Relevant bibliographies by topics / Technology undergraduates

Academic literature on the topic 'Technology undergraduates'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Technology undergraduates"

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Shin, Sunghee. "E-book Usability in Educational Technology Classes." International Journal of Distance Education Technologies 12, no. 3 (July 2014): 62–74. http://dx.doi.org/10.4018/ijdet.2014070105.

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This study was designed to enrich the learning experiences of in-service and pre-service teachers in two educational technology classes by adopting e-books as the course material. Graduate students were more positive about their e-book reading experience than undergraduate students, but, surprisingly, more undergraduates (63.6%) became interested in checking out e-book readers from the school library than graduate students (51.9%). Over three-quarters of undergraduates (78.6%) responded positively about the use of e-book readers by the end of the study. Despite their appreciation of e-book features, more than half of both undergraduate and graduate students preferred print books but were willing to use e-books and e-book readers for their readings. Shortcomings of e-books were eye-strain and the limitation of e-book collections.
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Tu, Yun-Fang, Gwo-Jen Hwang, Shu-Yen Chen, Chiulin Lai, and Chuan-Miao Chen. "Differences between LIS and non-LIS undergraduates’ conceptions of smart libraries: a drawing analysis approach." Electronic Library 39, no. 6 (October 25, 2021): 801–23. http://dx.doi.org/10.1108/el-07-2021-0129.

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Purpose This study aims to compare similarities and differences in library and information science (LIS) and non-LIS undergraduates’ conceptions and perceptions of smart libraries via drawing analysis. Design/methodology/approach In this study, a total of 156 undergraduate students described their perceptions of smart libraries as drawings and textual descriptions. A modified coding scheme with 8 categories and 51 subcategories was used to analyse the undergraduate students’ drawings. Findings Most of the undergraduate students’ conceptions of smart libraries still involve self-checkout and learning/reading, focusing on information appliances, technical services, activities and objects. The differences are that the LIS undergraduates’ drawings showed smart libraries with robots, interactive book borrowing with technology tools, intelligent services, location-aware services or mobile applications, whereas non-LIS undergraduates presented smart libraries as readers (learners), other activities and no smart technology services. LIS undergraduates focused on providing patron services with technologies. Non-LIS undergraduates were more likely to draw a complex space with immediate access to books or digital resources, quiet reading and the freedom to engage in library activities. Originality/value The results provide a baseline for future research on the topic and provide preliminary evidence of using the methods to discern LIS and non-LIS undergraduates’ conceptions of smart libraries.
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Balasubramanian, M., Senthil Selvan.S, V. R.Prasath Kumar, and Mahadevan S. "A Comparative Study on the Application of Quality Assessment Schemes in Academic and Construction Industries." International Journal of Engineering & Technology 7, no. 2.12 (April 3, 2018): 425. http://dx.doi.org/10.14419/ijet.v7i2.12.11510.

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In this study, the development of professionalism of undergraduate students of civil engineering is essential to face the challenges in the modern world and this study describes professional internship program for each semester in the civil engineering department at SRM Institute of Science and Technology. Based upon literature reviews of the professional internship program for each semester questionnaires are prepared and given to faculties, undergraduates of SRM Institute of Science and Technology and also get from the construction contractors, to predict issues in the traditional professional internship program. For undergraduates questionnaires consider weighted percentage of before and after professional internship program are Wb and Wa. The expert groups were utilized to planning, implementation, evaluation, and execution of the professional internship program at the SRM Institute of Science and Technology. An implementation of the professional internship program for each semester of undergraduate students of the civil engineering department at SRM Institute of Science and Technology. The outcomes obtained for civil engineering undergraduates are getting from valuable resources, that professional internship program for each semester is needed undergraduates to develop the carrier and gain knowledge and should create best civil engineers.
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Zhou, Chun Hua, Yun Cheng Wang, and Chu Xiang Chen. "Fuzzy Evaluation Expert System for Undergraduate Comprehensive Quality Based on Agent." Advanced Materials Research 756-759 (September 2013): 2557–61. http://dx.doi.org/10.4028/www.scientific.net/amr.756-759.2557.

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Aimed at the actual demand of current evaluation job for undergraduates, based on fuzzy set theory, a new thought to make comprehensive evaluation about undergraduates was raised by combining with Agent technology and artificial intelligence expert system technology in this paper. The mathematical model for evaluation was established via weighted fuzzy evaluation method and weighted fuzzy inference method based on reliability and realized by adopting Java language under Web environment, to gain professional conclusions and suggestions for undergraduate comprehensive evaluation.
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Geoghegan, Kate, December R. Payne, Matthew A. Myers, Samuel Hall, Ahmad Elmansouri, William J. C. Parton, Charlotte H. Harrison, et al. "The National Undergraduate Neuroanatomy Competition: Lessons Learned from Partnering with Students to Innovate Undergraduate Neuroanatomy Education." Neuroscientist 25, no. 3 (July 21, 2018): 271–80. http://dx.doi.org/10.1177/1073858418788000.

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Undergraduates often perceive neuroscience to be a challenging discipline. As the scope of neuroscience continues to expand, it is important to provide undergraduates with sufficient opportunities to develop their knowledge and skills with the aim of encouraging the future generation of basic and clinical neuroscientists. Through our experience of developing the National Undergraduate Neuroanatomy Competition (NUNC), we have accrued an extensive volume of performance data and subjective insight into the delivery of undergraduate neuroanatomy education, which has the potential to inform how to better engage students within this field. More broadly, our group has implemented a technology enhanced learning platform alongside a peer-assisted teaching program. These achieve the dual purpose of compensating for the reduction in dedicated neuroanatomy teaching hours and encouraging undergraduates to develop an interest in the neurosciences. Here, we consider how improving the learning experience at an undergraduate level encourages further engagement in the neurosciences and the importance of this within the wider neuroscience community.
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Quan, Shaohui. "A problem-based introduction to microwave technology for undergraduates." International Journal of Electrical Engineering & Education 51, no. 4 (October 2014): 383–94. http://dx.doi.org/10.7227/ijeee.0009.

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In China, Microwave Technology is a specialised basic course for the undergraduate student whose major is electronics and information engineering. At Beihang University (BUAA) it is arranged in the first semester of the junior year (i.e. the third of a four-year course) and mainly includes transmission line theory, the theory of waveguides, microstrip transmission lines, the analysis of microwave networks and microwave passive components. In this paper, a problem-based introduction to microwave technology is presented, with the aim of increasing the students’ interest and motivation to study this course. A pyramidal course structure for electrical engineering undergraduates in BUAA is then proposed, and the course orientation and outline of the Microwave Technology course incorporated within it. Questionnaire-based surveys demonstrate the positive effect of the course.
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Allgood, Sam, William B. Walstad, and John J. Siegfried. "Research on Teaching Economics to Undergraduates." Journal of Economic Literature 53, no. 2 (June 1, 2015): 285–325. http://dx.doi.org/10.1257/jel.53.2.285.

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This survey summarizes the main research findings about teaching economics to undergraduates. After briefly reviewing the history of research on undergraduate economic education, it discusses the status of the economics major—numbers and trends, goals, coursework, outcomes, and the principles courses. Some economic theory is used to explain the likely effects of pedagogical decisions of faculty and the learning choices that students make. Major results from empirical research are reviewed from the professor perspective on such topics as teaching methods, online technology, class size, and textbooks. Studies of student learning are discussed in relation to study time, grades, attendance, math aptitude, and cheating. The last section discusses changes in the composition of faculty who teach undergraduate economics and effects from changes in instructional technology and then presents findings from the research about measuring teaching effectiveness and the value of teacher training. (JEL A22, I23, J44)
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Richards-Kortum, R., L. V. Gray, and M. Oden. "Engaging Undergraduates in Global Health Technology Innovation." Science 336, no. 6080 (April 26, 2012): 430–31. http://dx.doi.org/10.1126/science.1213947.

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Walsh, Rosemary A. "Microscopy Outreach Through Shared Technology." Proceedings, annual meeting, Electron Microscopy Society of America 54 (August 11, 1996): 410–11. http://dx.doi.org/10.1017/s0424820100164519.

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Educational Outreach at PSU’s EM Facility for the Life Sciences evolved from the consolidation of multi-user laboratories and a growing demand for hands- on laboratory experiences requested by undergraduates, middle and highschool students and their teachers in central Pennsylvania. The EM lab is one of five such shared technology facilities which primarily provide university researchers with services and training.The development of educational outreach programs grew from early work on extension projects with faculty and graduate students in the College for Agricultural Sciences. That experience and a new climate of cooperation permitted our laboratory to promote problem-based learning in funded programs such as undergraduate reasearch (independent study /honors projects) and summer institutes for pre-college students in Biology (Howard Hughes Institute) and Agricultural Sciences (Pennsylvania Governor’s School, PGSAS).
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Fatt, James Poon Teng. "Perceptions of Information Technology in Higher Education." Journal of Educational Technology Systems 31, no. 2 (December 2002): 115–42. http://dx.doi.org/10.2190/1ah7-kv1h-tk5e-38ea.

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Considering the relentless pace at which information technology (IT) is shaping the global environment, this study aims to determine the impact of IT on university students from their attitudes toward IT. The areas examined in this study are the educational, personal and social aspects of the students toward the impact of IT. A survey was conducted on 201 undergraduates from two local universities, Nanyang Technological University and National University of Singapore, with almost equal numbers of engineering and non-engineering undergraduates. The results show that although all the respondents felt the impact of IT, their attitudes toward IT were varying with respect to the three areas of study. Contrary to common belief, non-engineering undergraduates were found to have a more positive disposition toward the impact of IT.
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Dissertations / Theses on the topic "Technology undergraduates"

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Goretsky, Andrew M. "Student Engagement of Traditional-Aged Undergraduates using Portable Internet Devices." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10076079.

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The purpose of this qualitative study was to gain a better understanding of the expectations and experiences of traditional-aged undergraduates as they interacted through portable internet devices (PID) at their institution of higher education (IHE). A Basic interpretive qualitative design was used for this study (Merriam & Associates, 2002; Merriam, 2009). One-on-one interviews were utilized to gather data from 22 students. Interviews were conducted with students from a single institution who lived on campus and owned at least one PID. The data was analyzed using an open thematic analysis (Merriam, 2009) and was guided by Kuh’s (1993) theory of student engagement.

Six major findings were identified. First, there has been an emergence of a new digital divide due to the proliferation of these devices. Second, it is important to consider the context of a student’s interactions when trying to engage through PIDs. Third, students have high expectations of their IHE student life and personnel when interacting via PIDs. Fourth, for students, there is continuity of interactions that occur with peers, faculty, staff, and external communities. Fifth, students are conditioned to, and, in fact, expect greater flexibility in planning efforts due to PID use. Lastly, PIDs have enabled a new form of accountability for students, allowing them to set and meet goals.

Observations from the study led to seven primary recommendations for practitioners. These recommendations focused on policies and practices IHE personnel can employ to foster engagement most effectively in their students. The implications for practice included that IHE personnel need to: (a) assess how students use PIDS to interact at the IHE, (b) make prudent decisions about communication efforts through PIDs to maximize return on investment, (c) assess continuously in-person situations to ensure maximum engagement from students, (d) provide PIDs to students upon arrival, (e) enhance communication efforts with parents and external communities, (f) integrate accountability and expectation functions on to institutional apps, and (g) develop strategic and tactical plans for engagement through PIDs. Results of the study provided insight into the unique blending of both the physical and virtual worlds of traditional-aged undergraduates through their use of PIDs.

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Salinas, Romelia. "The digital divide goes to college Latino undergraduates and barriers to digital information /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1580936671&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Zeng, Shuang. "English learning with Web 2.0 : an investigation into Chinese undergraduates' technology (non)use and perspectives." Thesis, University College London (University of London), 2015. http://discovery.ucl.ac.uk/10021822/.

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Moving beyond the ‘Web 2.0’ and ‘digital native’ rhetoric, this thesis investigates what Chinese undergraduates are actually doing (and not doing) with online tools and applications to learn English outside the classroom and, why they choose to do so. Particular attention is paid to their use and non-use of the social web in their English learning context. A sociocultural framework is adopted to understand learners’ behaviours surrounding digital technology. This theoretical position puts learners at the centre of their English learning and decision-making regarding technology use. It guides the exploration into the contextually mediated choices and practices of English learners in the so-called ‘2.0’ era. Data collection for this mixed sequential study took place during the 2010-2011 academic year. The data consist of a survey of 1,485 undergraduates and semi-structured interviews with 49 participants in two large Chinese universities. The data demonstrate a few embryonic signs of how Chinese undergraduates try to ‘escape’ from their English learning context with online technologies. However, a vast majority of the participants chose to use the web as an instrument to handle their academic duties. When it comes to English learning, their use of Web 2.0 is limited and mostly non-interactive and unspectacular. In light of the above, the thesis goes on to consider a number of contextual factors that appear to constrain participants’ use of technology – not least the discourses of English learning and the cultural artefact of exams. Based on these findings, the thesis provides a framework that challenges existing beliefs about (language) learning with Web 2.0, and that contributes to understandings of how context mediates language learners’ behaviours surrounding digital technologies. The thesis concludes by suggesting ways of maximizing the learning potential of Web 2.0 for English learners at Chinese universities.
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Gismondi, Adam. "#CivicEngagement: An Exploratory Study of Social Media Use and Civic Engagement Among Undergraduates." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104157.

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Thesis advisor: Ana Martinez-Aleman
Civic engagement is an activity that supports communities at local and national levels (Colby et al., 2000; Putnam, 1993; 2000). Within higher education, there has long been a desire to produce civically engaged graduates that will serve as leaders in addressing current and future societal problems. The task of developing young Americans that become socially aware, community-minded, and publicly involved requires a full understanding of the college learning environment for today's students. In recent years, the undergraduate environment has changed rapidly, with various digital social media presenting a new social and technological context for college students. Scholars have begun to explore the ways in which these social media have impacted the college environment, yet many areas for research have yet to be addressed. This exploratory qualitative study draws upon this growing literature base and social capital theory to ask: How do students understand the connection between social media use and their civic engagement while in college? This study presents data from six focus groups (n=35) and seven individual interviews conducted with students from campus organizations engaged in one of three pre-selected areas of civic engagement (Adler & Goggin, 2005). This study found that the students derived a great deal of civic value from their use of social media. These new media provide students with a constant stream of information that promotes both knowledge acquisition and the organization of others around common interests. However, findings from this study also indicate a number of challenges associated with the use of social media for civic learning and engagement, including the need to continuously filter an overwhelming amount of information and the intimidating nature of public civic debate online. The added value of social media in the development of civic behaviors speaks to a new way of thinking about ways to cultivate civic engagement. As colleges and universities continue to explore means to promote civic engagement as a learning outcome, the digital environments of students must be considered. A broad understanding of social technologies, along with a working knowledge of platform-specific features will help practitioners and scholars to better plan developmentally beneficial interventions
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Dingus, Alyssa. "Technology in Accounting: A qualitative study of undergraduate preparedness." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/honors/634.

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Throughout history, technology has had a major impact on every profession and how certain tasks are performed. In recent years, technology has accelerated at an astonishing rate causing a total shift in the valuable skillsets of young professionals. Accounting is no exception to this shift and, as technology continues to advance, emerging accounting professionals will no longer be expected to enter the workforce only with basic pen-and-paper accounting knowledge. Instead, they will also be expected to possess analytical skills and be prepared to apply and learn the newest technology on the market. However, the traditional accounting curriculum does not focus on technological skills. Rather, it focuses on the basics of accounting, theory, and manual journal entries. Although these basics are certainly fundamental to accounting knowledge they are no longer the most important skills in an accountants repertoire. This raises the following question: are accounting programs adequately preparing graduates to use technological skill in the workplace once they graduate? This research paper seeks to answer that question through a qualitative study of recent Tennessee accounting undergraduates.
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Manning, Judith. "Gender and technology : women's experiences in an undergraduate nursing program." Title page, abstract and table of contents only, 1997. http://web4.library.adelaide.edu.au/theses/09ARM/09armm283.pdf.

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Bibliography: leaves 73-92. The aim of this thesis is to determine how women felt about, and learnt to use, technological devices in an undergraduate nursing program. The study explores women's experiences when learning to acquire and apply knowledge of technological devices, in order to identify factors which facilitate, influence or inhibit that learning. Women's perceptions of nursing, and the value of technological device use in nursing care are also examined.
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Gallardo-Echenique, Eliana, Mark Bullen, and Andrea Castillo. "Peruvian undergraduate students' usage of digital technology in academic context." Institute of Electrical and Electronics Engineers Inc, 2020. http://hdl.handle.net/10757/656777.

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El texto completo de este trabajo no está disponible en el Repositorio Académico UPC por restricciones de la casa editorial donde ha sido publicado.
This paper presents the results of an interview of first-year university students at a private face-to-face university in Lima city on how they use digital technologies in their social and academic lives. This study was positioned in the interpretive paradigm with qualitative research design. Semi-structured interview with 13 open-ended questions was selected as the means of data. Atlas.ti. were used to analysed and coded all the interviews. To provide a well-structured approach to handling a large data set, thematic analysis was employed to analyse the verbatim transcription as outlined by Braun and Clarke. Contrary to the assumption that young learners are seen as highly adept technology users, the findings show that social networks (Facebook and Instagram) and WhatsApp are the most important applications for the participants.
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Rege, Karen M. "An examination of music technology requirements for undergraduate performance majors." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 110 p, 2008. http://proquest.umi.com/pqdweb?did=1757060791&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Halford, Sandy, and Florence M. Weierbach. "Inter-Professional Undergraduate Education and Technology Use in a Flipped Classroom." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/7384.

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Chung, Yoona. "Exploring tablets for undergraduate schoolwork." Thesis, Kansas State University, 2014. http://hdl.handle.net/2097/17382.

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Master of Science
Department of Food Science
Delores Chambers
Electronic reading (e-reading) device has been available for decades and there are many studies that have been published based on those devices. However with continuously changing tablet marketplace, there is a lack of studies looking at current devices. In order to understand the effect of tablets on undergraduate students, we conducted a consumer study to: 1) Determine the most beneficial tablet size for college students in their academic pursuits and 2) Determine the necessary types of support from academic libraries for college students conducting schoolwork using a tablet. An initial focus group study guided a consumer survey of 121 undergraduate students. The focus group study identified reading and note taking as key academic activities for tablet users. The participants were also interested in receiving quick help from the library and using electronic journal articles available from the library. A consumer survey took place at a university campus a month later. Each survey respondent answered a set of questionnaires using both large and small tablets of either Android or iOS operating system. The survey data showed that overall, larger tablet was preferred for academic use. Tablet size was not an important factor in reading or note taking (P ≥ 0.05) but perceived portability of a tablet size increased preference for that tablet size (P = 0.0078). In addition, the library’s instant messaging feature was found to be equally successful in both full and mobile website when viewed on a tablet (P ≥ 0.05). Many students who use HTML only or both HTML and PDF formats to view electronic journal articles when on a computer switched to PDF only when on a tablet. Our findings can assist tablet manufacturers in making a suitable tablet targeted for higher education uses. This study can also guide academic libraries in improving accessibility to resource for a growing number of undergraduate tablet users.
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Books on the topic "Technology undergraduates"

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I, T͡S︡ifrinovich V., and Berman Gennady P. 1946-, eds. Modern physics & technology for undergraduates. River Edge, N.J: World Scientific, 2003.

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Kashlev, Sergey. Interactive learning technology. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1033836.

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The educational and methodological manual examines interactive methods, the technology of interactive learning as an innovative pedagogical phenomenon, defines the features, content and structure of interactive methods, justifies the classification of interactive teaching methods, reveals the theoretical and methodological foundations of the use of interactive teaching methods in the pedagogical process, provides characteristics of about 70 individual interactive teaching methods, as well as the content of interactive classes, scientific and methodological seminars on pedagogy with students, listeners of the system of additional adult education. Meets the requirements of the federal state educational standards of higher education of the latest generation. For teachers and heads of institutions of secondary general education, additional education of children and youth, social educators, practical psychologists, students and teachers of pedagogical specialties of universities, undergraduates, postgraduates of psychological and pedagogical specialties, students of the system of advanced training and retraining of educational specialists, methodologists of educational institutions.
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Adaskin, Anatoliy, Aleksandr Krasnovskiy, and Tat'yana Tarasova. Materials science and technology of metallic, non-metallic and composite materials:the technology of manufacturing blanks and parts. Book 2. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1143897.

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Book 2 presents the technologies for manufacturing blanks and parts from metal materials: casting, welding, pressure treatment and cutting. The basics of electroplating technology are given. The technologies of manufacturing parts from non-metallic materials are considered: plastics, rubber, glass, as well as composite materials. The technologies combining the production of composite materials and parts from them are shown. The textbook is supplemented with two chapters reflecting the trends in the development of technology and technology (chapter 28 " Nanostructured materials. Features. Technologies for obtaining. Areas of application", chapter 29 "Additive manufacturing"). Meets the requirements of the federal state educational standards of higher education of the latest generation. For bachelors and undergraduates studying in enlarged groups of training areas 15.00.00 "Mechanical Engineering" and 22.00.00 "Materials Technologies". It can be used for training graduate students of machine-building specialties, as well as for advanced training of engineering and technical workers of machine-building enterprises.
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Nazarov, Vyacheslav, Roman Sandu, and Dmitriy Makarenkov. Technique and technology of combined processing of solid waste. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/996365.

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The educational manual provides information about industrial and domestic waste. The properties of the lithosphere and the soil components. The estimation of soil pollution by industrial and household waste. The peculiarities of classification of wastes and provides criteria for determining risk. Describe the General pattern of the combined methods of processing that use mechanical, physical, thermal and biothermal recycling processes. In detail the construction described granulating equipment, methods of intensification of processes, process flow sheets and engineering calculation methods. Special attention is given to the thermal methods of waste treatment, process lines, constructions of furnaces and reactors. On the basis of the system approach with use of data of environmental monitoring are considered the methodology for selecting the most available technology. Meets the requirements of Federal state educational standards of higher education of the last generation. Intended for independent work of undergraduates majoring in 20.04.01 "Technospheric safety" (master level), 20.03.01 "Technosphere safety" (bachelor level), 18.03.01 "Chemical technology" 18.03.02 "Energy and resource saving processes in chemical technology, petrochemistry and biotechnology". Can be useful for engineers and technicians of chemical industry and related industries.
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Adaskin, Anatoliy, Aleksandr Krasnovskiy, and Tat'yana Tarasova. Materials science and technology of metallic, non-metallic and composite materials. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1143245.

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Book 1 of the textbook consists of two parts. Part I describes the structure of metallic, non-metallic, and composite materials. Technologies of production of metal materials are considered: metallurgical production of ferrous and non-ferrous metals; powder metallurgy; technologies of production of non-metallic materials: polymers, glass, graphite; technologies of production of composite materials, including semi-finished products-prepregs, premixes. Part II is devoted to methods for studying the properties of materials. Metal materials, technologies of their hardening by thermal, chemical-thermal treatment, and plastic deformation are considered. The features of organic and inorganic nonmetallic materials, as well as the possibility of changing their properties, are given. Composite materials are widely covered, and the areas of their rational application are shown. Revised chapter 14, which deals with intelligent materials. Meets the requirements of the federal state educational standards of higher education of the latest generation. For bachelors and undergraduates studying in groups of training areas 15.00.00 "Mechanical Engineering" and 22.00.00 "Materials Technologies". It can be used for training graduate students of engineering specialties, as well as for advanced training of engineering and technical workers of machine-building enterprises.
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Pachurin, German. Technology for studying the destruction of structural materials under different loading conditions. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/981296.

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The textbook is devoted to solving topical issues related to the prediction of the effect of plastic deformation on the behavior in various operating conditions of a wide class of metals and alloys. The technology developed by the author for studying the mechanical properties and the process of destruction of plastically treated metal materials under various loading conditions (static at different temperatures, cyclic in air at low, room and elevated temperatures, as well as at room temperature in the presence of a corrosive environment) is described. Meets the requirements of the federal state educational standards of higher education of the latest generation. Addressed to bachelors and undergraduates of higher educational institutions of full-time and part-time education in the areas of training 20.03.01 Technosphere safety" (training profile "Safety of technological processes and production"), 22.03.01 and 22.04.01 "Materials Science and Materials Technology", 22.03.02 and 22.04.02 "Metallurgy", 15.03.01 and 15.04.01 "Mechanical Engineering", 15.05.01 "Design of technological machines and complexes", 15.03.02 "Technological machines and equipment", 15.03.04 and 15.04.04 "Automation of technological processes and production", 17.05.02 "Strelkovo-pushechnoe, artillery and rocket weapons", 15.03.05 "Design and technological support of machine-building industries". It can be useful for scientific and engineering workers of enterprises of automotive, aviation, shipbuilding and other metalworking branches of mechanical engineering, laboratory workers, as well as for training specialists in materials science, metal science and metal forming."
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Imperial, College of Science Technology and Medicine. Undergraduate prospectus. London: the College., 1988.

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Sergeeva, Valentina. Design of innovative technologies and modeling in the educational process of the University. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1085370.

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Textbook designed to assist teachers of higher and secondary professional educational institutions. Revealed the foundations of innovative development of pedagogical education, the peculiarities of the project-organizational functions of the academic staff of the University, presented the specifics of the model design and technology innovative research activities in the educational process. It will be useful to undergraduates, graduate students, assistants, teachers and lecturers in the implementation of project and research activities with students.
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Education, American Society for Engineering. Directory of engineering and engineering technology undergraduate programs. 3rd ed. Washington, DC: American Society for Engineering Education, 1992.

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Ksenz, Nikolay, Boris Cheba, and Igor' Yudaev. Electroactivation of media in agricultural technologies as a way to intensify production processes. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1154383.

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The monograph examines the scientific foundations, methodological approaches and applied aspects of the electroactivation of air and water solutions for their direct use in various technological processes of agricultural production. The results of numerous experimental studies of the authors and other researchers conducted over several years to substantiate the parameters and operating modes of electrotechnological installations for the electrical activation of various media are presented. It is intended for undergraduates, postgraduates, engineers and researchers who study and deal with issues of electrical technology, in particular, the development of electroactivators and the use of electroactivation processes in various areas of agricultural production and processing of agricultural products.
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Book chapters on the topic "Technology undergraduates"

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Ali, Zuraidah. "Can Technology Make a Difference for Shy Undergraduates?" In 7th International Conference on University Learning and Teaching (InCULT 2014) Proceedings, 789–97. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-664-5_62.

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Liu, Limei, Taiguang Piao, and Wei Li. "The Application of Informatics Technology in Foreign Medical Undergraduates Teaching." In Lecture Notes in Electrical Engineering, 1725–30. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7618-0_199.

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Adnan, Mohd Fairuz, Mohamad Ridhuan Mat Dangi, Norulhuda Tajuddin, and Mohd Zulfikri Abd Rashid. "Variance of Mannerism of Undergraduates’ Individual Traits, Values, and Ethical Behaviour." In Regional Conference on Science, Technology and Social Sciences (RCSTSS 2014), 109–23. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1458-1_11.

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Lee, Lai Fong, Gurnam Kaur Sidhu, Yuen Fook Chan, Sian Hoon Teoh, Geethanjali Narayanan, and Mohd Ismail Azizi Md Ishak. "Examining Contributory Factors and Barriers to Success in Academic Writing Among Undergraduates." In Regional Conference on Science, Technology and Social Sciences (RCSTSS 2014), 579–89. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1458-1_53.

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Ibrahim, Roslina, Rasimah Che Mohd Yusoff, Khalili Khalil, and Azizah Jaafar. "Factors Affecting Undergraduates’ Acceptance of Educational Game: An Application of Technology Acceptance Model (TAM)." In Lecture Notes in Computer Science, 135–46. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-25200-6_14.

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Mohd Jaafar, Noor Ismawati. "The Factors that Motivate Undergraduates to Pursue Tertiary Education: Employability, Expectation, Learning or Enjoyment." In Regional Conference on Science, Technology and Social Sciences (RCSTSS 2014), 353–63. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1458-1_34.

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Wen, Xia, Mu Wei, and Luo Bing. "A Study on the Influence of Outward Bound on Undergraduates’ Self-Concept." In Advanced Technology in Teaching - Proceedings of the 2009 3rd International Conference on Teaching and Computational Science (WTCS 2009), 793–99. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-25437-6_107.

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MacKenzie, Allan. "Nudging Lifelong Learning and Metacognition Tendencies in Engineering Management Undergraduates Utilizing the LinkedIn Learning Platform." In Innovative Approaches to Technology-Enhanced Learning for the Workplace and Higher Education, 532–43. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-21569-8_50.

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Berque, Dave, and Hiroko Chiba. "Exposing American Undergraduates to Monozukuri and Other Key Principles in Japanese Culture, Design, Technology and Robotics." In HCI International 2016 – Posters' Extended Abstracts, 3–8. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40548-3_1.

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Lidong, Chen, Ma Shuying, Shi Lei, Feng Lizhen, Zheng Lixin, Li Guofang, and Zhang Liang. "Research on the Science and Technology Innovation Ability of Undergraduates Based on the Fuzzy Evaluation Approach." In Advanced Technology in Teaching - Proceedings of the 2009 3rd International Conference on Teaching and Computational Science (WTCS 2009), 505–12. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-11276-8_66.

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Conference papers on the topic "Technology undergraduates"

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Landavere, Mike, and Deborah Mateik. "Training undergraduates to support technology in the classroom." In the 27th annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 1999. http://dx.doi.org/10.1145/337043.337128.

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Brown, I. "Teaching undergraduates medical technology innovation and business planning." In ANZIIS 2001. Proceedings of the Seventh Australian and New Zealand Intelligent Information Systems Conference. IEEE, 2001. http://dx.doi.org/10.1109/anziis.2001.974107.

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Kurinec, Santosh, Sean Rommel, Dale Ewbank, and Karl Hirschman. "Summer Innovation Experience for undergraduates in semiconductor technology." In 2010 IEEE Frontiers in Education Conference (FIE). IEEE, 2010. http://dx.doi.org/10.1109/fie.2010.5673314.

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Shuxia Liu and Jianlun Sheng. "Applying generalized bilingual teaching among undergraduates." In 2010 International Conference on Educational and Information Technology (ICEIT). IEEE, 2010. http://dx.doi.org/10.1109/iceit.2010.5607614.

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Dong Chen, Wenjing Jia, and Haiju Wang. "Research on computer technology for undergraduates in mathematics education." In 2009 2nd IEEE International Conference on Computer Science and Information Technology. IEEE, 2009. http://dx.doi.org/10.1109/iccsit.2009.5234459.

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Wang HaiLin. "Thinking about information technology education for financial professional undergraduates." In 2010 2nd International Conference on Education Technology and Computer (ICETC). IEEE, 2010. http://dx.doi.org/10.1109/icetc.2010.5529348.

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Chai, Hua. "Cultural Construction of Universities for Undergraduates in Applied Technology." In 2015 International Conference on Arts, Design and Contemporary Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icadce-15.2015.212.

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Qiaohui Wu. "Discussion about active learning of undergraduates." In 2010 2nd International Conference on Education Technology and Computer (ICETC). IEEE, 2010. http://dx.doi.org/10.1109/icetc.2010.5529515.

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Cui, Yubo, Chunqiu Ran, Hongjie Sun, and Xuejun Zou. "Undergraduates Innovative Training in Environmental Program." In 2016 International Conference on Education, E-learning and Management Technology. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/iceemt-16.2016.48.

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Li, Minjie. "A model for information technology education for undergraduates of engineering." In 2010 2nd International Conference on Education Technology and Computer (ICETC). IEEE, 2010. http://dx.doi.org/10.1109/icetc.2010.5529590.

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Reports on the topic "Technology undergraduates"

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Chen, Xianglei, and Susan Rotermund. Entering the Skilled Technical Workforce After College. RTI Press, April 2020. http://dx.doi.org/10.3768/rtipress.2020.rb.0024.2004.

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This research brief uses nationally representative data from the 2012/17 Beginning Postsecondary Students Longitudinal Study (BPS:12/17) to examine post-college transitions of US undergraduates into the skilled technical workforce (STW), defined here as workers in a collection of occupations that require significant levels of science, technology, engineering, and mathematics (STEM) knowledge but not necessarily a bachelor’s degree for entry. Thus far, empirical research on the STW has been limited by a dearth of data; however, based on newly available data from BPS:12/17, the findings in this report indicate that STW employment provides workers with above-median salaries, more equitable wages, a variety of benefits, and clear career paths. STW jobs attract diverse populations, especially those from underrepresented groups (e.g., Hispanics, individuals from low-income backgrounds, and those whose parents do not have college education). US community colleges and sub-baccalaureate programs play a large role in developing the STW.
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Johnson, Olivia, and Vertica Bhardwaj. Improving Undergraduate Instruction in Technology classes in Fashion Merchandising. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-351.

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Feldgoise, Jacob, and Remco Zwetsloot. Estimating the Number of Chinese STEM Students in the United States. Center for Security and Emerging Technology, October 2020. http://dx.doi.org/10.51593/20200023.

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In recent years, concern has grown about the risks of Chinese nationals studying science, technology, engineering and mathematics (STEM) subjects at U.S. universities. This data brief estimates the number of Chinese students in the United States in detail, according to their fields of study and degree level. Among its findings: Chinese nationals comprise 16 percent of all graduate STEM students and 2 percent of undergraduate STEM students, lower proportions than were previously suggested in U.S. government reports.
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Lynch, Clifford, and Diane Goldenberg-Hart. Beyond the Pandemic: The Future of the Research Enterprise in Academic Year 2021-22 and Beyond. Coalition for Networked Information, August 2021. http://dx.doi.org/10.56561/mwrp9673.

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In early June 2021, representatives from a number of CNI member institutions gathered for the third in a series of Executive Roundtable discussions that began in spring 2020, during the early days of the COVID-19 emergency. The conversations were intended to inform our understanding of how the pandemic had impacted the research enterprise and to share information about how institutions were planning to shape investments and strategies surrounding the research enterprise going forward. Previous Roundtables were held in April and September 2020 and reports from those conversations are available from http://www.cni.org/tag/executive-roundtable-report. As with the earlier Roundtables on this topic, June participants primarily included senior library administrators, directors of research computing and information technology, and chief research officers from a variety of higher education institutions across the US and Canada; most participating member institutions were public universities with high research activity, though some mid-sized and private institutions participated as well. The June Roundtable took place in a single convening, supplemented by an additional conversation with a key institution unable to join the group meeting due to last-minute scheduling conflicts. As before, we urged participants to think about research broadly, encompassing the humanities, social sciences, and fieldwork activities, as well as the work that takes place in campus laboratories or facilities shared by broader research communities; indeed, the discussions occasionally considered adjacent areas such as the performing arts. The discussion was wide-ranging, including, but not limited to: the challenges involving undergraduate, graduate and international students; labs and core instrumentation; access to physical collections (libraries, museums, herbaria, etc.) and digital materials; patterns of impact on various disciplines and mitigation strategies; and institutional approaches to improving research resilience. We sensed a growing understanding and sensitivity to the human toll the pandemic has taken on the research community. There were several consistent themes throughout the Roundtable series, but shifts in assumptions, planning, and preparation have been evident as vaccination rates have increased and as organizations have grown somewhat more confident in their ability to sustain largely in-person operations by fall 2021. Still, uncertainties abound and considerable notes of tentativeness remain, and indeed, events subsequent to the Roundtable, such as the large-scale spread of the Delta variant of COVID-19 in the US, have eroded much of the confidence we heard in June 2021, though probably more around instructional strategies than the continuity of the research enterprise. The events of the past 18 months, combined with a growing series of climate change-driven disruptions, have infused a certain level of humility into institutional planning, and they continue to underscore the importance of approaches that emphasize resilience and flexibility.
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