Academic literature on the topic 'Undergraduate'
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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.
Full textAbstract:
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.
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
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.
Full textAbstract:
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.
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.
Full textAbstract:
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.
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.
Full textAbstract:
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.
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.
Full textAbstract:
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.
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.
Full textAbstract:
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.
9
Wang, Xinzhe, Mengmeng Li, Jun Xing, and Jie Dong. "Research and Practice on Improving the Quality of Graduation Design through Professional Mentorship." Journal of Education and Educational Research 6, no. 2 (December 10, 2023): 188–91. http://dx.doi.org/10.54097/jeer.v6i2.14989.
Full textAbstract:
Graduation design is a significant part of the undergraduate education stage, and the quality of graduation design of undergraduate graduates is an essential indicator of the effectiveness of undergraduate education. However, with the influence of comprehensive factors such as the exponential growth of human knowledge and the year-on-year increase in the pressure of the job market, undergraduates have paid significantly less attention to graduation design, which has led to a continuous decline in the quality of graduation design, which in turn has manifested itself in the decline of the quality of undergraduate education. Combined with the professional mentorship system in undergraduate education, this paper investigates the effective methods to improve the undergraduate graduation design under the professional mentorship system and puts them into practice and the results show that the methods in this paper can effectively improve the quality of undergraduate graduation design.
10
Wang, Shijie. "Explorationof Undergraduate Vocational Education in China: Process, Experience and Strategy." Journal of Education and Training Studies 11, no. 4 (September 28, 2023): 83. http://dx.doi.org/10.11114/jets.v11i4.6426.
Full textAbstract:
Vocational undergraduate education focuses on the cultivation of students' comprehensive technical ability, problem-solving ability and technical innovation ability. The development of vocational undergraduate education in China is the result of a combination of factors such as national strategies and regional missions. In this article, we have sorted out the policy documents and development history of China's vocational education, elaborated the current situation of vocational undergraduate education's development situation in various regions, their development orientations, talent goals and their faculty structures. By the end of the passage, several suggestions are proposed based on international experience and China's national conditions, which are China's vocational undergraduate education needs to take the"China mode",following the main purpose of "dual-track parallel, conditional integration". It's also highlighted that relavent departments should gradually promote the standardisation of vocational undergraduates' schooling, development of special features and standardisation of governance in order to truly realize the high-quality development of vocational undergraduates education in China.
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.
Full textAbstract:
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.
2
Fletcher, Margaret Anne. "Undergraduate Assignment Writing: An Experiential Account." Thesis, Griffith University, 2004. http://hdl.handle.net/10072/365389.
Full textAbstract:
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
Full Text
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Didis, Nilufer. "Investigation Of Undergraduate Students." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614316/index.pdf.
Full textAbstract:
The purpose of this research is to investigate undergraduate students&rsquomental 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.
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.
Full textAbstract:
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 identifiedDoctor of Philosophy (PhD)
5
Ware, David George. "An Undergraduate Consulting Methodology." Thesis, The University of Arizona, 2012. http://hdl.handle.net/10150/244817.
Full textAbstract:
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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Unal, Cezmi. "An Investigation Of Undergraduate Students." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614201/index.pdf.
Full textAbstract:
The aim of this study is to investigate undergraduate students&rsquoscientific 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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Patrick, William John. "First-year undergraduate student attrition." Thesis, University of Glasgow, 2004. http://theses.gla.ac.uk/2592/.
Full textAbstract:
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.
8
Chung, Yoona. "Exploring tablets for undergraduate schoolwork." Thesis, Kansas State University, 2014. http://hdl.handle.net/2097/17382.
Full textAbstract:
Master of ScienceDepartment 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.
Full textAbstract:
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.
Books on the topic "Undergraduate"
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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.
Full textBook 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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Thackeray, W. M. "Undergraduate Life." In English Domestic Life during the last 200 years, 78–83. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003397908-18.
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Lang, Serge. "Sets and Mappings." In Undergraduate Analysis, 3–16. New York, NY: Springer New York, 1997. http://dx.doi.org/10.1007/978-1-4757-2698-5_1.
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Lang, Serge. "Series." In Undergraduate Analysis, 206–45. New York, NY: Springer New York, 1997. http://dx.doi.org/10.1007/978-1-4757-2698-5_10.
Full textConference papers on the topic "Undergraduate"
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Gonzalez, Gilberto. "Autonomous Vehicle for Asphalt Laying." In MME Undergraduate Research Symposium. Florida International University, 2022. http://dx.doi.org/10.25148/mmeurs.010566.
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Autonomous vehicles are constantly being developed and are gaining recognition from many industries to improve workplace safety and efficiency. This project intends to weaken the barrier that prevents the usage of autonomous vehicles in the workplace. To move toward this objective, this project focuses on developing a computer vision system for an autonomous utility vehicle that lays asphalt. The goal of this project is to directly address the issue of the high number of potholes in our driving roads, which create a dangerous and hazardous environment for persons that utilize motorized and non-motorized vehicles on roads. The vehicle’s computer vision system will be executed using a stereo depth camera sensor and will be primarily focused on two factors: detecting and driving toward potholes with high accuracy and avoiding common workplace objects, such as persons, equipment, etc. A deep-learning neural network with custom-trained data of more than 4000 images is currently being utilized to detect a test target with up to 85% confidence; we intend to utilize the same deep-learning model to train data for accurately detecting potholes. The vehicle distinguishes nearby objects by utilizing the depth detection features of the camera. This project has the potential of obtaining several implications. Creating better quality roads, improving workplace safety, and increasing production/efficiency are all results that may flourish through successful execution and implementation of this project.
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Claus, Ana. "In-Operando Optical Observation/Visualization of Lithium-Sulfur Battery Discharge Process." In MME Undergraduate Research Symposium. Florida International University, 2022. http://dx.doi.org/10.25148/mmeurs.010558.
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Lithium−Sulfur (Li-S) batteries have attracted attention due to their high-energy density, 2500 Wh/𝑘𝑔𝑐𝑒𝑙𝑙 [1], and theoretical capacity of 1672 mAh/g-S [2]. In addition to that, sulfur abundance makes it a good candidate for rechargeable batteries. However, Li-S system has a few challenges that hinder its commercialization. Such as the insulating nature of the sulfur element, volume expansion, capacity fade due to intermittent polysulfide dissolution in the electrolyte and drop in capacity during the initial discharge cycles [3]. Herein, we have designed a Li-S in-operando optical observation cell, which allowed us to visualize the formation of higher to lower-order polysulfides as well as the polysulfide formation and dissolution at different voltages and under different testing conditions. Subsequently, we investigated and compared the loss in capacity when using a modified cathode structure, which was designed to minimize the loss of active material upon lithiation. The real-time recording of the cell under an optical microscope clearly shows a significant loss of active material upon first discharge. Nevertheless, a substantial increase in initial discharge capacity is observed with the use of the modified cathode structure. To further analyze the loss in the battery capacity, we develop a mathematical model that uses fundamental governing equations to predict the loss of active material over cycles.
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Rivero III, Jose. "CNT Metamaterial Fabrication 3D Printing Mask Process." In MME Undergraduate Research Symposium. Florida International University, 2022. http://dx.doi.org/10.25148/mmeurs.010567.
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The demand for clean energy is rising with the global population. Renewable energy sources, such as solar, will play a key role in the years ahead. Solar energy has a key problem with energy storage as the energy produced during peak solar hours must be used immediately or stored. Carbon Nanotubes (CNTs) have unique electrostatic properties, similar to metals, capable of producing and storing electric energy in the form of a capacitor. The CNTs are to be arranged in a pattern using 3D printing to generate a Split Ring Resonator (SRR) metamaterial. Past research has shown generating CNT SRR patterns is possible using a Focused Ion Beam (FIB). FIB allows for limited sample size to be patterned for CNT growth. On the other hand, 3D printed shadow masks enable SRR patterns on a larger sample size. Today’s 3D printing technology cannot achieve the same resolution as FIB patterning yet are capable of producing larger samples. In the present research, a 3D model of a shadow mask with the desired SRR pattern was created using Fusion 360 and printed using Phrozen Sonic Mini 8K 3D printer. For the CNT synthesis process, first, heat-treated Silicon Oxide substrate was placed into a RF magnetic sputtering to deposit the first catalyst film of Aluminum Oxide using Argon plasma. The sample then was removed from the chamber to place the mask on and placed back in to sputter an Iron catalyst layer. The sample was then taken to a thermal catalytic chemical vapor deposition (CVD) chamber in which it was annealed to 730° C and afterwards exposed to acetylene gas to generate CNTs.
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Ramos-Homs, Amy. "Synthesis of Bone Scaffold for Pediatric Bone Defects Using 3D Printing." In MME Undergraduate Research Symposium. Florida International University, 2022. http://dx.doi.org/10.25148/mmeurs.010560.
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Pediatric bone defects, requiring surgical interventions and implants, include malignant and nonmalignant bone tumors and trauma fractures. Malignant bone tumors (MBT), such as Osteosarcoma and Ewing sarcoma, are aggressive primary cancers that affect growing adolescent bones (10- to 19-year-olds) and require complex reconstruction due to large bone excision during surgical interventions. Pediatric bone fractures requiring surgical interventions peak in 10- to 14-year-olds and are a major public health concern in the US with an impact on patients, parents, and healthcare costs of approx. 350 billion. These diseases require bone tissue replacement in changing bones. Bone reconstruction and medical implant design for growing pediatric bones have unique challenges due to active growth and there is a greater need for active, resorbable, and patient-specific implants to prevent growth impediments. The current available pediatric implant is limited in addressing these needs and is primarily addressed by static metallic implants designed for adults. We plan to work towards the design and synthesis of a bone scaffold by modifying a CAD model considering the size of the porosity in the structure of the pediatric bone. This modified model will be 3D printed and subjected to tests to evaluate the strength and composition of the scaffold. Afterwards, the scaffold is used for cell culture in hopes of eliciting cellular response for bone formation and cell regeneration, since a key factor to assess is whether the scaffold will grow with the bone, or the bone will grow with the scaffold. This is done to support the attachment of cells on the surface of the bone to actively support bone modeling processes under structural changes of growing bones.
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Garino, Gia. "Fracture strength of multi-component ultra-high temperature carbides." In MME Undergraduate Research Symposium. Florida International University, 2022. http://dx.doi.org/10.25148/mmeurs.010564.
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Ultra-high temperature ceramics (UHTCs) have emerged as a promising material for next generation re-entry hypersonic vehicles due to high melting point (>3000 °C), and high mechanical properties and oxidation resistance. Yet none of the unary UHTCs can satisfy the whole gamut of demanding requirements for aerospace applications. Recently, the single-phase solid-solution formation in a multi-component ultra-high temperature ceramic (MC-UHTC) materials have gained interest due to their superior thermo-mechanical properties compared to conventional UHTCs. Herein, a systematic approach was used to fabricate binary (Ta, Nb)C, ternary (Ta, Nb, Hf)C, and quaternary (Ta, Nb, Hf, Ti)C UHTCs by gradual addition of UHTC components via spark plasma sintering (SPS). Fracture strength of the samples was measured using 4-point bend testing to understand the effect of UHTC components on the failure behavior of MC-UHTCs. A high-speed camera was also used to visualize and record the failure in each sample. The results showed that the quaternary UHTC has a fracture strength of ~351 MPa, which is ~227% and 10% higher than binary and ternary samples, respectively. Enhancement in the fracture strength has been attributed to increase in the entropy of a MC-UHTC with gradual addition of UHTC component. The present findings promote MC-UHTCs as a candidate damage tolerant structural material for aerospace applications.
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Yellapragada, Srujana. "Surface Treatment of Polyester Fabric with Atmospheric Pressure Plasma." In MME Undergraduate Research Symposium. Florida International University, 2022. http://dx.doi.org/10.25148/mmeurs.010563.
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Polyethylene Terephthalate (PET) fabric, a recycled synthetic fiber, has been frequently studied to innovate increased usage in both the clothing and medical industry. Some include ways to dye the fabric so that it can be commercially used for the purpose of environmental conservation from frequent discard of nonrecyclable fabric. Some biomedical applications involve the application of plasma treatment to reduce bacteria adhesion and improve anti-bacterial properties on the fabric. However, neither has been successful due to a lack of understanding of the surface modification of PET fabric to enable such properties. The hypothesis is that hydrophobicity is an issue in this study. The goal is to modify the surface of PET cloth to obtain a hydrophilic property through atmospheric-pressure plasma surface modification. Dielectric barrier discharge (DBD) plasma irradiation is a technique involving the electrical discharge between two electrodes separated by an insulating barrier. At a constant peak voltage, the smoothly flowing argon gas is turned into plasma, and the plasma is applied to the PET cloth surface. New functional groups are made or altered and attached to the surface layer which changes the character of the membrane but not its bulk properties. This study analyzes and reports on changes in surface hydrophobicity. This process tested three parameters followed by the water contact angle, XPS, and FTIR analysis. PET fabric successfully gains a hydrophilic property through plasma treatment along with consistency in the results of surface modification from FTIR and XPS. However slight differences in results still do appear which must be further analyzed.
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Vasquez, Ricardo. "3D printing of lunar regolith based ceramics via the DLP method." In MME Undergraduate Research Symposium. Florida International University, 2022. http://dx.doi.org/10.25148/mmeurs.010565.
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Ceramic parts generally have poor machinability due to their high hardness and high brittleness. Researchers and industries have overcome the difficulty of machining ceramics and have manufactured parts with intricate geometry by using pre-ceramic polymers in stereolithography (SLA) 3D printing and using slurries based on ceramic powder and photopolymer resin in digital light processing (DLP) 3D printing, among other methods. This presentation will discuss the processes involved in the 3D printing of ceramic and ceramic composite parts via the DLP technique. A vital step in ceramic 3D printing is to optimize the printing parameters for a specific slurry formulation in hand. A systematic methodology to accomplish that step has been developed and can be adopted to 3D print any ceramic slurry. During the printing process in a DLP printer, the slurry solidifies into a 3D part layer-by-layer using UV light to cause photopolymerization in the resin, which hardens the resin and makes it function as glue holding ceramic particles in place. After printing and additional curing, parts are heat treated to remove the polymer present within them and to fuse the ceramic particles together. The key results include the printing of cubes with side length of 10 mm having complex features using a lunar regolith simulant named greenland anorthosite with and without graphene nanoplatelets as a reinforcement and the printing of one mold for dog bone samples using just greenland anorthosite having a length of 80 mm, width of 23 mm, and thickness of about 8 mm. In conclusion, complex ceramic parts and ceramic composites have been 3D printed applying the slurry optimization technique. The positive implication of this work is that more ceramic materials can be made available for applications demanding intricate shapes. A challenge for the future is to study the deformation experienced by 3D printed ceramics during sintering and to determine how to take that deformation into account in the part’s geometry so those parts can have desired dimensions after sintering.
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Torres Garcia, Bryan. "Gopher Tortoise Seed Dispersal Monitoring." In MME Undergraduate Research Symposium. Florida International University, 2022. http://dx.doi.org/10.25148/mmeurs.010561.
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Gopher tortoises are native to Florida and vital to the ecosystem due to the underground boroughs they build, which provide shelter to other animals, and for their key role in seed dispersion. In order to improve our understanding of the role of gopher tortoises on biodiversity, we aim to investigate the digestive track of gopher tortoises. Data on seed dispersion distance and gut retention time are critical to effective and efficient endangered plant species conservation efforts. In a multidisciplinary project between Department of Earth and Environment, College and Engineering, and the Miami Zoo, we are fabricating an ingestible device to monitor and map the digestive tract of gopher tortoises. The device needs to be properly encapsulated to prevent any harm to the animal. Device encapsulation has been developed, but requires extensive validation before deployment. To mimic the passage of the device and the effect of the gut, device encapsulation is tested on small plastic beads. The integrity of the coating is analyzed by measuring the cross-section thickness. In addition, UV-Vis was used to quantify scratches in the coating. Enclosure for the external trackers were designed and 3D printed to hold in place an external device that serves as a logger and aids in data transmission, placed on the tortoise's shell.
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Arias, Rebekah. "Image Analysis for SWNT Growth on Shutter Sputtered Catalyst." In MME Undergraduate Research Symposium. Florida International University, 2022. http://dx.doi.org/10.25148/mmeurs.010568.
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Carbon Nanotubes (CNTs) have been used in remarkable ways since their discovery in 1991 by Sumio Iijima. Properties such as high thermal conductivity, good mechanical strength, and electrical conductivity are what make CNTs attractive. Some of their applications include water filtration, vehicles, energy storage, and now there is great potential in the biomedical field for CNTs as composites in tissue engineering, therapeutics carrier across the blood-brain barrier, cancer treatment, and much more. The issue that comes with Single-Walled Nanotubes (SWNTs) however is Ostwald ripening of catalyst and low CNT production. It is difficult to control gas parameters for hydrogen and argon and can be dangerous in a smaller lab, so acetylene without dilution gas is used. The method proposed here utilizes shutter sputtering of Iron on a th-SiO2/AlO substrate, followed by thermal chemical vapor deposition (CVD) for annealing. Shutter sputtering allows greater particle adhesion to the substrate due to wavelength and energy changes, allowing smaller catalysts to grow and a greater possibility of long SWNTs. We compare the effects of Ostwald ripening on catalysts formed onCarbon Nanotubes (CNTs) have been used in remarkable ways since their discovery in 1991 by Sumio Iijima. Properties such as high thermal conductivity, good mechanical strength, and electrical conductivity are what make CNTs attractive. Some of their applications include water filtration, vehicles, energy storage, and now there is great potential in the biomedical field for CNTs as composites in tissue engineering, therapeutics carrier across the blood-brain barrier, cancer treatment, and much more. The issue that comes with Single-Walled Nanotubes (SWNTs) however is Ostwald ripening of catalyst and low CNT production. It is difficult to control gas parameters for hydrogen and argon and can be dangerous in a smaller lab, so acetylene without dilution gas is used. The method proposed here utilizes shutter sputtering of Iron on a th-SiO2/AlO substrate, followed by thermal chemical vapor deposition (CVD) for annealing. Shutter sputtering allows greater particle adhesion to the substrate due to wavelength and energy changes, allowing smaller catalysts to grow and a greater possibility of long SWNTs. We compare the effects of Ostwald ripening on catalysts formed on a Fe shutter sputtered substrate annealed at 730°C and another at 760°C, in order to identify the correlation between the size and distance of catalyst particles for SWNT growths through Atomic Force Microscopy (AFM) image analysis. a Fe shutter sputtered substrate annealed at 730°C and another at 760°C, in order to identify the correlation between the size and distance of catalyst particles for SWNT growths through Atomic Force Microscopy (AFM) image analysis.
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Michael, Zion. "Biomimetic Cellulose-based Biocomposites." In MME Undergraduate Research Symposium. Florida International University, 2022. http://dx.doi.org/10.25148/mmeurs.010562.
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Biological structures such as termite nests, silk worm cocoons and honey bee combs integrate material, structure and form to produce biodegradable polymers and composites. Synthetic production of biomaterials through additive or woven processes has failed to achieve comparable material properties to their natural counterparts. For example, cellulose-based biocomposites have markedly less strength and toughness than cellulose micro and nanofibers found in nature. Termites produce a cellulose-based composite called “Carton” which serves as construction material for their nests. The process by which termites produce Carton is similar to the manufacturing process for electrospun cellulose fibers. Studying how termites produce Carton, a functionally driven material, can inform a design methodology for synthetic production of biomaterials. Here we characterize material composition of Carton by conducting Raman spectroscopy on samples produced by two termite varieties. By leveraging the knowledge accumulated from millenia of evolution we can use nature as a design template for novel material production.
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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Corporation, LSST. LSST Undergraduate Internships at Fermilab. Office of Scientific and Technical Information (OSTI), October 2023. http://dx.doi.org/10.2172/2203111.
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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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