Relevant bibliographies by topics / Undergraduate

Academic literature on the topic 'Undergraduate'

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Published: 4 June 2021
Last updated: 5 March 2023

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Journal articles on the topic "Undergraduate"

1

Aikens, Melissa L., Sona Sadselia, Keiana Watkins, Mara Evans, Lillian T. Eby, and Erin L. Dolan. "A Social Capital Perspective on the Mentoring of Undergraduate Life Science Researchers: An Empirical Study of Undergraduate–Postgraduate–Faculty Triads." CBE—Life Sciences Education 15, no. 2 (June 2016): ar16. http://dx.doi.org/10.1187/cbe.15-10-0208.

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Undergraduate researchers at research universities are often mentored by graduate students or postdoctoral researchers (referred to collectively as “postgraduates”) and faculty, creating a mentoring triad structure. Triads differ based on whether the undergraduate, postgraduate, and faculty member interact with one another about the undergraduate’s research. Using a social capital theory framework, we hypothesized that different triad structures provide undergraduates with varying resources (e.g., information, advice, psychosocial support) from the postgraduates and/or faculty, which would affect the undergraduates’ research outcomes. To test this, we collected data from a national sample of undergraduate life science researchers about their mentoring triad structure and a range of outcomes associated with research experiences, such as perceived gains in their abilities to think and work like scientists, science identity, and intentions to enroll in a PhD program. Undergraduates mentored by postgraduates alone reported positive outcomes, indicating that postgraduates can be effective mentors. However, undergraduates who interacted directly with faculty realized greater outcomes, suggesting that faculty interaction is important for undergraduates to realize the full benefits of research. The “closed triad,” in which undergraduates, postgraduates, and faculty all interact directly, appeared to be uniquely beneficial; these undergraduates reported the highest gains in thinking and working like a scientist.
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2

Murugiah, Logasvathi, ., and . "Malaysian Undergraduates Financial Literacy and Financial Education: a Study in Universiti Utara Malaysia." International Journal of Engineering & Technology 7, no. 3.30 (August 24, 2018): 325. http://dx.doi.org/10.14419/ijet.v7i3.30.18271.

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Financial literacy is becoming increasingly important not only for investors but also for individual in planning his or her day to day budget. Hence, recent development in financial education has highlighted the increasingly important to be financial healthy. Hence, the objectives of this study are (i) to investigate the level of UUM undergraduates’ in financial literacy and (ii) to assess UUM undergraduates’ preferable method in learning financial education. Questionnaires were distributed to 400 undergraduate in UUM, age ranging 20 to 28 years old in 2017. The finding of this study revealed that female have a better saving knowledge compare to male respondents. Furthermore, this study concluded that first year undergraduate’s saving knowledge is slightly better. Meanwhile, final year undergraduates are better in spending and budgeting knowledge. Besides, business programme undergraduate showcase a good financial literacy knowledge. This study also find that preference method in learning financial knowledge are website / internet / online followed by workshop / seminar / talks / conferences and finally social network / social media. Meanwhile, preferable personal financial topic that undergraduate would like to enroll and learn are budget planning or expenses management, followed by debt management and lastly about insurance.
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Giuliano, Traci A., Isham E. Kimbell, Emily S. Olson, and Jennifer L. Howell. "High impact: Examining predictors of faculty-undergraduate coauthored publication and presentation in psychology." PLOS ONE 17, no. 3 (March 31, 2022): e0265074. http://dx.doi.org/10.1371/journal.pone.0265074.

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Despite the increasing popularity of faculty-undergraduate research, a dearth of research has investigated factors that predict the professional outcomes of these collaborations. We sought to address this gap by examining a wide range of institutional (e.g., institution type, selectivity, course load) and faculty variables (e.g., rank, years of experience, enjoyment of mentoring) potentially related to coauthored undergraduate publication and conference presentation in psychology. Negative binomial regressions were used to analyze online survey data from 244 faculty members from both graduate-serving institutions (i.e., doctoral, master’s) and primarily undergraduate institutions. The results showed that, after controlling for overall research productivity, faculty at primarily undergraduate institutions were more likely to publish journal articles with undergraduates, whereas faculty at graduate-serving institutions were more likely to coauthor conference presentations with undergraduates. Institutions with higher selectivity, more support for faculty-undergraduate research, and lower course loads produced higher numbers of undergraduate publications. Faculty characteristics were even more strongly related to undergraduate research outcomes. Specifically, publication was most likely with faculty who are of higher rank, have more years of experience, spend more time on research, foster close collaborative relationships with undergraduates, and/or perceive their students as high quality and well trained. By contrast, conference presentation was most likely with faculty who work with more undergraduate students on more projects per year and/or who enjoying mentoring undergraduates. Our findings suggest ways that institutions can facilitate undergraduate publication, which we argue is an increasingly common and achievable outcome.
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4

Conway, Colleen, John Eros, Kristen Pellegrino, and Chad West. "The Role of Graduate and Undergraduate Interactions in the Development of Preservice Music Teachers and Music Teacher Educators: A Self-Study in Music Teacher Education." Bulletin of the Council for Research in Music Education, no. 183 (January 1, 2010): 49–64. http://dx.doi.org/10.2307/27861472.

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Abstract This teacher education self-study examined music teacher and music teacher educator development through the formal and informal interactions of undergraduate and doctoral students designed to facilitate community. Research questions included: (a) how do undergraduate students describe their interactions with music education PhD students; (b) how do music education PhD students describe their interactions with music education undergraduate students; and (c) how can the researchers change their practices to better meet the needs of the undergraduate students? Data included: a questionnaire from sophomore, junior and senior undergraduate students (N = 34); PhD student journals; a teacher education faculty journal; 12 undergraduate student interviews; an undergraduate student focus group; and six "self study" team focus group meetings. Findings suggest that: (a) interactions were positive but it was sometimes difficult to navigate the interactions; (b) undergraduates specifically value the stories of recent teaching experience that the PhD students can provide; and (c) undergraduates seem to change their views of the PhD students as they (the undergraduates) mature as teachers. Other findings address development of the PhD students as teacher educators. Suggestions for teacher education and research conclude the paper.
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5

Dolan, Erin L., and Deborah Johnson. "The Undergraduate–Postgraduate–Faculty Triad: Unique Functions and Tensions Associated with Undergraduate Research Experiences at Research Universities." CBE—Life Sciences Education 9, no. 4 (December 2010): 543–53. http://dx.doi.org/10.1187/cbe.10-03-0052.

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We present an exploratory study of how undergraduates' involvement in research influences postgraduates (i.e., graduate and postdoctoral researchers) and faculty. We used a qualitative approach to examine the relationships among undergraduates, postgraduates, and the faculty head in a research group. In this group, undergraduates viewed postgraduates as more approachable than the faculty head both literally and figuratively. Mentorship by postgraduates presented unique challenges for undergraduates, including unrealistic expectations and varying abilities to mentor. The postgraduates and faculty head concurred that undergraduates contributed to the group's success and served as a source of frustration. Postgraduates appreciated the opportunity to observe multiple approaches to mentoring as they saw the faculty head and other postgraduates interact with undergraduates. The faculty head viewed undergraduate research as important for propagating the research community and for gaining insights into undergraduates and their postgraduate mentors. These results highlight how the involvement of undergraduates and postgraduates in research can limit and enhance the research experiences of members of the undergraduate–postgraduate–faculty triad. A number of tensions emerge that we hypothesize are intrinsic to undergraduate research experiences at research universities. Future studies can focus on determining the generalizability of these findings to other groups and disciplines.
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6

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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7

Lopatto, David. "Undergraduate Research Experiences Support Science Career Decisions and Active Learning." CBE—Life Sciences Education 6, no. 4 (December 2007): 297–306. http://dx.doi.org/10.1187/cbe.07-06-0039.

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The present study examined the reliability of student evaluations of summer undergraduate research experiences using the SURE (Survey of Undergraduate Research Experiences) and a follow-up survey disseminated 9 mo later. The survey further examines the hypothesis that undergraduate research enhances the educational experience of science undergraduates, attracts and retains talented students to careers in science, and acts as a pathway for minority students into science careers. Undergraduates participated in an online survey on the benefits of undergraduate research experiences. Participants indicated gains on 20 potential benefits and reported on career plans. Most of the participants began or continued to plan for postgraduate education in the sciences. A small group of students who discontinued their plans for postgraduate science education reported significantly lower gains than continuing students. Women and men reported similar levels of benefits and similar patterns of career plans. Undergraduate researchers from underrepresented groups reported higher learning gains than comparison students. The results replicated previously reported data from this survey. The follow-up survey indicated that students reported gains in independence, intrinsic motivation to learn, and active participation in courses taken after the summer undergraduate research experience.
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8

Catanzaro, C. J., C. L. Fenderson, and R. J. Sauve. "Consolidation of Agricultural Programs at Tennessee State University." HortScience 31, no. 4 (August 1996): 650d—650. http://dx.doi.org/10.21273/hortsci.31.4.650d.

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The Dept. of Agricultural Sciences currently offers degrees at both the undergraduate and graduate levels. Undergraduate programs in Plant Science, Animal Science, and Rural Development were consolidated within the Dept. of Agricultural Sciences in the late 1980s due to the declining number of graduates. However, no personnel turnover or course changes occurred due to consolidation. Enrollment at the undergraduate level has doubled within the past 5 years. Student enrollment for Fall 1995 included 127 undergraduates and 31 graduate students. Graduation figures projected for 1995–96 include 26 undergraduates and 8 graduate students. Horticulture and Agronomy are now two of the concentrations available for the BS degree in Agricultural Sciences, and Plant Science is an option for the MS degree in Agricultural Sciences. Presently in the plant sciences there are approximately 30 undergraduates and 20 MS students. Faculty and professional staff affiliated with the Cooperative Agricultural Research Program are encouraged to submit teaching proposals to the 1890 Institution Capacity Building Grants Program, a USDA-funded competitive program for the agricultural sciences. Awards enable grantee institutions to attract more minority students into the agricultural sciences, expand institutional linkages, and strengthen education in targeted need areas. The Grants Program supports teaching projects related to curricula design, materials development, and faculty and student enhancement. Current teaching grants address graduate and undergraduate education in molecular biology and undergraduate education in soil sciences.
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9

Zhao, Ge, Guo Chun Wan, and Mei Song Tong. "On the Significance and Measures of Improving Literature Reading Ability for Undergraduates." Journal of Educational Research and Reviews 9, no. 8 (August 14, 2021): 208–13. http://dx.doi.org/10.33495/jerr_v9i8.20.208.

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At present, the curriculum and training objectives of Chinese undergraduates pay less attention to the cultivation of their literature reading ability. More attention is paid to the study of textbook knowledge. This paper has studied the importance of literature reading ability for undergraduates, graduates and employees and the status quo of undergraduate education in China. This paper has also proposed measures to improve the literature reading ability of undergraduates by setting up literature reading training classes for undergraduates, adding literature reading links after specialized courses and offering paper writing courses. The improvement of the literature reading ability of undergraduates will have a positive impact on their future. Keywords: Literature reading ability, training classes, undergraduate education.
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10

Ebenezer, Omolafe. "Primary Education Undergraduates’ Awareness and Perception on the Utilization of Open Educational Resources for Learning in University of Ilorin." Indonesian Journal of Primary Education 6, no. 1 (June 29, 2022): 32–42. http://dx.doi.org/10.17509/ijpe.v6i1.42443.

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The use of Open Educational Resources (OER) in this present dispensation is considered to be very essential. It is indicated that students use a limited range of technologies for learning, with established technologies such as VLEs, Google and Wikipedia being the most frequently used, based on the previous findings it is observed that utilization of OER is not common among primary education undergraduates. Therefore, this study investigated the awareness and perception on the utilization of OER for learning among primary education undergraduates in University of Ilorin.The study adopted the descriptive research of survey type. This study was limited to the primary education undergraduate students in Adult and Primary Education Department, University of Ilorin. 150 undergraduate were randomly selected from the department. Structured questionnaires was used to elicit response from the respondents. The finding of this study shows that undergraduate students are aware of OERs learning tools. Primary education undergraduate students’ perception towards OERs tool for learning is positive, there are factors inhibiting effective use of OER for learning among students, undergraduate students used OERs site for learning, and there was no significant difference between male and female undergraduates’ perception of OER tools for learning.Based on the findings of this research, the following recommendation were made. Lecturers should endeavor to put their scholarstic publications in the public domain of their institutions, as this will help student layhands on more quality materials and the government should provide fund to ensure the stability of OER movement.
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Dissertations / Theses on the topic "Undergraduate"

1

Fletcher, Margaret Anne, and n/a. "Undergraduate Assignment Writing: An Experiential Account." Griffith University. School of Cognition, Language and Special Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040625.165808.

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The purpose of this study was to examine assignment writing as a phenomenon of academic writing. This was done through exploring the experiential accounts of members of a university writing community. Their accounts described the community's perceptions and experiences of literacy practices needed to write assignments, of how students developed these practices, and, of what constituted success in the writing. A multi-method, embedded, case-study approach was used. Quantitative data were derived from first-year, second-year, and fourth-year respondents' perceptions and experiences related to assignment writing. A cross-sectional comparison of groups showed consistent year-level effects. Fourth-year students were more confident as writers than first-year and second-year students, and had less difficulty with declarative and procedural aspects of writing assignments. These findings were replicated in a repeated-measures study using a sub-group of first-year and fourth-year students. However, when students contextualised their responses by nominating a subject and referring to their completion of its written assignment, first-year students reported less difficulty with the declarative aspects while fourth-year students were more positive in the procedural aspects. Year-level effects were found for what they reported as helpful in acquiring declarative and procedural knowledge of writing. First-year students reported a wider range of sources as helpful than fourth-year students did, with two exceptions. More of the latter had found information gained in consultations helpful in understanding an assignment question. Additionally more had found friends helpful. Second-year students generally were more positive than first-year and fourth-year students about the usefulness of information in helping them understand an assignment question and in writing it in an academic genre. Knowing how to write predicted success more strongly and consistently than any other factor. Qualitative data informed findings from the quantitative analyses by providing experiential accounts about students' perceptions of themselves as assignment writers, their experiences when writing assignments, and how these experiences developed literacy practices that contributed to success. Additionally, qualitative data were collected from lecturers who convened first-year subjects and those who convened fourth-year subjects. The qualitative data indicated students' strong reference to experiences of writing and of seeking help. Both had shaped their self-perceptions as writers and these had changed over time. First-year students believed that knowing what lecturers wanted in writing assignments was an important factor in success. They described their efforts to access this information and to give lecturers what they thought was wanted. Fourth-year students recognised the same factor, but were more self-reliant in approaching an assignment task. The change to greater internal control appeared to be an outcome of encountering inconsistent and confusing information from external sources over their four years of writing assignments. For their part, lecturers of first-year students said that successful students knew what to write and how to write it. However, lecturers of fourth-year students believed knowing what to write should be subsumed by knowing how to write, and concentrated on the procedural aspect. They believed a coherent assignment resulted when students conceptualised subject matter in ways that enabled them to write academically. Findings in this study extend recent reconceptualisations of literacy as 'literacies' and socio-cultural, socio-cognitive theories about literacy as social practice. They demonstrate limitations of an apprenticeship model for acculturation and suggest a more agentic role for novice members in accounting for learning outcomes as students develop as assignment writers. The experiential accounts reported by members of the academic writing community described their shared and idiosyncratic perceptions of literacy practices and relations of these practices with success in assignment writing. Their descriptions enhance our understanding of the complexity and consequences of these experiences. They also account for why calls for the community to be more visible and explicit in sharing communal expectations of what is privileged and valued in academic assignment writing generally may not be a solution. Based on findings here, this is not a solution. Expectations need to be co-constructed within the community, among students, and lecturers within the context of the writing task. An outcome of understandings reported here is the development of a model from which factors, conditions and critical events that situate learning within a rhetorical conundrum may be described and predicted. This model offers a framework for members of a writing community to explicate individual experiences and expectations in ways that help everyone make sense of those critical events that contribute to a rhetorical conundrum and shape encultured knowledge.
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2

Fletcher, Margaret Anne. "Undergraduate Assignment Writing: An Experiential Account." Thesis, Griffith University, 2004. http://hdl.handle.net/10072/365389.

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Abstract:
The purpose of this study was to examine assignment writing as a phenomenon of academic writing. This was done through exploring the experiential accounts of members of a university writing community. Their accounts described the community's perceptions and experiences of literacy practices needed to write assignments, of how students developed these practices, and, of what constituted success in the writing. A multi-method, embedded, case-study approach was used. Quantitative data were derived from first-year, second-year, and fourth-year respondents' perceptions and experiences related to assignment writing. A cross-sectional comparison of groups showed consistent year-level effects. Fourth-year students were more confident as writers than first-year and second-year students, and had less difficulty with declarative and procedural aspects of writing assignments. These findings were replicated in a repeated-measures study using a sub-group of first-year and fourth-year students. However, when students contextualised their responses by nominating a subject and referring to their completion of its written assignment, first-year students reported less difficulty with the declarative aspects while fourth-year students were more positive in the procedural aspects. Year-level effects were found for what they reported as helpful in acquiring declarative and procedural knowledge of writing. First-year students reported a wider range of sources as helpful than fourth-year students did, with two exceptions. More of the latter had found information gained in consultations helpful in understanding an assignment question. Additionally more had found friends helpful. Second-year students generally were more positive than first-year and fourth-year students about the usefulness of information in helping them understand an assignment question and in writing it in an academic genre. Knowing how to write predicted success more strongly and consistently than any other factor. Qualitative data informed findings from the quantitative analyses by providing experiential accounts about students' perceptions of themselves as assignment writers, their experiences when writing assignments, and how these experiences developed literacy practices that contributed to success. Additionally, qualitative data were collected from lecturers who convened first-year subjects and those who convened fourth-year subjects. The qualitative data indicated students' strong reference to experiences of writing and of seeking help. Both had shaped their self-perceptions as writers and these had changed over time. First-year students believed that knowing what lecturers wanted in writing assignments was an important factor in success. They described their efforts to access this information and to give lecturers what they thought was wanted. Fourth-year students recognised the same factor, but were more self-reliant in approaching an assignment task. The change to greater internal control appeared to be an outcome of encountering inconsistent and confusing information from external sources over their four years of writing assignments. For their part, lecturers of first-year students said that successful students knew what to write and how to write it. However, lecturers of fourth-year students believed knowing what to write should be subsumed by knowing how to write, and concentrated on the procedural aspect. They believed a coherent assignment resulted when students conceptualised subject matter in ways that enabled them to write academically. Findings in this study extend recent reconceptualisations of literacy as 'literacies' and socio-cultural, socio-cognitive theories about literacy as social practice. They demonstrate limitations of an apprenticeship model for acculturation and suggest a more agentic role for novice members in accounting for learning outcomes as students develop as assignment writers. The experiential accounts reported by members of the academic writing community described their shared and idiosyncratic perceptions of literacy practices and relations of these practices with success in assignment writing. Their descriptions enhance our understanding of the complexity and consequences of these experiences. They also account for why calls for the community to be more visible and explicit in sharing communal expectations of what is privileged and valued in academic assignment writing generally may not be a solution. Based on findings here, this is not a solution. Expectations need to be co-constructed within the community, among students, and lecturers within the context of the writing task. An outcome of understandings reported here is the development of a model from which factors, conditions and critical events that situate learning within a rhetorical conundrum may be described and predicted. This model offers a framework for members of a writing community to explicate individual experiences and expectations in ways that help everyone make sense of those critical events that contribute to a rhetorical conundrum and shape encultured knowledge.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Cognition, Language and Special Education
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3

Didis, Nilufer. "Investigation Of Undergraduate Students." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614316/index.pdf.

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The purpose of this research is to investigate undergraduate students&rsquo
mental models about the quantization of physical observables. The research was guided by ethnography, case study, and content analysis integrated to each other. It focused on second-year physics and physics education students, who were taking the Modern Physics course at the Department of Physics, at Middle East Technical University. Wide range of data was collected by interview, observation, test, diary, and other documents during 2008-2 academic semester. The findings obtained from the qualitative analysis of the data indicated the following conclusions: (1) Students displayed six different mental models, defined as Scientific Model, Primitive Scientific Model, Shredding Model, Alternating Model, Integrative Model, and Evolution Model, about the quantization of physical observables. (2) Students&rsquo
models were influenced by the external sources such as textbooks (explanations in textbooks, bringing textbook into the classes, and the use of one or both textbooks), instructional elements (explanations in instruction, taking notes in classes, and studying before and after the classes+taking notes in classes+attending classes regularly), topic order, and classmate
they were influenced by the internal sources such as meta-cognitive elements, motivation, belief (the nature of science and the nature of quantum physics concepts), and familiarity and background about the concepts. (3) The models displayed by students developed with the contribution of these sources in different proportions. Furthermore, although upgrading in models was observed within the cases of quantization, students&rsquo
mental models about the quantization of physical observables are context dependent, and stable during the semester.
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4

Koop, Gabrielle A., of Western Sydney Nepean University, and Faculty of Education. "Assessment and undergraduate learning." THESIS_FE_XXX_Koop_G.xml, 1998. http://handle.uws.edu.au:8081/1959.7/825.

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This study is an investigation of the relationship between assessment, teaching and learning from the perspective of undergraduate students. It consisted of three stages which were developmental in nature with each stage informing the next and providing overall focus and direction. Students participating had completed at least five semesters of their undergraduate porogram.Findings from the literature, the interviews and the survey confirmed the central role the assessment process plays in shaping student learning. Ways feedback was used to inform learning as well as the types of assessment strategies employed emerged as key factors associated with students' motivations to learn. Nine practice related recommendations are made and four issues requiring further research are identified
Doctor of Philosophy (PhD)
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5

Ware, David George. "An Undergraduate Consulting Methodology." Thesis, The University of Arizona, 2012. http://hdl.handle.net/10150/244817.

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As a field, Management Consulting is mostly unknown to students of public universities. This unfortunate circumstance is a product of favoritism of elite, private colleges in the hiring processes of most consulting firms. Regardless of the presence or lack of intention of pursuing management consulting as a career path, undergraduates can benefit from the application of management consulting principles, especially in terms of business problem solving. Undergraduate consulting field projects help to hone analytical skills, apply course material, and serve the community. In order to more easily facilitate undergraduates participating in such projects, this thesis first outlines best practices by top firms in the management consulting industry. It then adapts these best practices to provide a broad methodology for undergraduate use in pursuing consulting projects, as well as a specific methodology for one of the more common undergraduate--‐level consulting tasks: marketing analysis and design. The thesis then applies these methodologies through a case study, a consulting engagement performed by Eller Consulting Club for a local entrepreneur. Finally, the thesis provides guidelines for securing employment in the management consulting industry, focusing on the interview process. True to consulting form, the thesis is presented in a straightforward, easily accessible slide deck.
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6

Unal, Cezmi. "An Investigation Of Undergraduate Students." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614201/index.pdf.

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The aim of this study is to investigate undergraduate students&rsquo
scientific inquiry processes in a physics laboratory designed using problem-based learning. Case study, one of the qualitative research methods, was employed for this aim. Sixteen undergraduate students were participated in this study. Participants conducted inquiry activities for five weeks. The data sources were the observations of participants while they were doing inquiry activities and the laboratory work sheets filled by the participants. A framework suggested by Klahr and Dunbar (1988) in Scientific Discovery as Dual Search model was used to gain better understanding of scientific inquiry process. In this framework, inquiry process consist of three phases
hypothesis formation, designing and conducting experiments, and evidence evaluation. The variations on the participants&rsquo
scientific inquiry processes were analyzed and categorized for each phase of inquiry. Participants&rsquo
hypothesis formation processes were categorized based on the nature of sources used by the participants and how these sources were used. The emerging categories were labeled as &ldquo
concept-based hypothesis formation&rdquo
, &ldquo
equation-based hypothesis formation&rdquo
, and &ldquo
context-based hypothesis formation&rdquo
. Participants&rsquo
designing and conducting experiment processes were categorized into two types: &ldquo
Systematic manipulations&rdquo
and &ldquo
unsystematic manipulations&rdquo
. &ldquo
Haphazard manipulation of variables&rdquo
and &ldquo
using two manipulated variable simultaneously&rdquo
were the two different types of observed unsystematic manipulations. Lastly, participants&rsquo
evidence evaluation processes were categorized based on the driving sources: &ldquo
Data-driven evidence evaluation&rdquo
and &ldquo
prior knowledge-driven evidence evaluation&rdquo
. Detailed descriptions of these categories were presented with examples.
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7

Patrick, William John. "First-year undergraduate student attrition." Thesis, University of Glasgow, 2004. http://theses.gla.ac.uk/2592/.

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This is a study of student attrition amongst full-time, first year undergraduates at the University of Glasgow during the 1999-2000 academic session. The thesis contains an initial assessment of the importance of research in this area (Chapter 1), followed by a review of the literature, focusing in particular on the theories and explanations of student attrition that have been advanced by other authors (Chapter 2), and on appropriate research methodologies and data collection techniques (Chapter 3). The investigation then progresses through a succession of different empirical and data-analytic phases. Because of his function within the organisation, the author had uniquely good access to the student records system maintained centrally by the University. This made it practical to sift through this information in such a way as to determine first the simple concomitances of retention (Chapter 4), and then to use it in a more sophisticated manner to develop logistic regression models of retention (Chapters 5 and 8). The challenge was then to decide which new, additional data should be gathered in order to improve upon these quantitative models. The solutions were found partly by recourse to some focus group work with students and staff (Chapter 6). This resulted in two questionnaires being developed to discover students’ attitudes believed to be relevant to retention (Chapter 6). The first survey instrument was administered to all first-year students as part of the matriculation process. The other was completed on-line in the course of the session as an adjunct to the IT Induction Programme for all first-year students. Chapter 10 contains the first outcomes of the attempt to improve the logistic regression models described in Chapter 5 by the introduction of attitudinal constructs, first on their own, and then in combination with the original background and prior academic characteristics in order to model summer retention. The amount of data available in this study is considerable and, consequently, some large-sample structural equation techniques were then used to develop some new, more comprehensive models of retention (Chapter 11). These are more informative, demonstrating how trade-offs can occur between different variables in an overall model of retention, and identifying particular areas where practical policy interventions are likely to be successful in ameliorating student attrition. It is demonstrated that summer retention is affected in roughly equal measure by academic and non-academic factors. On the academic side, it is shown that extra effort and additional academic help and feedback can benefit those students having relatively low entry point scores, for example. Social integration, at least in moderation, is beneficial, and it is positively influenced by living in university accommodation. However, various extraneous problems harm retention through the mediating variables of social integration and commitment. The models have a temporal dimension, and it is argued that students’ attitudes whilst on course owe their origins to those detected at the time of matriculation and, ultimately, back to levels of family support.
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8

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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Johnston, Alexis Larissa. "Homework Journaling in Undergraduate Mathematics." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/26602.

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Over the past twenty years, journal writing has become more common in mathematics classes at all age levels. However, there has been very little empirical research about journal writing in college mathematics (Speer, Smith, & Horvath, 2010), particularly concerning the relationship between journal writing in college mathematics and college studentsâ motivation towards learning mathematics. The purpose of this dissertation study is to fill that gap by implementing homework journals, which are a journal writing assignment based on Powell and Ramnauthâ s (1992) â multiple-entry log,â in a college mathematics course and studying the relationship between homework journals and studentsâ motivation towards learning mathematics as grounded in self-determination theory (Ryan & Deci, 2000). Self-determination theory predicts intrinsic motivation by focusing on the fundamental needs of competence, autonomy, and relatedness (Ryan & Deci, 2000). In addition, the purpose of this dissertation study is to explore and describe the relationship between homework journals and studentsâ attitudes towards writing in mathematics. A pre-course and post-course survey was distributed to students enrolled in two sections of a college mathematics course and then analyzed using a 2Ã 2 repeated measures ANOVA with time (pre-course and post-course) and treatment (one section engaged with homework journals while the other did not) as the two factors, in order to test whether the change over time was different between the two sections. In addition, student and instructor interviews were conducted and then analyzed using a constant comparative method (Anfara, Brown, & Mangione, 2002) in order to add richness to the description of the relationship between homework journals and studentsâ motivation towards learning mathematics as well as studentsâ attitudes towards writing in mathematics. Based on the quantitative analysis of survey data, no differences in rate of change of competence, autonomy, relatedness, or attitudes towards writing were found. However, based on the qualitative analysis of interview data, homework journals were found to influence studentsâ sense of competence, autonomy, and relatedness under certain conditions. In addition, studentsâ attitudes towards writing in mathematics were strongly influenced by their likes and dislikes of homework journals and the perceived benefits of homework journals.
Ph. D.
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Kwong, Caputo Jolina Jade. "Undergraduate Research and Metropolitan Commuter University Student Involvement: Exploring the Narratives of Five Female Undergraduate Students." PDXScholar, 2013. http://pdxscholar.library.pdx.edu/open_access_etds/1006.

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This study sought to explore the lived experiences of five female, first-generation, low-income students who attend a metropolitan commuter university, and investigate how a structured undergraduate research experience exerts influence on the women's academic and social involvement. A qualitative case study with a narrative and grounded theory analysis was selected as the most appropriate approach for exploring this topic and addressing the guiding research questions. Interview and journal data were collected and analyzed to identify significant themes. The importance of finding an academic home, the significance of interacting with faculty and peers, and the validation of a metropolitan commuter university education through a scholar development process emerged as significant findings. Implications and recommendations on programmatic and institutional levels are included, as well as suggestions for future research.
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Books on the topic "Undergraduate"

1

Hill, R. Carter. Undergraduate econometrics. 2nd ed. New York, N.Y: Wiley, 2001.

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Wales, University of. Undergraduate prospectus. Aberystwyth: The University, 1999.

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University, Brigham Young. Undergraduate catalog. [Provo]: Brigham Young University, 1994.

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Birmingham, University of Aston in. Undergraduate prospectus. Birmingham: University of Aston, 1998.

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UMIST. Undergraduate prospectus. Manchester: UMIST, 1996.

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Imperial, College of Science Technology and Medicine. Undergraduate prospectus. London: the College., 1988.

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Northwestern, University (Evanston Ill ). Undergraduate study. Evanston, Ill: The University, 1995.

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Bradford, University of. Undergraduate prospectus. Bradford: The University, 2000.

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Lang, Serge. Undergraduate Algebra. New York, NY: Springer New York, 1990. http://dx.doi.org/10.1007/978-1-4757-6898-5.

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Lang, Serge. Undergraduate Algebra. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-59275-1.

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Book chapters on the topic "Undergraduate"

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Gu, Jianmin, Xueping Li, and Lihua Wang. "Undergraduate Education." In Higher Education in China, 117–44. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0845-1_6.

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Fitz-Gerald, Stuart J. "Undergraduate Hybrids." In Managing with Information Technology, 173–75. London: Springer London, 1993. http://dx.doi.org/10.1007/978-1-4471-3299-8_13.

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Hayford, Michelle, and Susan Kattwinkel. "Undergraduate Research." In Performing Arts as High-Impact Practice, 147–79. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72944-2_7.

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Doyle, Michael P. "Undergraduate Research." In ACS Symposium Series, 16–27. Washington, DC: American Chemical Society, 1992. http://dx.doi.org/10.1021/bk-1992-0478.ch003.

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Rau, Gerald. "Undergraduate writing." In Writing for Engineering and Science Students, 122–26. New York, NY : Routledge, [2019]: Routledge, 2019. http://dx.doi.org/10.4324/9780429425684-11.

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Fry, John. "Undergraduate Education." In The Beecham Manual for Family Practice, 109–11. Dordrecht: Springer Netherlands, 1985. http://dx.doi.org/10.1007/978-94-011-6361-3_11.

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Bellone, John, and Ryan Van Patten. "Undergraduate Training." In Becoming a Neuropsychologist, 79–111. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63174-1_5.

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Laverick, DeAnna M. "Mentoring Undergraduate Students." In SpringerBriefs in Education, 59–69. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39217-2_5.

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Nardi, Elena. "Undergraduate Mathematics Pedagogy." In Amongst Mathematicians, 205–56. Boston, MA: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-37143-6_7.

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Wynchank, Sinclair. "A Cambridge Undergraduate." In Louis Harold Gray, 37–40. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-43397-4_5.

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Conference papers on the topic "Undergraduate"

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Koppelman, Herman, Betsy van Dijk, and Gerrit van der Hoeven. "Undergraduate research." In the 16th annual joint conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1999747.1999828.

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Davis, Gordon B., John T. Gorgone, J. Daniel Couger, David L. Feinstein, and Herbert E. Longenecker. "IS '97." In Guidelines for undergraduate degree programs. New York, New York, USA: ACM Press, 1997. http://dx.doi.org/10.1145/512249.512222.

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Raicu, Daniela Stan, and Jacob David Furst. "Enhancing undergraduate education." In the 40th ACM technical symposium. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1508865.1509027.

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"Undergraduate student session." In 2008 International Conference on Advanced Technologies for Communications. IEEE, 2008. http://dx.doi.org/10.1109/atc.2008.4760620.

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Greenberg, Hollis J. "Undergraduate Academic Dishonesty." In SIGITE/RIIT 2017: The 18th Annual Conference on Information Technology Education and the 6th Annual Conference on Research in Information Technology. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3125659.3125666.

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Quade, Ann M. "Promoting undergraduate research." In the 9th annual SIGCSE conference. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1007996.1008064.

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Joel, William. "Undergraduate Research Project." In ACM SIGGRAPH 2007 educators program. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1282040.1288920.

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Issen, Kathleen A., John C. Moosbrugger, Andrea J. Howard, Mathew D. Ingraham, Bridget A. Reardon, and Lisa M. Sabini. "Transforming Student Perspectives Through Summer Undergraduate Research." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-43793.

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Undergraduate research is a commonly accepted method for increasing student interest in graduate study. An important outcome of this process is the transformation of student perspectives, such that students view themselves as potential graduate students. The Research Experience for Undergraduates (REU) site studied here seeks to accomplish this transformation through multidisciplinary research projects, community-building activities, and workshops, which expose students to graduate study, while increasing self-confidence and promoting exploration and risk taking. Based on direct student feedback, this paper describes the attributes of a successful program, and examines qualitative and quantitative assessments of the influence of summer residential undergraduate research experiences on the decision to pursue graduate study. Results indicate that students’ confidence in succeeding at graduate study and in conducting independent research increased significantly when provided with a well-advised research project, set in a learning based research environment, with a strong social community, and supplemented with seminars and workshops. The likelihood of a student pursuing a graduate degree increased slightly for an MS and significantly for a PhD. Students state that their REU experience was pivotal in their decision to attend graduate school.
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Fitz Gibbon, Andrew, David A. Joiner, Henry Neeman, Charles Peck, and Skylar Thompson. "Teaching high performance computing to undergraduate faculty and undergraduate students." In the 2010 TeraGrid Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1838574.1838581.

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Dees, William H. "Undergraduate research in medical entomology at a primarily undergraduate institution." In 2016 International Congress of Entomology. Entomological Society of America, 2016. http://dx.doi.org/10.1603/ice.2016.114902.

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Reports on the topic "Undergraduate"

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Collier, Geoffrey L. HBCU Undergraduate Research Fellowship. Fort Belvoir, VA: Defense Technical Information Center, March 2005. http://dx.doi.org/10.21236/ada431074.

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McGoldrick, KimMarie. Undergraduate Research in Economics. The Economics Network, May 2007. http://dx.doi.org/10.53593/n342a.

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Taylor, Rebecca. Designing Undergraduate Degree Programmes. The Economics Network, September 2002. http://dx.doi.org/10.53593/n734a.

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Smith, Peter. Undergraduate Dissertations in Economics. The Economics Network, July 2016. http://dx.doi.org/10.53593/n169a.

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Durso, Anthony, Dennis Kowal, and Forrest R. Frank. Contracting Out Undergraduate Pilot Training. Fort Belvoir, VA: Defense Technical Information Center, March 2002. http://dx.doi.org/10.21236/ada405300.

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Lonergan, Steven M., Elisabeth J. Huff-Lonergan, and Joseph G. Sebranek. Undergraduate Minor in Meat Science. Ames (Iowa): Iowa State University, January 2008. http://dx.doi.org/10.31274/ans_air-180814-1242.

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Fermi Research Alliance, LLC. LSST Undergraduate Internships at Fermilab. Office of Scientific and Technical Information (OSTI), April 2021. http://dx.doi.org/10.2172/1775511.

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Humphrey, Steve, and Wyn Morgan. Undergraduate Seminars for year 2. Bristol, UK: The Economics Network, July 2001. http://dx.doi.org/10.53593/n184a.

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Bedey, David F. An Undergraduate Foundation for Strategic Leaders. Fort Belvoir, VA: Defense Technical Information Center, March 2001. http://dx.doi.org/10.21236/ada394027.

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McMillan, J. Summer Undergraduate Research Program: Environmental studies. Office of Scientific and Technical Information (OSTI), December 1994. http://dx.doi.org/10.2172/109652.

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