
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This mixed-methods study explores differences in novice and experienced undergraduate students’ perceptions of their cognitive, personal, and professional gains from engaging in scientific research. The study was conducted in four different undergraduate research (UR) programs at two research-extensive universities; three of these programs had a focus on the biosciences. Seventy-three entry-level and experienced student researchers participated in in-depth, semi-structured interviews and completed the quantitative Undergraduate Research Student Self-Assessment (URSSA) instrument. Interviews and surveys assessed students’ developmental outcomes from engaging in UR. Experienced students reported distinct personal, professional, and cognitive outcomes relative to their novice peers, including a more sophisticated understanding of the process of scientific research. Students also described the trajectories by which they developed not only the intellectual skills necessary to advance in science, but also the behaviors and temperament necessary to be a scientist. The findings suggest that students benefit from multi-year UR experiences. Implications for UR program design, advising practices, and funding structures are discussed.
Dissertations / Theses on the topic "Four-year undergraduate programs"
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Naidoo, Saloshana. "Exploring the undergraduate Information Technology experience of an extended four-year programme." Thesis, University of Pretoria, 2005. http://hdl.handle.net/2263/66229.
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Student academic progress has been at the centre of concern to all higher education institutions in South Africa. It is understood that student progress emanates from a range of dynamics that gives students different educational experiences. The student cohort at University of Pretoria (Abdulghani et al., 2014) come from diverse cultural backgrounds in South Africa, aptly called the rainbow-nation, and subsequently bring different levels of proficiency and world experiences to the higher education sector. The student population is like a tapestry interwoven from different cultures and includes students from all 'walks of life', rich and poor, alternative lifestyle and background, as well as students who are disabled, and students who have diverse sexual orientations. The transition from school to university is regarded as a time of extreme stress for students arriving at the university door for the first time. The expectations of students are mostly unknown, but educators know that students entering university come from positions of extreme inequality, not only in terms of schooling, but also of financial and other resources. It is well-documented that in addition to all the other changes, a large number of students arrive at the university lacking the necessary knowledge and skills that will help them cope at university. These are largely students that come from underprivileged schools that still bear the ravages of apartheid education. To assist students in overcoming the lack of these skills and bridging the educational gap, higher education has to address these needs. Hence, it is the intention of this research to "explore the undergraduate Information Technology experience of an extended programme". The research is a four-year longitudinal study of IT students in the extended (four-year) IT degrees at UP, and has analysed interviews conducted with IT graduates in a range of professional settings. Taken together, these components have been designed to expand the researcher's understanding of undergraduate IT experience (extended programmes) and the transition from university to the workplace. Furthermore, it focuses on how students in Information Technology experience their education, how they gain knowledge of what Information Technology is, and what their post-graduation plans are. Based mainly on the theoretical framework of Vincent Tinto (1975), this study provides an analysis of research regarding student experiences, retention and withdrawal in the extended four-year programme (E4YP) in IT. The research methodology used to conduct this study includes a mixed methods approach undertaken from more than one point of view. The researcher used a combination of qualitative and quantitative research features. The data was generated by surveys (online questionnaires and mini-questionnaires), mini-essays and the results of statistical analysis using academic results and Students� Academic Readiness Survey (STARS) scores. The findings of this study paint a portrait of typical first-year students irrespective of study direction. Their experiences and journey during the first-year are fraught with issues such as finance, accommodation, transport, gender inequality, institutional hiccups, loneliness and exhaustion, and difficulty in finding their way around campus. However, many expressed experiencing the euphoria of freedom from school/parental rules, meeting new friends and socialising, and enjoying the general feeling of being a university student.Thesis (PhD)--University of Pretoria, 2017.
Informatics
PhD
Unrestricted
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Hench, Jessica Walker. "Understanding the lived experiences of students in a comprehensive four-year undergraduate leadership development program." W&M ScholarWorks, 2015. https://scholarworks.wm.edu/etd/1539618890.
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Halling, Daye H. "Analysis of resistance exercise curriculum in select four-year undergraduate physical education programs." Thesis, 1992. http://hdl.handle.net/1957/36789.
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The purpose of this study was to determine whether differences exist
in the level of coverage of resistance exercise in select four-year college and
university undergraduate physical education programs. The study also
examined whether differences exist between content suggested for training
resistance exercise specialists and the curriculum being offered. A final
dimension of the study was to identify existing program options with an
emphasis on resistance exercise. The objective was to identify information
that might be applied by college and university-level curriculum specialists
for the development of resistance exercise related courses. The survey
instrument (a mailed questionnaire) was developed by integrating the
NSCA role delineation study (1988) and a study of the literature related to
resistance exercise. A panel of specialists was employed to expand, modify,
and validate the instrument. Twelve categories and 91 content areas were
identified.
The study population was comprised of 76 National Strength and
Conditioning Association (NSCA) members who were listed under
undergraduate physical education programs in the Physical Education
Gold Book. Of the 76 members contacted, 63 (83%) completed and returned
the questionnaire. The findings of the study showed that differences do
exist in the level of coverage of resistance exercise in the curriculum of
four-year undergraduate physical education programs. The three
categories with the most consistently high coverage were Muscle
Physiology, Biomechanics, and Testing and Evaluation. The three
categories with the most consistently low level of coverage were
Administration/Organizational Concerns, Special Populations, and
Methods Used to Develop Strength. The content areas with the most
consistently high level of coverage were Dynamics of Contraction,
Movement Terminology, Body Mechanics, Lactic Acid Metabolism, and
Modes of Strength Training. The content areas receiving the most
consistently low level of coverage were Legal Issues, and Functional
Isometrics.Graduation date: 1992
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Chou, Yen-Ling, and 周彥伶. "The Research on the Curriculum of the Department of Applied Japanese of the Four-Year Undergraduate Program." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/yw4657.
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碩士銘傳大學
應用日語學系碩士班
97
The Department of Applied Japanese of the Four-Year Undergraduate Program is different from traditional universities. The Department of Applied Japanese of the Four-Year Undergraduate Program is planned in accordance with the aim at incubating highly professional talents that society need. It was established in 1999. Now have 17 schools. Each school’s purpose is to incubate highly professional talents that society need. What kind of curriculum that the Department of Applied Japanese of the Four-Year Undergraduate Program had. During the past years, weather the curriculum is practicality or needs to be improved has been an issue. According to documents, this thesis advances the six standards of five-skill curriculum （listening, speaking, reading, writing, and translation skills）, applied Japanese curriculum, language society and culture curriculum, English and computer curriculum, business curriculum, the other curriculum. Use the six standards to classify The Department of Applied Japanese of the Four-Year Undergraduate Program of curriculums. To generalize five characteristics that is varied of α, qualifications and practical training, also has to advance to a higher school’s purpose, new aim of educate, variety curriculum. In order to know the practicality of the curriculum, I carry out the graduates questionnaires. Understand what they need and find out the problems, to propose suggestions. The problems of curriculum are about educate purpose and applicant of condition, Japanese + α, aim of employment curriculum. The suggestions are about graduates questionnaires, importance of Japanese, a field of educate.
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Ritter, Kathleen W. "The benefits of a peer-based mentor/tutor program for undergraduate students in a four-year traditional baccalaureate in nursing program." 2008. http://proquest.umi.com/pqdweb?did=1490075671&sid=1&Fmt=2&clientId=42585&RQT=309&VName=PQD.
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Lee, Mei-li, and 李美麗. "The Actual State Study of Curriculum Design in the Four- Year Undergraduate Program of the Department of Applied Japanese." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/72897034901643968151.
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博士東吳大學
日本語文學系
100
In order to get a real picture of the curriculum of the four-year undergr- aduate program of the Department of Applied Japanese, this paper, based on the curriculum in the 2007-2010 academic year, reviews the correlation between course design and educational goals, the connection with the courses in vocational senior high schools, and the learning methods of the professional Japanese in the future. The result of the survey shows that only nine colleges match their course designs with educational goals and they are mostly schools with single education goal. In addition, there is inconsistency of the Japanese education in the connection between the senior high school and college in the technological and vocational education system. The final goals of both school systems are set to pass level 2 of the Japanese Language Proficiency Test, which results in the high degree of similarity in the teachin- g contents of the two systems. The current curriculum of the four-year undergraduate program of the Department of Applied Japanese features “emphasis on practicality,” “specialization of learning contents,” “emphasis on cultural differences and awareness,” “obtaining certificates,” and “emphasis on practice training.” Nevertheless, there are many hidden problems, to name a few, “inconsistency between practical courses and educational goals,” “inconsistency between practical courses and basic courses,” “contradictions between the diversified curriculum and teachers’ specialties,” “incompatibility between textbooks and course names or teaching contents,” and “discrepancy between width and depth of the course content.” In response to these problems, I offer some of the following feasible suggestions: simplification of educational goals, close correlation between practical courses and basic courses, reeducation of teachers, redesigning of textbooks, introduction of professional Japanese in the elementary phase, and redirection of the final goal of passing Japanese language proficiency test to the emphasis on professional ability.
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Mamvura, Innocent. "Time-to-degree: identifying factors for predicting completion of four year undergraduate degree programmes in the built environment at the University of Witwatersrand." Thesis, 2013. http://hdl.handle.net/10539/12697.
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A research report submitted to Faculty of Science, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Science, 2012.The study aims to identify the variables which best predict completion of four year undergraduate degree programmes, in the Schools of Construction Economics and Management and Architecture and Planning, at the University of Witwatersrand (Wits) in South Africa. The research is important to the University and in particular the schools under investigation, because there are only a few studies done in South African universities on this topic and it will contribute to the knowledge on variables that positively influence Time-to-Degree. Selected demographic variables such as Gender, Race, and Home Language were analysed. Other variables considered include: University Courses, First Year Scores, Matric Aggregate, Financial Aid and Residence Status. The Binary Logistic Models, a Multinomial Logistic Model and Classification Tree Model were developed to test for the significance of the predictor variables at 5% level of significance. The Statistical packages that were used in the analysis of data are Statistical Package for Social Sciences (SPSS), Statistical Analysis System (SAS). The logistic regression models indicated that Home Language is English and the first year university course Building Quantities 1 are the most important predictors of Time-to-Degree. The other variables that were significant are Gender is Female, Not Repeat, Theory & Practice of QS 1, Architectural Representation I, Building Quantities 1, Construction Planning and Design, Physics Building and Planning for Property Developers. Architectural Representation I, Building Quantities 1, Construction Planning and Design, Physics Building and Planning for Property Developers. Matric Aggregate is an important predictor of university first year success though it has no impact on TTD. The Classification Tree indicated that passing first year at university was significant as it increases the chances of completing the degree programme within the minimum time.
Books on the topic "Four-year undergraduate programs"
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Whiteley, John M. Character development in the freshman year and over four years of undergraduate study. [Columbia, S.C: Center for the Study of the Freshman Year Experience], 1988.
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Halling, Daye H. Analysis of resistance exercise curriculum in select four-year undergraduate physical education programs. 1992.
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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.
Book chapters on the topic "Four-year undergraduate programs"
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Kothapalli, Naga Rama. "Four-Year Research Engagement (FYRE) Program at the University of Oklahoma: Integrating Research in Undergraduate Curriculum." In ACS Symposium Series, 23–31. Washington, DC: American Chemical Society, 2018. http://dx.doi.org/10.1021/bk-2018-1275.ch002.
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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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Miller, Susan M., Walter H. Moos, Barbara H. Munk, and Stephen A. Munk. "Four-year undergraduate degree programs." In Managing the Drug Discovery Process, 59–88. Elsevier, 2017. http://dx.doi.org/10.1016/b978-0-08-100625-2.00004-0.
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Corkish, Richard. "Undergraduate and Postgraduate Education in Renewable Energy." In Renewable and Alternative Energy, 81–92. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1671-2.ch003.
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This chapter explores how the University of New South Wales (UNSW) has undertaken silicon solar cell research since the mid-1970s and achieved world recognition in the 1980s. The UNSW solar cell research group has led international commercialisations and, since 2000, pioneered specialised undergraduate education in photovoltaics engineering. The Photovoltaics and Solar Energy undergraduate program is a unique four-year full-time Bachelor of Engineering program covering device theory; photovoltaic technology and manufacturing; photovoltaic applications and system design; policy, analysis, and modelling; renewable energy technologies; and sustainable energy. The related Renewable Energy Engineering program encompasses a broader range of renewable energy technologies including solar thermal systems, wind turbines, biomass, and also the important areas of solar architecture and energy efficiency. The School also offers four postgraduate coursework and two research programs in the same topics. In-house developed technical tools are used extensively in teaching and research.
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Ames, Angeline, Todd T. Ames, Mylast E. Bilimon, and Debra T. Cabrera. "The Importance of Indigenous Scholarship, Indigenous Knowledge, and Education in Micronesia." In Learning and Reconciliation Through Indigenous Education in Oceania, 61–75. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-7736-3.ch004.
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This chapter examines the importance of indigenous scholarship in the Micronesian region. The authors assess education, in particular graduate students' Master's theses in the Micronesian Studies Program at the University of Guam. The University of Guam is the only four-year university in the region, offering undergraduate and graduate programs. One of the main objectives of the university is research contribution to other two-year colleges in the region, such as the College of the Marshall Islands and the College of Micronesia, Yap State Campus. The importance of indigenous knowledge, the art of researching, cultural preservation, indigenous research methods, educational responsibilities, and imposter syndrome among UOG undergraduate students are discussed throughout the chapter, noting that education should be seen as an agent of social change by promoting indigenous scholarship, indigenous research methods, indigenous languages, sense of identity, and putting forth significant contributions to the academic literature of Micronesia.
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Ro, Hyun Kyoung, and Kadian McIntosh. "Constructing Conducive Environment for Women of Color in Engineering Undergraduate Education." In Critical Research on Sexism and Racism in STEM Fields, 23–48. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0174-9.ch002.
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The engineering field, in particular, struggles to recruit and retain students, especially women of color. Thus, consideration of how academic environments, such as treatment by faculty and peers, interaction with faculty, and available resources for learning and tutoring, uniquely affect women of color is examined. Several theories, such as critical racial theory, intersectionality, and campus climate framework, highlight the importance of examining individual characteristics and details of the environmental context. This study used data from a sample of 850 women students in 120 U.S. engineering undergraduate programs from 31 four-year institutions. Black women engineering students experienced and perceived more differential treatment because of their race/ethnicity but interacted more with faculty than White women students. This study provides critical implications for policy and practice regarding how administrators and faculty members can design engineering programs to create better climate and offer resources for women of color students.
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Chia, Jia Ying, Shenn Ni Chow, Fang Li, Patricia Kar Wai Ng, and Christian Kahl. "Stuck in the GeM Jam." In Higher Education Challenges in South-East Asia, 118–34. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4489-1.ch006.
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In this chapter, the researchers present the results of the action research project. The GeM (Future General Manager) Program is a specifically-designed training program for outstanding students in the hospitality school to gain specific deep-grounded work experiences in several hotels in Klang Valley, Malaysia. This study used the action research approach to understand the quality of today's industrial training programs. Four final-year undergraduate students from the hospitality school reflected on their training experiences and provided feedback on how the GeM Program can be further developed to enhance the learning outcomes for future training participants. This chapter helps to understand how to develop, design, implement, and monitor a successfully structured training program for the future of the hospitality industry. With this, hotels can acquire the best student trainees who will further their career as employees with them.
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Hsu, Jeffrey, Karin Hamilton, and John Wang. "Educating IT Professionals Using Effective Online, Pedagogical, and Scheduling Techniques." In Professional Advancements and Management Trends in the IT Sector, 109–26. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0924-2.ch008.
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Information technology professionals comprise an important segment of adult learners seeking a four-year undergraduate degree, and it is important to provide programs that address not only the conceptual and theoretical, but also adult learning needs in terms of career orientation and practicality together with providing real-life applications relevant to the needs of the IT job marketplace. The techniques of employing distance learning, providing modular and practical learning segments, emphasizing adult-oriented learning preferences, engaging users toward learning, and providing appropriate course schedules and sequencing are discussed in the context of an actual adult learner program. This program integrates job and career-oriented needs with that of a well-rounded business education. Examples and illustrations are provided to illustrate how an adult-oriented program was customized to provide needs important to adult learners and IT professionals, with the objective of producing superior and useful learning results.
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Lavi, Rea, and Aikaterini Bagiati. "The New Engineering Education Transformation Program at Massachusetts Institute of Technology: The Evolving Design and Implementation of a Programmatic Evaluation Study." In Advances in Transdisciplinary Engineering. IOS Press, 2022. http://dx.doi.org/10.3233/atde220698.
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The New Engineering Education Transformation (NEET) program was launched in 2017 as a cross-departmental endeavor to reimagine undergraduate engineering education at Massachusetts Institute of Technology (MIT). NEET prepares students to tackle authentic 21st-century challenges by learning about new machines and systems, engaging in making and discovering activities, employing hands-on pedagogy, and cultivating the NEET Ways of Thinking. Students join the program for three years, from sophomore to senior year, in one of four threads: Autonomous Machines, Climate and Sustainability Systems, Digital Cities, or Living Machines. Once they complete the program, students receive a certificate of program completion. During Fall 2019, at the start of its third operational year, NEET leadership decided to initiate a comprehensive evaluation of the program. The authors conducted semesterial evaluations of the program from Spring 2020 till the present. Data for these evaluations were collected from program leadership, faculty, instructors, staff, and students, as well from institutional sources. We describe the evolving cycles of programmatic evaluation, including the design and implementation of these efforts, the suggestions made to program leadership, and the implementation and subsequent evaluation of those suggestions. We outline the challenges and opportunities which came up during evaluation. Finally, we provide recommendations for evaluators of similar programs.
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Rothstein, William G. "The Organization of Medical Schools After 1950." In American Medical Schools and the Practice of Medicine. Oxford University Press, 1987. http://dx.doi.org/10.1093/oso/9780195041866.003.0021.
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Between 1950 and 1980, state and federal funding made higher education a major component of American society in terms of the number of institutions, students, and faculty members; the range of academic and professional programs; and the capital investment and expenditures. Medical schools also grew from small, narrowly based institutions that educated undergraduate medical students to large academic medical centers that provided a wide range of educational, research, and patientcare activities. The schools changed their internal structures by replacing part-time faculty members with full-time faculty and restricting clinicians' private practices to the medical school. Their independent sources of funding and autonomy affected relations with their parent universities, affiliated health schools, and the community. The most distinctive feature of higher education after mid-century has been its greater accessibility to students. The number of degree-credit enrolled college students increased from 2.7 million in 1949 to 5.9 million in 1965, 11.2 million in 1975, and 12.4 million in 1982. Between 1950 and 1982, the proportion of the 25- to 29-year-old population who had completed four or more years of college rose from 7.7 percent to 21.7 percent, even though the number of persons in that age group increased by two-thirds. The most rapid growth in higher education occurred from the late 1950s to the mid-1970s, when total degree-credit enrollment tripled. From 1975 to the early 1980s, three-fourths of the growth has been due to part-time students. The greater accessibility of higher education has especially benefited those groups of students who had low rates of college attendance at mid-century. The number of women students increased from 0.8 million in 1949 to 6.4 million in 1981, while the number of men increased from 1.9 million to 6.0 million. Between 1950 and 1982, the proportion of blacks 25 to 29 years of age who had completed four or more years of college increased from 2.8 percent to 15.8 percent. In 1979, blacks accounted for 10.5 percent of high school graduates and 10.0 percent of college enrollees. In the same year, hispanics accounted for 4.3 percent of high school graduates and 4.2 percent of college enrollees. Changes have occurred in the academic status of many students.
Conference papers on the topic "Four-year undergraduate programs"
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Wilson, Judith D. "What should be the mission of four year undergraduate programs in information systems?" In the sixteenth SIGCSE technical symposium. New York, New York, USA: ACM Press, 1985. http://dx.doi.org/10.1145/323287.323407.
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Hunko, Wesley S., and Lewis N. Payton. "Implementing Computer Numerical Controls Affordably at a Four Year University." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-66152.
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Additive manufacturing, fundamentally, is computerized numerical controls using a specialized printer head as the “tool”. Any new curriculum implementing “additive manufacturing” stands upon the fundamental and advanced work done before in computer numerical controls. Although there certainly is a need for end user laboratories based upon purchased printers, the challenge in designing curriculums that support developing the next generation of additive manufacturing must also include computer numerical controls. The best designers must be able to picture the entire system when developing new systems. During the late twentieth and early twenty-first centuries, the “hands-on” engineering laboratories typical of the post-World War II engineering campus gave way to computerized laboratories and simulation. Traditional engineering assets (lathes, mills, drill presses, etc.) were retired as they aged without replacement in favor of computer laboratories full of PC’s and software. As the 20th century ended, there was a realization that computer simulation is no substitute for “cutting metal” or “making things”. Designers need to understand process in order to communicate with technologists from trade schools and industry. Even a simple engineering drawing can often simply not be created due to process limitations (e.g., a perfectly drawn internal 90-degree angle in a CAD drawing does not occur in nature OR a machine shop). As the four year universities shut down their hands on programs, the two year programs implemented complex computer numerical controls curriculums to train operators for industry. The incredibly expensive equipment needed to do this is funded by state governments trying to attract industry to the state. The four year universities, responsible for creating the next generation of manufacturing machines, do not have access to THIS generations machines. The National Science Foundation and state governments don’t see the need for upper level engineering students to have ready access to machines that cost up to a million dollars each. The universities fortunate to have CNC machines usually keep them locked away from the students for safety of the machines and the students. Technicians make things for the students on the limited number or machines available. There is no understanding of the machines and very little understanding of the processes the machines are doing. An earlier paper by the authors described a way to implement an affordable undergraduate “manual” innovation laboratory. This article describes an affordable way for upper level universities to implement an effective machine design atmosphere for subtractive and additive manufacturing. The students modify existing machines from that earlier laboratory into multi-axis CNC machines. Students have successfully built five axis mills, lathes with live tooling and now a unique metal printing machine. The goal is not to create operators, but to enable designers of the next generation of machines. At the very least, students are immediately useful as design engineers when hired by companies making the most advanced (and expensive) additive/subtractive machines. The emphasis is not on expensive super machines but on very capable simple machines as emphasized in the Toyota Production System. One specific, inexpensive example will be provided for other institutions to utilize. The result has been an affordable laboratory that supports undergraduate students, graduate research students, and the university as a whole while teaching the design and control of computer numerical machines.
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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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Hechanova, Anthony. "Technical Workforce Education and Training Program at Abu Dhabi Polytechnic: Integration of Academia and Industry Requirements." In 2018 26th International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/icone26-82094.
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The United Arab Emirates (UAE) is a developing affluent nation. The leaders of the UAE announced the pursuit of peaceful nuclear power in 2008 and by the end of the following year established its Nuclear Energy Program Implementing Organization (the Emirates Nuclear Energy Corporation (ENEC)), Federal Authority for Nuclear Regulation (FANR), and ordered four APR-1400 pressurized water reactors from the Korean Electric Power Company (KEPCO). Nuclear Engineering programs were initiated soon afterwards at Khalifa University for graduate students and the University of Sharjah for undergraduate students. The technical workforce including nuclear power plant local operators and chemistry and radiation protection personnel was established by ENEC and the Institute of Applied Technology as an inaugural program of Abu Dhabi Polytechnic (AD Poly) in 2011. This paper describes the development of the dual education and training program at AD Poly, the experience of the initial cohorts who conducted their training at the APR-1400 units at the Shin Kori Nuclear Power Plant in Korea, and the current program between the AD Poly Abu Dhabi campus and the new Barakah Nuclear Power Plant based on lessons learned from the earlier years.
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Banta, Andrew, and Ngo Dinh Thinh. "An Instructional Cogeneration Laboratory Using Gas Turbine Technology." In ASME 1996 International Gas Turbine and Aeroengine Congress and Exhibition. American Society of Mechanical Engineers, 1996. http://dx.doi.org/10.1115/96-gt-197.
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The Mechanical Engineering Department at California State University, Sacramento (CSUS) has completed the design and constructed a $250,000 Instructional Cogeneration Laboratory devoted solely to undergraduate education. This facility will serve about 100 students per year in the Department’s Mechanical Engineering (ME) and Mechanical Engineering Technology (MET) programs. The major components are a 75 kW natural gas fired gas turbine-generator connected to a electrical load bank, a waste heat boiler, four heat exchangers, an absorption chiller and an existing cooling tower. Computer based data acquisition will be used to monitor pressures, temperatures, flows and stack emissions. This project has provided an excellent learning experience for ME and MET students in their senior project classes. Initial laboratory exercises will measure performance of the major pieces of equipment; future plans call for developing a series of heat transfer experiments.
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Abrate, Serge, Jefferson F. Lindsey, Alan Weston, Jon Rivers, and William Dill. "Advanced Technological Pre-College Education Program in Composite Manufacturing." In ASME 1999 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/imece1999-0636.
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Abstract This article describes a National Science Foundation sponsored project to promote technological education with a focus on composites manufacturing. This project has four components: (1)the promotion of careers in Technology to students in grades 7–11; (2) summer camps for students grades 7–11; (3) short courses for high school teachers; (4) developing new courses at the undergraduate level. For each component of the project, a rationale, detailed content, delivery methods, and assessment methods will be discussed. Experience indicates a need to reach secondary school students to make them aware of careers in Technology and related educational opportunities at two-year and four-year institutions and to present a positive and attractive image of the field. Our efforts are directed towards students in grades 7–11. To reach a maximum of students in a large geographic area using several approaches: 1. Presentations using distance learning facilities that allow interactive audio/video presentations at different sites. Faculty members on campus can communicate with six or more sites simultaneously and present computer-based materials, videos, and conduct live demonstrations. 2. School visits. Many schools do not have access to site for interactive video presentations. 3. A web site developed for the project contains regularly updated information about the project, information about composite materials, and the field of technology. Interested parties can register for various programs by filling out the appropriate forms on the web. 4. Special events such as National Engineers Week and Open House Days are used to establish personal contacts. This paper describes how the presentations are delivered, their contents, and how effective they are in promoting a positive image of technology. Another important component of this project is that each institution offers summer camps for students in grades 7–11 and short courses for high school teachers. Each of these activities concentrate on one specific technical area and offer both a general view of that area and how it can lead to rewarding careers in industry, and direct hands-on experiences.
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Margolis, James, and Daria Kotys-Schwartz. "The Post-Graduation Attrition of Engineering Students: An Exploratory Study on Influential Career Choice Factors." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-10906.
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Attrition issues with undergraduate engineering students, while concerning, are well documented. However, little research has explored post-graduation attrition. U.S. Department of Labor statistics suggest that as many as 45 percent of workers with engineering degrees are not employed in engineering jobs. As China and India increasingly compete with the U.S. in the production of engineers and enrollment in U.S. engineering programs continues to lag behind other four-year degrees, training a consistent number of quality engineers is a critical issue for the American workforce. Anecdotal evidence of problematic post-graduation attrition—that is, attrition related to controllable factors in students’ educational experiences that push them away from engineering careers, as opposed to attrition of students who wish to creatively apply their skills in other occupations—coupled with the need for engineers in the workforce motivated this research. This study investigated the post-graduation plans of senior level mechanical engineering students at the University of Colorado at Boulder. Over the course of one year, two surveys were administered to 169 students, a mix of graduating seniors and students in a Senior Capstone Project course. Students were classified into four groups based on their post-graduation plans: 1. Pursuers (35% of total sample): students pursuing an engineering career immediately after graduation without reservations or plans to leave the field in the future. 2. Returners (22% of total sample): students not pursuing an engineering career immediately after graduation but with plans for an engineering career in the future. 3. Pursuers with Reservations (34% of total sample): students pursuing an engineering career immediately after graduation who currently had reservations about their career choice and/or planned to leave the field in the future. 4. Leavers (9% of total sample): students not pursuing an engineering career immediately after graduation with no plans for an engineering career in the future. The results indicated that 65% of the sample had, at least, some reservations about pursuing an engineering career. Results also suggested five factors that may influence post-graduation attrition: 1. Feeling prepared to pursue an engineering career, 2. Internship experiences, 3. Senior Capstone Project course experiences, 4. Satisfaction with the quality of instruction in the engineering program, and 5. Career values related to financial rewards and enjoying co-workers.
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Anwar, Sohail, and Jungwoo Ryoo. "Work in progress - integration of multidisciplinary security and risk analysis undergraduate program components into a four-year electromechanical engineering technology program." In 2009 39th IEEE Frontiers in Education Conference (FIE). IEEE, 2009. http://dx.doi.org/10.1109/fie.2009.5350531.
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Tsai, Janet Y., Daria Kotys-Schwartz, Beverly Louie, Virginia Ferguson, and Alyssa Berg. "Comparing Mentor and Mentee Perspectives in a Research-Based Undergraduate Mentoring Program." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-87723.
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At the University of Colorado Boulder (CU), a research-based undergraduate mentoring program is now in its second year of implementation. The program, Your Own Undergraduate Research Experience (YOU’RE@CU) has three main goals: improve the retention rate of diverse groups in undergraduate engineering, build undergraduate interest in engineering research, and prepare graduate students to take on leadership roles in either academia or industry-based research careers. In YOU’RE@CU, undergraduate students are paired with a graduate mentor and work in the graduate student’s lab several hours a week. Undergraduate mentees enroll in a one-credit seminar course focusing on research and graduate school opportunities, and are assessed via pre- and post-surveys to gauge their excitement and interest in engineering. The undergraduates also respond to biweekly qualitative reflective questions while participating in the program. Graduate mentors complete several reflective questions about their experiences and are required to complete pre- and post-assessments. Adopting a person-centered, case study approach, this paper focuses on two telling examples of research-based mentoring relationships in the YOU’RE@CU program. Given identical mentor training through YOU’RE@CU, two graduate students start the Spring 2012 semester by meeting with their mentees to launch a research project. By examining application, pre-survey, reflective questions, and post-survey responses from these four participants, the differences in the trajectory of the two paired mentoring relationships can be clearly seen over the course of one semester. This close examination of two disparate mentoring relationships is instructive in understanding the subtle details that create either a positive learning environment or an uncomfortable lab situation for young engineers, and assists program administrators in making improvements in subsequent years.
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San Andre´s, Luis, Tae Ho Kim, Keun Ryu, Thomas A. Chirathadam, Kathleen Hagen, Alejandro Martinez, Brian Rice, Nick Niedbalski, Wayne Hung, and Michael Johnson. "Gas Bearing Technology for Oil-Free Microturbomachinery: Research Experience for Undergraduate (REU) Program at Texas A&M University." In ASME Turbo Expo 2009: Power for Land, Sea, and Air. ASMEDC, 2009. http://dx.doi.org/10.1115/gt2009-59920.
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The education of undergraduate mechanical engineering students (UGME) in state of the art technology development for microturbomachinery (MTM) is of importance to ensure the availability of qualified labor satisfying MTM manufacturer and end used needs, as well as to encourage the students towards pursing advanced degrees in science and engineering. National Science Foundation (NSF) funds a three-year summer Research Experience for Undergraduates (REU) Program (#0552885) to conduct hands-on training and research in mechanical, manufacturing, industrial, or materials engineering topics related to technological advances in microturbomachinery. The paper details the progress in research achieved by four UG students during 10 weeks in the summer of 2008. The students, assisted by seasoned graduate students and expert faculty, conducted work in aspects of gas bearing technology from manufacturing bearing components, to conducting rotordynamic performance tests, and to predicting rotordynamics performance. During the program, the students attended to a number of technical seminars including vocational and counseling presentations and preparation for admission to graduate school. The paper showcases the students’ technical posters produced upon completion of their 10 week research program: (1) Precision Tooling for Manufacturing an Underspring of a Generation II Foil Bearing, (2) Measurements of Imbalance Response of a Rotor Supported on Gas Foil Bearings, (3) Predictions of Nonlinear Rotordynamics of Rotor-Foil Bearing Systems, and (4) Measurements of Rotor Lift-Off and Break Up Torque in a Metal Mesh Foil Bearing. NASA GRC and Honeywell Turbocharging Technologies also provided support that enabled the success of the NSF REU program. URL http://reumicro.tamu.edu provides full descriptions on the program, topics of study, faculty involved and participating students.
Reports on the topic "Four-year undergraduate programs"
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Yusrina, Asri, Ulfah Alifia, Shintia Revina, Rezanti Putri Pramana, and Luhur Bima. Is the Game Worth the Candle? Examining the Effectiveness of Initial Teacher Education in Indonesia. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/106.
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An impactful teacher education programme equips teachers with knowledge and skills to improve their effectiveness. Empirical findings on the effectiveness of teacher preparation programmes show that the accountability of institutions and teachers should not only be based on the knowledge or skills produced but also on student learning. Our study aims to evaluate the effectiveness of a pre-service teacher education programme in Indonesia, known as Pendidikan Profesi Guru Prajabatan or PPG. PPG is a one-year full-time programme in addition to four years of undergraduate teacher education (Bachelor of Education). PPG graduate teachers pass a selection process and receive a teaching certificate upon completion of the programme. We use mixed methods to understand the differences in the outcome of PPG graduates majoring in primary school teacher education to their counterparts who did not attend PPG. To estimate the impact of PPG, we exploit the combination of rules and events in the selection process which allows us to estimate the impact of PPG on teacher performance using fuzzy regression discontinuity design (RDD). Once we attest to the validity of the fuzzy RDD, we find that PPG has no impact on a teacher’s professional knowledge and student outcomes in numeracy and literacy. We argue that this is due to the ineffective selection mechanism in distinguishing the PPG and the comparison group. We conclude that as an initial teacher training programme, PPG did not improve teacher effectiveness. Despite incorporating best practices from effective teacher training into the programme design, PPG does not appear capable of producing a higher-quality teacher.
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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.
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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.