Relevant bibliographies by topics / Undergraduate curriculum

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Undergraduate curriculum'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Undergraduate curriculum"

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Mayer, A. W., K. A. Smith, and S. Carrie. "A survey of ENT undergraduate teaching in the UK." Journal of Laryngology & Otology 134, no. 6 (June 2020): 553–57. http://dx.doi.org/10.1017/s0022215120000936.

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AbstractBackgroundENT presentations are prevalent in clinical practice but feature little in undergraduate curricula. Consequently, most medical graduates are not confident managing common ENT conditions. In 2014, the first evidence-based ENT undergraduate curriculum was published to guide medical schools.ObjectiveTo assess the extent that current UK medical school learning outcomes correlate with the syllabus of the ENT undergraduate curriculum.MethodTwo students from each participating medical school independently reviewed all ENT-related curriculum documents to determine whether learning outcomes from the suggested curriculum were met.ResultsSixteen of 34 curricula were reviewed. Only a minority of medical schools delivered teaching on laryngectomy or tracheostomy, nasal packing or cautery, and ENT medications or surgical procedures.ConclusionThere is wide variability in ENT undergraduate education in UK medical schools. Careful consideration of which topics are prioritised, and the teaching modalities utilised, is essential. In addition, ENT learning opportunities for undergraduates outside of the medical school curriculum should be augmented.
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DeBehnke, Daniel J., Karen M. Restifo, John F. Mahoney, and Wendy C. Coates. "Undergraduate Curriculum." Academic Emergency Medicine 5, no. 11 (November 1998): 1110–13. http://dx.doi.org/10.1111/j.1553-2712.1998.tb02672.x.

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Ross, Saul. "Humanizing the Undergraduate Physical Education Curriculum." Journal of Teaching in Physical Education 7, no. 1 (October 1987): 46–60. http://dx.doi.org/10.1123/jtpe.7.1.46.

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Institutions have an impact on the value systems of their inhabitants. A university, as an institution, exerts its influence on the undergraduates’ values, in large measure through the curriculum, which has as one of its functions teaching specific ways of looking at the world. Based on these insights, certain philosophical issues are raised regarding the impact the undergraduate curriculum is likely to have on our students with regard to their understanding and appreciation of persons. Once acquired, this understanding has considerable import for their professional practice. A survey of the undergraduate curricula in Canadian universities was conducted, and the results showed the sparse offerings in the humanities when compared to the biophysical and social sciences. The branch of learning that is most concerned with a humanistic orientation is the humanities and, at times, psychology and sociology. Recommendations are made to reorder the curriculum to provide better balance.
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Arantes, Mavilde, and Maria Amélia Ferreira. "Changing Times in Undergraduate Studies on Neuroanatomy." Revista Brasileira de Educação Médica 40, no. 3 (September 2016): 423–29. http://dx.doi.org/10.1590/1981-52712015v40n3e00712015.

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ABSTRACT Undergraduate medical curricula are currently undergoing a process of reform, with such changes including the field of neuroanatomy. In this context, the purpose of our study was to assess the status of undergraduate neuroanatomy studies in Portuguese medical schools to provide a basis for a more informed discussion on the curricular changes. With all seven Portuguese medical schools participating in the study, four of them were shown to incorporate a modern integrated curriculum and the other three a conventional discipline-based curriculum. Our study therefore shows that neuroanatomy is approached differently according to each institutional culture. The great variability in neuroanatomy studies across medical schools emphasizes the need for the creation of a national core curriculum on undergraduate neuroanatomy.
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Levine, Arthur. "Undergraduate curriculum 2000." New Directions for Higher Education 1989, no. 66 (1989): 77–84. http://dx.doi.org/10.1002/he.36919896608.

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Walker, Henry M. "CURRICULAR CONSIDERATIONSEight principles of an undergraduate curriculum." ACM Inroads 1, no. 1 (March 2010): 18–20. http://dx.doi.org/10.1145/1721933.1721940.

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Lamont, Ross I., and Ann L. N. Chapman. "Incorporating medical leadership into undergraduate curricula: a proposal for a spiral curriculum." Leadership in Health Services 32, no. 3 (June 28, 2019): 435–44. http://dx.doi.org/10.1108/lhs-12-2017-0075.

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Purpose There is increasing recognition of the importance of incorporating medical leadership training into undergraduate medical curricula and this is now advocated by the General Medical Council (GMC) and supported through the development of the Undergraduate Medical Leadership Competency Framework (MLCF). However to date, few medical schools have done so in a systematic way and training/experience in medical leadership at undergraduate level is sporadic and often based on local enthusiasm. The purpose of this paper is to outline a theoretical curriculum to stimulate and support medical leadership development at undergraduate level. Design/methodology/approach This study describes a theoretical framework for incorporation of medical leadership training into undergraduate curricula using a spiral curriculum approach, linked to competences outlined in the Undergraduate Medical Leadership Competency Framework. The curriculum includes core training in medical leadership for all students within each year group with additional tiers of learning for students with a particular interest. Findings This curriculum includes theoretical and practical learning opportunities and it is designed to be deliverable within the existing teaching and National Health Service (NHS) structures. The engagement with local NHS organisations offers opportunities to broaden the university teaching faculty and also to streamline medical leadership development across undergraduate and postgraduate medical education. Originality/value This theoretical curriculum is generic and therefore adaptable to a variety of undergraduate medical courses. The combination of theoretical and practical learning opportunities within a leadership spiral curriculum is a novel and systematic approach to undergraduate medical leadership development.
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Ramsay, Sarah. "New medical undergraduate curriculum." Lancet 342, no. 8880 (November 1993): 1164–65. http://dx.doi.org/10.1016/0140-6736(93)92135-g.

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Ruel, Sally. "Undergraduate Geriatric Nursing Curriculum." Journal of Professional Nursing 24, no. 4 (July 2008): 259–60. http://dx.doi.org/10.1016/j.profnurs.2007.06.007.

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Reynolds, C. F., S. Adler, S. L. Kanter, J. P. Horn, J. Harvey, and G. M. Bernier. "The undergraduate medical curriculum." Academic Medicine 70, no. 8 (August 1995): 671–5. http://dx.doi.org/10.1097/00001888-199508000-00007.

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Dissertations / Theses on the topic "Undergraduate curriculum"

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Williams, Lorne Murray. "Undergraduate leadership development, augmenting existing curriculum." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59492.pdf.

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Nofziger, Michael James. "Optical laboratory curriculum for the undergraduate level." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187381.

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This dissertation addresses concepts involved in the design and teaching of optical laboratories at the undergraduate level. Curriculum and lab manuals to carry out experiments for the undergraduate optical labs in the UA Optical Engineering program have been developed. Specific as well as general educational goals are discussed for many of the experiments. Innovative approaches to experiments are given, as well as ideas for future improvements to this lab program. The lab manuals for Sophomore courses in Geometrical Optics and Physical Optics appear in their entirety as Appendices to this dissertation.
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Gonzalez, Reyes Mata. "Improving undergraduate higher education through curriculum reform." Thesis, University of Pennsylvania, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3721035.

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Employers, parents, legislators and researchers have expressed concerns that students are graduating from college at low rates, take too long to graduate, and do not possess the proper knowledge or skills to be successful at work or wherever life may take them. Many claim that the curriculum at colleges and universities no longer meets the needs of the students, employers, graduate programs, and society at large. One of the many potential solutions is reforming the undergraduate curriculum.

This research examines the factors that motivated two institutions to reform their curricula in efforts to improve student success. Both of the institutions are relatively small liberal arts educational organizations, one public and the other private. Each institution has differing missions and goals and is at a different point in its development. The study attempts to describe what was important enough to motivate them to change their curricula and why it mattered.

This research investigates the reforms of the two institutions in a case study manner, drawing upon published information and personal interviews to analyze what took place. The inquiry centered upon six basic questions. 1. What was the impetus for changing the curriculum? 2. What was the process used in changing the curriculum? 3. What changes were made to the curriculum? 4. What student outcomes were achieved? 5. How did the curriculum reform impact the institution? 6. What lessons were learned through the reform process?

Reforming a curriculum is a long, complex process, requiring input and consensus from many stakeholders, especially faculty. The manner in which each organization gained faculty endorsement for the reform is analyzed. Actual changes made to the curricula are documented. The research explores student outcomes and the impact that the reform had on the faculty and institutions. Then the researcher attempts to obtain indications that the improvements made by the institutions are achieving the intended goals. Learning is a complex phenomenon to assess, and every organization is challenged to find a way to assess learning effectively.

The research reports on what took place, what was learned, and what other potential curriculum reformers can expect if they, too, embark upon reform. The study shows that faculty and strong faculty leaders (often cited in the literature as causes of ineffectual curricula) are crucial to the reform process and without adequate assessment, the true results of a reform cannot be known. Much remains to be learned about the extent to which curriculum reform can improve higher education and in fact be a cure of societal maladies. Opportunities for improvement abound. The researcher attempts to identify similarities and differences, seeking fundamental conclusions. In this manner the study proposes to be used as a resource for other educational organizations interested in either improving or completely revamping their curricula.

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Steven, Richard. "Developing an evidenced based undergraduate otolaryngology curriculum." Thesis, University of Dundee, 2018. https://discovery.dundee.ac.uk/en/studentTheses/a56d3160-9362-4d4e-a71d-4057a7efce52.

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Developing curricula to ensure that they are comprehensive but not overwhelming is an on-going challenge in undergraduate medical education. This research aimed to explore what we teach and why with regards to undergraduate otolaryngology. A longitudinal transformation approach was taken to this mixed methods study. This consisted of a comparison of undergraduate otolaryngology curricula in medical schools in the United Kingdom. Following this, a survey was devised, piloted and distributed nationally to a wide range of doctors. Four main groups were targeted including foundation year doctors, specialty trainees, general practitioners and consultants. Focus groups were then undertaken to explore results obtained from the preceding studies. The curriculum comparison provides an overview of the main topics included in undergraduate otolaryngology curricula in the UK. The comparison highlighted the large degree of variability in undergraduate otolaryngology curricula from both a content and methods perspective. Utilising results from the curriculum comparison, a national survey was devised. Results indicated that doctors felt that medical students should be able to perform the majority of otolaryngology examination skills. They should also be able to recognise, assess and initiate management for both common and life threatening acute conditions and be able to take an appropriate history and perform an appropriate examination for the majority of otolaryngology clinical conditions but manage only a select few. The survey indicated that the region in which a doctor works does not have a significant influence on their opinion, however, there was a large degree of variation in responses depending on the post of the respondent. Focus groups showed that variability in undergraduate otolaryngology curricula is multifactorial. Factors include resource allocation and a lack of standardisation. The focus groups highlighted that the perceived importance of a topic was an influencing factor in questionnaire responses and that this was linked to the perceived seriousness of a clinical condition, the complexity of a case and whether it would be possible to manage the condition in general practice. The results should aid curriculum development both in terms of curriculum content and how curricula are designed. A collaborative approach to curriculum development is recommended to reduce the risk of excluding important topics. The findings may be applicable to other specialties and have implications for curriculum development in general.
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Middaugh, Amanda Lyn. "Evaluating Effectiveness of an Undergraduate Dietetics Curriculum." Thesis, North Dakota State University, 2011. https://hdl.handle.net/10365/29860.

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Assessment is necessary in many programs to be certain that expected outcomes are being met. Without curriculum evaluation, higher education faculty would be unaware if students are competent in the skills and knowledge that the faculty thought they were teaching. New curriculum competencies related to dietetics are introduced every five to seven years from the Commission on Accreditation for Dietetics Education (CADE). CADE establishes the minimum requirements of foundation knowledge, skills, and competencies for institutions to train entry level dietitians. Even though a variety of criteria have been proposed to evaluate curricula, no common model or format is used because of the differences in each program, college, or university. The purpose of this study is to evaluate North Dakota State University's (NDSU) dietetics program through students' understanding and knowledge as demonstrated by the change in pretest and post-test scores to ensure they are meeting competencies. The Dietetics Program Assessment Test is made up of questions contributed by each instructor in the dietetics program at NDSU regarding their particular area of expertise. The effectiveness was assessed by comparing students' Dietetics Program Assessment pretest scores, taken during sophomore year, with their post-test scores, taken during senior year. This evaluation was used to determine if pretest scores predict program course grades or if high pretest results indicate a more successful student. Therefore, the scores could be used as a selection criterion for acceptance into the dietetics program if there is a strong correlation. Results from students in the Coordinated Program in Dietetics (CPD) were compared to those in the Didactic Program in Dietetics (DPD) and those not accepted into either program to see if there is a difference between the groups. The test was also divided into dietetics core content areas (community nutrition, medical nutrition therapy/clinical, food service, basic nutrition/lifespan, and management) to see if there was an area in which students were scoring poorly. Pretests were taken by 122 pre-dietetics students; of these, 46 were admitted into the CPD, 29 were admitted into the DPD, and 47 were not admitted into either program. A paired t-test found there to be a significant difference (p<0.0001) between individual mean pretest scores and post-test scores, which means students' knowledge about the area of dietetics had greatly improved through courses throughout each program. A t-test found there was not a significant difference between either the pretest scores (p=0.9847) or the post-test scores (p=0.4263) of those in the CPD and DPD programs. In all of the core dietetics content areas the average percentage of correct questions improved from the pretest to the post-test, and each content area had a similar improvement, roughly a 25 percentage point increase. Using an exact Kendall's Tau Test to examine the association between pretest score and final course grades, no significant difference was found in all of the core dietetics courses expect for Food Selection and Preparation Principles (HNES 261) (p=0.0324). In conclusion, since no one content area on the post-test appears to be lacking more than any other, it would appear that the students are learning from all courses. Due to the lack of association between all core dietetics course grades and pretest scores along with the small sample size, pretest scores should not currently be used alone or as one of the selection criterion for admittance into either dietetics programs.
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Finn, Gabrielle Maria. "Anatomy and professionalism in an undergraduate medical curriculum." Thesis, Durham University, 2010. http://etheses.dur.ac.uk/539/.

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Name: Gabrielle Maria Finn Title of thesis: Anatomy and professionalism in an undergraduate medical curriculum Higher degree for which submitted: Doctor of Philosophy (PhD) Year of submission: 2010 This thesis describes two themes within the undergraduate medical curriculum; innovations in anatomy teaching, and the assessment of professionalism. Methodologies from both the quantitative and qualitative paradigms were utilised. The main findings were: 1) The Virtual Human Dissector™ (VHD) was shown to be equally as effective as cadaveric prosections as a tool for learning cross-sectional anatomy. 2) Body painting was demonstrated as being a highly motivating and engaging exercise for students. Students reported that the bold colours and kinaesthetic nature of body painting promotes retention of knowledge and informed their approach to future patients when painting was coupled with simultaneous peer-physical examination (PPE). 3) Contextual learning and simulation were shown to directly impact upon retention of knowledge through the use of clothing in anatomy education. This highlighted how when implementing simulation small and seemingly trivial details, such as clothing, are important. 4) The Conscientiousness Index (CI) has been demonstrated as an objective and scalar measure of one element of professionalism, conscientiousness. The CI identified students at the positive and negative end of the behavioural spectrum, and this correlated with peer and staff judgements on the professionalism exhibited by students at these extremes of behaviour. 5) Students were able to accurately assess the conscientiousness of their peers, however were unable to self-assess conscientiousness. The reliability of such peer assessments was improved when peers assessed only those in their tutor groups, with whom they had the majority of academic contact, compared to when assessing the entire cohort. This demonstrated the importance of assessor familiarity in assessments. 6) Critical incident reporting, of extremes in professionalism, was shown to promote reflection in students. Critical incident reports, as with the Conscientiousness Index, offers faculty a tool by which outlying students can be identified. 7) Students were unclear about the constituent elements of professionalism and the contexts in which professionalism was relevant. Three contexts were identified; the clinical, the academic (University), and the virtual (online) context. The impact of professionalism assessments and the scrutiny on students has led students to struggle with identity negotiation. This was with respect to their personal and professional identities and the expectations of different stake holders, such as faculty, the media and prospective patients.
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Fay, Michael E. "Exploring the Undergraduate Chemistry Laboratory Curriculum: Faculty Perspectives." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1208894481.

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Evans, Robert. "Integrating Security into the Undergraduate Software Engineering Curriculum." UNF Digital Commons, 2015. http://digitalcommons.unf.edu/etd/600.

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This research included a thorough examination of the existing software assurance or what is commonly called software security knowledge, methodologies and what information security technologies is currently being recommended by the information technology community. Finally it is demonstrated how this security knowledge could be incorporated into the curriculum for undergraduate software engineering.
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Vaughan, Victoria. "Music analysis and performance interactions within the undergraduate curriculum." Thesis, University of Southampton, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298981.

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Samsuddin, Samsuddin Wira Bin Tu Manghui. "Digital forensics curriculum for undergraduate and master graduate students." [Cedar City, Utah] : Southern Utah University, 2009. http://unicorn.li.suu.edu/ScholarArchive/ForensicScience/SamsuddinWira.pdf.

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Thesis (M.S.)--Southern Utah University, 2009.
Title from PDF title page. "Thesis presented to the faculty of the Graduate School of Southern Utah University in partial fulfillment of the requirements for the degree of Master of Science in Forensic Science, Computer Forensics Emphasis." Manghui Tu, Advisor. Includes bibliographical references (p. 83-88).
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Books on the topic "Undergraduate curriculum"

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Squires, Geoffrey. First degree: The undergraduate curriculum. Milton Keynes: Society for Research into Higher Education and Open University Press, 1990.

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Cohen, Debra, and Letty Kluttz. SHRM undergraduate HR curriculum study. Edited by Society for Human Resource Management (U.S.). Alexandria, VA: Society for Human Resource Management, 2003.

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Society for Research into Higher Education., ed. First degree: The undergraduate curriculum. Buckingham [England]: Society for Research into Higher Education, 1990.

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D, Kadambari, Kumar S, Zayapragassarazan Z, and Parija SC. Improving Discipline-Based Undergraduate Medical Curriculum. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1310-3.

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Sonntag, Matthew D., ed. Raman Spectroscopy in the Undergraduate Curriculum. Washington, DC: American Chemical Society, 2018. http://dx.doi.org/10.1021/bk-2018-1305.

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Soulsby, David, Laura J. Anna, and Anton S. Wallner, eds. NMR Spectroscopy in the Undergraduate Curriculum. Washington, DC: American Chemical Society, 2013. http://dx.doi.org/10.1021/bk-2013-1128.

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International Centre for Drug Policy (St. George's University School of Medicine). Substance misuse in the undergraduate medical curriculum. London: International Centre for Drug Policy, 2007.

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Structure and coherence: Measuring the undergraduate curriculum. Washington, D.C: Association of American Colleges, 1989.

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Council, General Dental. The first five years: The undergraduate dental curriculum. London: General Dental Council, 1997.

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Glaser, Hugh. Parallel and symbolic computing in the undergraduate curriculum. Southampton: University of Southampton, Dept. of Electronics and Computer Science, 1993.

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Book chapters on the topic "Undergraduate curriculum"

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Brewer, Charles L., J. Roy Hopkins, Gregory A. Kimble, Margaret W. Matlin, Lee I. McCann, Ogretta V. McNeil, Barbara F. Nodine, Virginia Nichols Quinn, and Saundra. "Curriculum." In Handbook for enhancing undergraduate education in psychology., 161–82. Washington: American Psychological Association, 1993. http://dx.doi.org/10.1037/10126-006.

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D, Kadambari, Kumar S, Zayapragassarazan Z, and Parija SC. "Basics of Curriculum and Curriculum Change." In Improving Discipline-Based Undergraduate Medical Curriculum, 51–69. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1310-3_4.

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D, Kadambari, Kumar S, Zayapragassarazan Z, and Parija SC. "Curriculum Committee." In Improving Discipline-Based Undergraduate Medical Curriculum, 151–58. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1310-3_10.

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Potts, David B. "Yale’s Undergraduate Curriculum 1828/29." In Liberal Education for a Land of Colleges, 156–62. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230106291_5.

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Potts, David B. "Amherst’s Undergraduate Curriculum 1828/29." In Liberal Education for a Land of Colleges, 186–92. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230106291_7.

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Potts, David B. "Harvard’s Undergraduate Curriculum 1827/28." In Liberal Education for a Land of Colleges, 219–21. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230106291_9.

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Shiflet, Angela B., and George W. Shiflet. "An Undergraduate Computational Science Curriculum." In Computational Science – ICCS 2008, 697–705. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-69387-1_81.

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D, Kadambari, Kumar S, Zayapragassarazan Z, and Parija SC. "Appraising the Curriculum." In Improving Discipline-Based Undergraduate Medical Curriculum, 3–8. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1310-3_1.

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Zhang, X., C. Bruell, Y. Yin, P. Jayarudu, and A. Watterson. "Introducing Nanotechnology into Environmental Engineering Curriculum." In Nanotechnology in Undergraduate Education, 101–21. Washington DC: American Chemical Society, 2009. http://dx.doi.org/10.1021/bk-2009-1010.ch008.

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Mbindyo, Jeremiah K. N. "Sustainability in the Undergraduate Chemistry Curriculum." In Sustainability in the Chemistry Curriculum, 91–96. Washington, DC: American Chemical Society, 2011. http://dx.doi.org/10.1021/bk-2011-1087.ch009.

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Conference papers on the topic "Undergraduate curriculum"

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Mawhinney, Charles H., and Joseph S. Morrell. "The IS undergraduate curriculum." In the 1998 ACM SIGCPR conference. New York, New York, USA: ACM Press, 1998. http://dx.doi.org/10.1145/279179.279200.

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DeVito, Mary, Christine Hofmeister, Michael Jochen, and N. Paul Schembari. "Undergraduate research in computer forensics." In the 2011 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2047456.2047466.

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Ngo, Chean Chin, and Sang June Oh. "Current Trends of Mechanical Engineering Undergraduate Curricula in California." In ASME 2019 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/imece2019-11511.

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Abstract This paper reviews and compares 29 ABET accredited mechanical engineering undergraduate curricula in California which include 13 programs from the California State University (Cal State or CSU) System, 8 programs from the University of California (UC) System and 8 programs from private universities. The programs examined in the present paper include both Ph.D.-granting and non-Ph.D.-granting institutions in public and private universities. Some CSU mechanical engineering programs have been taking steps to implement changes recently in their curricula to reduce the total required degree requirement to 120 units and yet satisfy the minimum requirement of general education units. This paper presents a summary of the current curricula structure of these programs in Cal State universities by delving into the study of their degree requirements and compare with that of UC and private universities. For example, the number of units of college level mathematics and basic science required by the program is examined closely and determine if it is beyond the one-year requirement by ABET General Criterion 5 Curriculum. In addition, one of the ABET program criteria requires the mechanical engineering program to prepare students to work professionally in either thermal or mechanical systems. As such, this present paper also examines how each program is proportionately distributing courses in each of these two areas. Attention is also given to how each program integrates first year experience, senior capstone design experience, hands-on laboratory experience and internship experience (if any) in the curriculum. In January 2016, CSU launched the Graduation Initiative (GI) 2025 to increase graduation rates of CSU students while eliminating opportunity gap for underrepresented minorities and Pell-eligible students. One of the main goals of GI 2025 is to increase the freshman 4-year graduation rate of CSU students to 40% by 2025. Part of the strategies for GI 2025 from some CSU campuses is to review the curriculum and identify potential barriers to timely graduation and find strategies to eliminate them. The goal of this paper is to provide educators a timely summary of reference while examining their own curricula. Although different institutions carry curricular revisions that stem from different motivation, the ultimate goal will be the same — provide students optimally the best curriculum to better prepare them for the industry workforce and have positive impact for the society.
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Leach, Ronald J., Jeffrey A. Brumfield, Michael B. Feldman, and Charles M. Shub. "Concurrency in the undergraduate curriculum." In the nineteenth SIGCSE technical symposium. New York, New York, USA: ACM Press, 1988. http://dx.doi.org/10.1145/52964.52976.

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Ficken, J., T. J. Labus, and J. H. Lumkes. "Electrohydraulics in the undergraduate curriculum." In Proceedings of 2000 American Control Conference (ACC 2000). IEEE, 2000. http://dx.doi.org/10.1109/acc.2000.879243.

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Sidbury, James R., Richard Plishka, and John Beidler. "CASE and the undergraduate curriculum." In the twentieth SIGCSE technical symposium. New York, New York, USA: ACM Press, 1989. http://dx.doi.org/10.1145/65293.71201.

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Parrish, Allen, David Cordes, James Cross, and Brian Malloy. "Ada in the undergraduate curriculum." In the 33rd annual. New York, New York, USA: ACM Press, 1995. http://dx.doi.org/10.1145/1122018.1122067.

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Bergeron, Keith, Russell Cummings, David M. McDaniel, Robert Decker, Jacob Freeman, Charlie Hoke, Jurgen Seidel, and Scott A. Morton. "An Undergraduate Computational Aerodynamics Curriculum." In 2008 DoD HPCMP Users Group Conference. IEEE, 2008. http://dx.doi.org/10.1109/dod.hpcmp.ugc.2008.9.

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Burhans, Debra T., Matt DeJongh, Travis E. Doom, and Mark LeBlanc. "Bioinformatics in the undergraduate curriculum." In the 35th SIGCSE technical symposium. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/971300.971381.

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Tabak, Daniel. "ILP in the undergraduate curriculum." In the 2002 workshop. New York, New York, USA: ACM Press, 2002. http://dx.doi.org/10.1145/1275462.1275486.

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Reports on the topic "Undergraduate curriculum"

1

Hooper, James W., and Akhtar Lodgher. Ada-Based Software Engineering: Undergraduate Curriculum Development. Fort Belvoir, VA: Defense Technical Information Center, February 1993. http://dx.doi.org/10.21236/ada265088.

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Mead, Nancy R., Thomas B. Hilburn, and Richard C. Linger. Software Assurance Curriculum Project Volume 2: Undergraduate Course Outlines. Fort Belvoir, VA: Defense Technical Information Center, August 2010. http://dx.doi.org/10.21236/ada532573.

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Dailey, Jeffrey F., Susan D. Gavin, Jason Krueger, Rachel Tomasik, Bethany Smith, Donald Takehara, Steven Snyder, et al. High Altitude Ballooning into Undergraduate STEM Curriculum: Preparing for Widespread Implementation. Ames (Iowa): Iowa State University. Library. Digital Press, January 2012. http://dx.doi.org/10.31274/ahac.8343.

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Epeneter, Beverly. Intuition in the Undergraduate Nursing Curriculum: Faculty Attitudes, Practices and Preparation. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5282.

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Garlan, David, and Mary Shaw. Architectures for Software Systems: A Curriculum Development Proposal in Undergraduate Software Engineering. Fort Belvoir, VA: Defense Technical Information Center, May 1993. http://dx.doi.org/10.21236/ada266703.

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Land, Natalie. Promoting Biosecurity Awareness and Responsibility by Embedding it in Life Science Undergraduate Curriculum. Office of Scientific and Technical Information (OSTI), November 2018. http://dx.doi.org/10.2172/1544949.

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Peskin, Michael E. Abstract Applets: A Method for Integrating Numerical Problem Solving into the Undergraduate Physics Curriculum. Office of Scientific and Technical Information (OSTI), February 2003. http://dx.doi.org/10.2172/812625.

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Tomasik, Rachel, Bethany Smith, Donald Takehara, Steven Snyder, Travis Booth, and Elise Romines. Developing High Altitude Balloon Curriculum for Undergraduate Courses—NSF Grant Impact and Example in General Education Chemistry. Ames (Iowa): Iowa State University. Library. Digital Press, January 2011. http://dx.doi.org/10.31274/ahac.8148.

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Augspurger, Ashley Elizabeth. OPTICAL RESPONSES AT THE NANOPARTICLE-BIOLOGICAL INTERFACE WITH AN INTRODUCTION TO OPTICAL MICROSOCOPY IN UNDERGRADUATE ANALYTICAL CHEMISTRY CURRICULUM. Office of Scientific and Technical Information (OSTI), January 2015. http://dx.doi.org/10.2172/1227290.

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Bump, Charles, Kesete Ghebreyessus, Edmund M. Ndip, Godson C. Nwokogu, and Michelle K. Waddell. Purchase of Microwave Reactors for Implementation of Small-scale Microwave-accelerated Organic Chemistry Laboratory Program in Undergraduate Curriculum and Synthetic Chemistry Research at HU. Fort Belvoir, VA: Defense Technical Information Center, April 2015. http://dx.doi.org/10.21236/ad1001096.

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