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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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Martinez, Christopher D. "Learner-directed vs. Instructor-provided Curriculum Among Undergraduate Students." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6895.
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There has been little or no research on the use of a Learning Object in the field of religious studies. The purpose of this research study was to assess undergraduate student knowledge gain outcomes between instructor-provided and learner-directed methods, which is the independent variable, using asynchronous, online, narrated PowerPoint presentations compared to undergraduate student knowledge gain using an online learning-objects unit, in a college-level world religions survey course at St. Petersburg College. This study assessed undergraduate student knowledge gain outcomes between instructor-provided and learner-directed methods among 90 college undergraduate students and determined whether there was a significant difference in the knowledge gain of students, a difference by gender, age, and major, in studying a unit of Jainism online in a world religions survey course using either a narrated PowerPoint presentation or using an Independent Learning Object, as well as their perception of the two methods. Students were divided randomly into two groups with each accessing one of the two learning methods. The results were the Learning Objects students’ knowledge gain was higher than the PowerPoint students, while females scored higher using the PowerPoint and males scored higher using the Learning Object. The implications of this study are that instructors in any discipline could better serve their students if they investigate using Learning Objects in their online learning rather than the use of PowerPoint. The majority of students who used the Learning Object online performed better than students who listened to the PowerPoint, supporting the contention that student-accessed learning leads to greater cognition. The implications of this study are that instructors in many disciplines could better serve their students if they implemented the use of Learning Objects in their online learning rather than the use of PowerPoint presentations.
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Stefan, Daniela Cristina. "Developing a framework for an undergraduate haematology curriculum in a Faculty of Health Sciences." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/3187.
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Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: The Faculty of Health Sciences at Stellenbosch University adopted a new set of guidelines for curriculum design in 1997, emphasising an orientation towards the requirements of the public sector general practice, a holistic approach and exposure to community lifestyle and disease patterns specific to various communities. In order to ensure the anchoring in the realities of the general practice, a family medical practitioner, appointed by the Academy of Family Practice, was included in the curriculum control structure of the faculty. It was further recommended that a family medical practitioner should be included in the curriculum committee of each discipline, where appropriate. The present research, starting from the assumption that the opinion of a single family practitioner is insufficient to determine the adequacy of the curriculum for general medical practice, aimed to conduct a comprehensive needs analysis of all stakeholders in the undergraduate haematology training programme at the Faculty of Health, Stellenbosch University, and to compare the findings with the existing curriculum. To this purpose, the opinions of five adult medicine haematologists, ten paediatric haematologists, four laboratory haematologists, ten interns, fourteen students and twenty general practitioners were surveyed. An open-ended questionnaire on the usefulness of the haematology module for hospital and independent general practice was analysed, using the “coding technique” method. On this basis, a list of subjects was drawn and, using a Delphi method, the participants in the study were asked to rate their importance for practice. The answers to the open-ended questionnaires revealed a few overarching concepts, the most important being the need to structure the material taught in the form of “approaches”, supporting the differential diagnosis, which is the most frequent task of a general practitioner. Among the outcomes identified in the panellists‟ answers, the need to adequately detect and assess the “red flag” signs for haematological cancers was proposed for consideration as an outcome in the next curriculum. The Delphi survey indicated a group of subjects which were rated as most important for practice and another group designated as devoid of utility. The remaining subjects, rated as of moderate importance, could be further classified as diseases usually managed by the general practitioner and pathology which would be referred to a specialist for management. These iv findings were compared with the existing curriculum and the discrepancies were analysed, resulting in a set of proposals towards a framework for a new undergraduate haematology curriculum. For the first time in the literature, as far as can be determined, this research presents outcomes and content for an undergraduate haematology course which were defined and rated for importance by consensus of the curriculum developers, specialists in the field and graduates of the course. The methods tested in this process and some of the trends revealed might be useful for curriculum development in other medical disciplines.
AFRIKAANSE OPSOMMING: Die Fakulteit van Gesondheidswetenskappe by die Universiteit Stellenbosch het in 1997 nuwe riglyne vir kurrikulumontwerp aanvaar. Hierdie riglyne beklemtoon `n bewustheid van die behoeftes van algemene praktyk in die openbare sektor, `n omvattende benadering tot en blootstelling aan die gemeenskapslewenstyl, asook aan siektepatrone eie aan verskillende gemeenskappe. Om te verseker dat die kurrikulum in die werklikhede van algemene praktyk geanker bly, is `n algemene praktisyn, aangestel deur die Akademie van Huisartskunde, ingesluit in die kurrikulum beheerstruktuur van die fakulteit. Dit is verder ook aanbeveel dat, waar van toepassing, `n huisarts in die kurrikulumkomitee van elke dissipline ingesluit moet word. Hierdie navorsing, wat van die veronderstelling gespruit het dat die opinie van `n enkele huisarts onvoldoende is om die toepaslikheid van `n kurrikulum vir algemene praktyk te verseker, het ten doel gestel om `n omvattende analise van behoeftes van alle belanghebbendes in die voorgraadse hematologie-opleidingsprogram by die Fakulteit van Gesondheidswetenskappe, Universiteit van Stellenbosch, te doen en om die bevindings met die bestaande kurrikulum te vergelyk. Die menings van vyf volwasse medisyne hematoloë, tien pediatriese hematoloë, vier laboratorium hematoloë, tien huisdokters, veertien studente en twintig algemene praktisyns is verkry. `n Oop-einde vraelys oor die bruikbaarheid van die hematologie-module vir hospitaal- en onafhanklike algemene praktyk is m.b.v die gekodeerde tegniek ontleed. Op grond hiervan is `n lys onderwerpe gekies en studiedeelnemers is deur van die Delphi-metode gebruik te maak, gevra om die graad van belangrikheid van elkeen aan te dui. Die antwoorde op die oop-einde vraelys het `n paar oorkoepelende konsepte uitgelig. Die belangrikste hiervan was om die materiaal wat gedoseer word te struktureer in die vorm van „benaderings‟, wat die vorming van `n differensiële diagnose ondersteun. Lg. is die algemeenste taak van die algemene praktisyn. Een van die uitkomste wat deur die studiedeelnemers geïdentifiseer is, nl. die vermoë om die `rooi vlag` tekens van hematologiese kankers korrek te bespeur en te assesseer, is voorgestel vir oorweging vir insluiting as `n uitkoms in die volgende kurrikulum.
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Duncan, J. Chad Martin E. Davis. "The purpose of undergraduate rehabilitation education implications for curriculum development /." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Rehabilitation_and_Special_Education/Dissertation/Duncan_John_46.pdf.
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Bibriesca, Jonathan. "Community Organizing Summit| A curriculum for undergraduate social work students." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1586847.
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Research demonstrates that community organizing and social work share historical commonalities which have influenced the development of social work as a profession. The purpose of this thesis was to create a Community Organizing Summit Curriculum to increase the knowledge, skills and interest of undergraduate social work students in community organizing and its application to social work with marginalized communities. The curriculum is a one day training focusing on the historical context of social work and community organizing, models of community organization in macro social work, community organizing models and current local trends in organizing. This curriculum consists of a session by session manual to help guide social work educators working with undergraduate social work students using a combination of lecture presentations, interactive group activities and a panel discussion featuring local community organizers.
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Roberts, James Rowland. "The development of an environmental ethics undergraduate curriculum for California." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2573.
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This study included an environmental ethics syllabi research project, an environmental ethics curriculum development survey of all colleges in California, and the subsequent development of tables to compare the results. The curriculum development survey of California colleges includes a listing of all course descriptions of environmental ethics and related courses.
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Gray, Craig. "A study of factors affecting a curriculum innovation in university chemistry." Thesis, University of Glasgow, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360097.
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Jackson, Christine Sylvia. "Undergraduate learning in therapeutic radiography : a curriculum model for clinical education." Thesis, University of Derby, 2002. http://hdl.handle.net/10545/209300.
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Competence to practise and the acquisition of key clinical skills in therapeutic radiography is an important issue in the NHS (Department of Health, 2000c) and the undergraduates of today are expected to be fit for purpose as therapeutic radiographers of tomorrow. New ways of working will require a greater understanding of how competence in clinical practice can be achieved and developed across all staff groups in the NHS. Patients' place a great trust in NHS professionals and this trust should act as a motivator for all professionals to develop the highest standards in practice. The issue for educators of these professionals, centres on how to develop training programmes, which reflect the current needs of the service for the benefit of the patients. There is no evidence-base generated through research, which looks at the achievement of clinical competence in therapeutic radiography, nor has there been a curriculum review which, attempts to match learning in clinical practice to achievement of competence. Therapeutic radiography undergraduate programmes have traditionally followed curriculum models based on content or learning outcome derived systems which do not necessarily encourage a more proactive approach to skill acquisition and learning. The enquiry employs action research as one of the key methods in order to identify the skills associated with competence to practise. A focus group interview with one cohort of final year therapeutic radiography undergraduates identifies aspects of learning which students consider necessary in order to achieve clinical competence. The interview is followed up using two of the original cohort (post qualification) to verify further, skill acquisition for competence. A national competence survey, for one cohort of newly qualified therapeutic radiographers, suggests that the level of competence achieved by this cohort is at a level considered acceptable for clinical practice. Some of the more able staff is able to demonstrate higher level skills, which are considered necessary for higher level practice. There were only a small number of newly qualified therapeutic radiographers in the survey who had not yet achieved a satisfactory level ofThis enquiry identifies the skills and learner characteristics associated with achievement of competence such as reflection, adaptability, the need to see learning wholes rather than individual parts and the importance of self- confidence. Models of learning and issues surrounding competence to practise were reviewed and considered in the light of the findings from the action research. It is suggested that undergraduate learners achieve competence through progressive achievement of higher level skills indicative of what might be termed, a `competence continuum model' of learning. There is evidence to suggest that in current undergraduate education for therapeutic radiographers, more consideration should be given to the process of learning as part of curriculum design based on a competence continuum model. In terms of current levels of competence in newly qualified therapeutic radiographers, the findings of this research suggest that extant undergraduate programmes in therapeutic radiography are meeting the needs of the service in the modem NHS. There are opportunities, however, to develop the curriculum for clinical education, which focuses more directly on process. For example the task-based learning approach for the continuing development of clinical competence is shown to be a suitable model for curriculum design for undergraduate learners in therapeutic radiography. Examples of how task-based learning can enhance the current programme are provided in the final chapter of this thesis
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Esteban, Ronaldo C. "The design of an undergraduate athletic training curriculum for Virginia Tech." Master's thesis, This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-04272010-020054/.
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Steckol, Karen F., Marc A. Fagelson, and Dan C. Tullos. "Linking the Undergraduate Degree to the Graduate Degree: Core Curriculum Issues." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/1623.
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There are many issues that relate to the efficacy of the undergraduate degree in the field of communicative disorders. Some have advocated for the elimination of the degree while others vigorously fight to maintain it. Some believe that there should be clinic associated with the undergraduate degree while others argue to have the degree but without clinic. Some state departments of education allow persons with an undergraduate degree in communicative disorders to practice in the schools, others do not. Colleges and universities are afraid that without an undergraduate degree program, their departments will be seen as vulnerable to elimination in the academy. Other colleges and universities want to close their undergraduate programs to concentrate on their master's and doctoral degrees, especially because of the shortage of doctoral level faculty to adequately staff all their programs. All of these issues and many more play into the debate about the continuation of the undergraduate degree in the field of communicative disorders. Today you are going to hear from three members of the Council who have very different viewpoints on the issue. We hope to stimulate discussion that will be productive in helping you and your departments determine the efficacy of your undergraduate degree in the field
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Acosta, Arron (Arron Scott). "Beyond the fundamentals : why the undergraduate mechanical engineering curriculum needs reform." Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/59889.
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Thesis (S.B.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering, 2010.Cataloged from PDF version of thesis.
Includes bibliographical references (p. 32).
The addition of a systems engineering concentration through the MIT Mechanical Engineering Alternative (course 2A) curriculum will be shown to have the potential to increase the number of engineering degrees in comparison to non-engineering degrees, to better prepare MIT engineering graduates, and to increase the percentage of graduates that pursue careers in engineering rather than finance and consulting. Original data was collected from Careerbridge and used along with existing information available through the registrar and careers office to provide a quantitative breakdown of the trends in Mechanical Engineering department enrollment, degrees awarded, and skills demanded of graduating alumni. These results are used to suggest that the number of MIT Mechanical Engineering graduates can increase by recognizing the existence of a type of engineer defined as the Systems Engineer. Systems Engineers are currently switching out of engineering into business, finance and consulting, and this can be corrected through a concentration in 2A similar to an existing program called the Gordon Engineering Leadership Program.
by Arron Acosta.
S.B.
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Hoffman, Jeffrey Cornè. "A service learning pedagogy for an undergraduate bachelor of nursing curriculum." University of Western Cape, 2021. http://hdl.handle.net/11394/8287.
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Philosophiae Doctor - PhDGlobally, healthcare curricula are being transformed to serve societal needs and strengthen the provision of healthcare services towards ensuring Primary Health Care. Community Engagement and its typology were deemed significant to redress the nature of healthcare services, as well as the nature of the nursing curriculum, in order to develop socially accountable graduates. SL is known as a philosophy and an approach to community development and pedagogy. In this current study, the primary focus of SL was viewed as pedagogy, with the intention of fostering skills and values associated with accountability.
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Epeneter, Beverly Jean. "Intuition in the Undergraduate Nursing Curriculum: Faculty Attitudes, Practices and Preparation." PDXScholar, 1998. https://pdxscholar.library.pdx.edu/open_access_etds/3398.
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The primary goal of undergraduate nursing programs is to prepare students for nursing practice. Achievement of this goal may be hindered by reliance on the scientific method in nursing education. Nursing practice often requires the ability to make judgments in situations of ambiguity without the benefit of objective data. The ability to rapidly "read" a situation and respond appropriately is critical to safe nursing care. This requires education in the intuitive way of knowing. Intuitive development may be impeded when students are taught to rely on the rational, scientific way of knowing. The end result may be that students are unprepared to meet the demands of nursing practice.
Research on intuition in nursing has focused on nursing practice. To date, no study has explored intuition in nursing education.
This study provides data on intuition in undergraduate nursing curricula. A descriptive research study was done on faculty members of the National League for Nursing (NLN). An intuition survey was developed and pilot tested on 10 undergraduate nursing faculty. The survey was sent to a random sample of 676 NLN faculty members nationally. A 51% $(N = 330)$ response rate was achieved. The survey included: (a) intuition attitudes, (b) attitudes toward including intuition in the undergraduate nursing curriculum, (c) intuition in the current curricula, (d) practices related to development and teaching of intuition, and (e) preparation for teaching about intuition.
The major findings are: (1) Faculty expressed attitudes of value for intuition. (2) Faculty expressed attitudes that support the importance and appropriateness of including intuition but had concerns about including intuition. (3) Intuition is currently included in the undergraduate nursing curriculum on a limited bases. (4) Faculty use many strategies to develop their own intuition and to help students develop intuition. The majority of faculty rate the strategies as effective. (5) A limited number of respondents had preparation to teach about intuition and the majority expressed interest in learning more about intuition. (6) Program type, years in nursing education, and highest degree in nursing made a difference on intuition attitudes.
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Chuenjitwongsa, Supachai. "Developing educators of European undergraduate dental students : towards an agreed curriculum." Thesis, Cardiff University, 2015. http://orca.cf.ac.uk/74489/.
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Recent developments in European dental education are student-focused, concerned, for example, with competency-based and problem-based learning. The development of dental educators has so far received little consideration. This study aimed to agree curriculum content for developing dental educators so that they are better able to support changing undergraduate dental education. Adopting consensus methodology, a two-round Delphi was conducted in 2012. Fifty-three dental educators attending the Association of Dental Education in Europe (ADEE) annual conference 2010-2011 and 39 dental students attending the European Dental Students Association (EDSA) volunteered to take part. The Delphi questionnaire was developed based on literature, piloted, and sent to participants to gather opinions of and seek consensus on educational content using rating-scales and open-ended questions. Numeric data were analysed using descriptive statistics and qualitative data were analysed thematically. This study identified required educational content for undergraduate-teachers and practical issues for developing dental educators. This study revealed seven domains of curriculum content for dental educators. Four domains were deemed essential in which all educators should be competent:educational principles; educational practice in dentistry; curriculum, quality, and improvement; and educational professionalism. Three domains were optional which could be tailored to local needs include: educational principles in specific context, educational research, and educational and healthcare management. When developing training for dental educators, factors which need consideration are: scope and type of educational content; academic position and teaching experience of educators, roles and responsibilities of educators, the nature of undergraduate dental education, and local and cultural contexts. The results are beneficial for (1) individual educators to inform professional development plans, (2) institutions to devise faculty developments, (3) ADEE to inform policies on developing European dental educators, and (4) other disciplines to inform training for their educators.
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Lovett, Susan Burroughs. "Family and consumer sciences in higher education common elements in undergraduate curriculum /." Lynchburg, Va. : Liberty University, 2005. http://digitalcommons.liberty.edu.
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Mislang, Jonathan. "The experiences of undergraduate nursing students enrolled in a team teaching curriculum." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/37986.
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Contemporary nursing education has seen a shift towards student-centred teaching and learning strategies. Team teaching is a student-centred strategy that involves the collaboration of multiple teachers to plan, deliver, and evaluate a course. Team teaching has been used in disciplines outside of nursing education, but there is little literature to support its use within the classroom in undergraduate nursing education. The purpose of this qualitative descriptive study is to examine the experiences of undergraduate nursing students enrolled in a newly revised curriculum at the University of British Columbia School of Nursing (UBC SON) that has adopted team teaching as its main pedagogical teaching and learning strategy. The aim of this research is to provide an evidence-based evaluation of the team teaching strategy with the intent of suggesting ways to improve its delivery. Constructivism and adult learning theory were used to guide this study. Non-randomized convenience sampling produced a study population of 49 third-term undergraduate nursing students enrolled in the UBC Bachelor of Science in Nursing (BSN) program starting in September 2009. Students completed a survey consisting of six open-ended questions designed to describe their experiences with team teaching. Content analysis methodology was used to analyze the data. Findings suggested that students supported the use of team teaching and viewed it as a positive influence on their learning experience. Four positive themes from team teaching emerged from the research: challenging student learning, increasing teacher credibility, teams acting as nursing role models, and promoting student learning. The implications of this research focused primarily on nursing education. Seven recommendations on how team teaching delivery can be improved within the UBC SON curriculum are suggested.
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Knorr, John (John Edward). "A Model Curriculum for the Undergraduate Preparation of Secondary Coaches in Texas." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332839/.
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The purpose of this study was the design of a curricular model for the undergraduate preparation of Texas high school coaches. The model was based on the perceptions of Texas coaches concerning the adequacy of their professional preparation. The issue of a state certification for coaching was also examined.
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Wood, Colin. "Improvisation Methods: A Non-Idiomatic Improvisation Course for the Undergraduate Music Curriculum." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555578371828511.
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Logan, Cheri Denise. "The representation of knowledge and expertise in the undergraduate graphic design curriculum." Thesis, Open University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.417584.
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Morrison, David. "The underdetermination of interdisciplinarity : theory and curriculum design in undergraduate higher education." Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6094/.
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Interdisciplinarity in higher education is a widely used but poorly understood term. There is a wealth of literature about the topic, but beneath the surface details very little of it agrees. Further, what attempts have been made to engage with pedagogies of interdisciplinarity in the undergraduate curriculum often suggest dubious programmes of ‘minimal understanding’ or ‘adequacy’. These are consistent only in their inconsistency and lack of standard qualifications, and are often short lived. This thesis explores why there is no consensus on interdisciplinarity, and why there is no consistently effective undergraduate curriculum to develop it, and seeks to resolve both questions via a range of empirical evidence from fields which have not heretofore been applied to interdisciplinarity research. Three problems are identified in the current research: self-contradictory pedagogic models; a general lack of reliable evidence for theories; and a lack of engagement with relevant educational and psychological research. Taking a pragmatic approach to evidence I review the existing educational research on disciplinarity and the psychological research on expertise, knowledge transfer, collaborative cognition and categorisation to see if these can yield more consistent and empirical foundations for an understanding of interdisciplinarity. The culmination of this research soundly undermines several of the persistent but ill-evidenced models of interdisciplinarity in the literature, namely pluralism, disciplinary essentialism, and competency-based models, and establishes a more coherent approach to interdisciplinary curricula. Taking the view that a model is not complete without connection to practice, I have also interviewed current academics in the ‘interdisciplinary’ field of Medieval Studies to correlate the psychological evidence with praxis. Ultimately, interdisciplinarity as a ‘thing’ or a stable academic identity is refuted in favour of interdisciplinarity as a particular focus of skills-based curriculum. This focus should ideally be developed concurrently with matching skills in a disciplinary context in order to balance breadth and depth of learning. This thesis ends with some forward-thinking considerations of curriculum models which could facilitate a balanced disciplinary and interdisciplinary approach in practice.
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Stefanidis, Angelos. "Undergraduate information systems in the UK : analysing curriculum skills and industry needs." Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/14267.
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In recent years there have been repeated calls for universities to better equip students with skills which are relevant to business and industry. The field of Information Systems (IS), along with the wider discipline of computing, has often been described as outdated, slow to adopt new technologies and unable to keep up with the fast pace of change of the real world . Exacerbating the issue of academic relevance in relation to industry needs, universities around the world have experienced a growing disinterest in the study of IS and computing, resulting in worryingly low levels of new graduates who do not meet industry demands. To understand the contentious relationship between academia and business in relation to IS, the research presented in this thesis investigates the current IS undergraduate provision in the UK and its alignment with the skill requirements of the IS industry. This is achieved through a two-stage approach of examining the position and expectations of each stakeholder, followed by the development of a method to facilitate the alignment of their inter-related needs. As part of the first stage, the investigation into the academic stakeholder undertakes a holistic analysis of IS curriculum to quantify its content. This leads to the identification of original Career Tracks which specify the IS careers promoted by the curriculum. The second stage involves the investigation of the business stakeholder measuring the careers in demand and the skills that support them. The resulting findings from these investigations show that it is possible to determine the skills required by IS graduates in the UK to meet the demands of industry. This is achieved through the use of a newly developed IS Course Survey Framework that enables the configuration of IS courses to align to specific career tracks, thus mapping directly to the needs of industry as expressed through their job requirements and associated skills demand.
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Chan, Yan-yi, and 陳因兒. "Undergraduate curriculum reform of universities in Hong Kong, is it for local student development in future?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48365397.
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This research project examines whether the new 4-year curriculum is for local student development in the future and internationalization is the primary espouse of the reform. 8 in-depth interviews were conducted in five local universities. Student development is framed from a multi-functional mindset in which students get exposed to all kinds of possibilities, expand their intellectual thinking and capabilities as well as become self-reflective. There are changes in student demographics, workplace environment, social convergence and intercultural tolerance. The urge of graduates with global mindset, higher-order thinking and multiple skill sets is geographically indivisible. In elaborating on the findings, internationalization is one of the factors leading to student all-roundedness, the centrality of the curriculum reform.
Realizing that there was learning experience re-conceptualization, participants evaluated the reform tended to be structural and administrative. There is little spared time for university teachers’ inspirations on students inside or even outside classrooms. But governmental and institutional foci are still put on more research than teaching in which participants were disheartened. A structural change could help little. In a long run, a revolution on the university teaching to wholly facilitate student development is vitally essential. To inspire students to be self-reflective and have sustainable growth, university teaching staff needs time for inspiring works and interdisciplinary co-operations. Too many research and administrative burdens hinders teaching practices, even though teachers are passionate. It is time for the government, UGC, universities and individual professors to put all small pieces together and make the current reform in a more holistic way.published_or_final_version
Education
Master
Master of Education
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Strauss, Alan. "The Construction of Disability among Undergraduate Students in Disability Related Majors." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/194864.
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The ADA definition of disability reflects an historical shift from defining disability within the individual (the medical model) to constructing disability within the social environment (the socio-political or interactional model). Further, this shift reveals a movement away from paternalistic to empowering rehabilitation policies and service delivery systems. Similarly, academic programs in Rehabilitation are updating their undergraduate curriculum in ways that reflect changes that have taken place in public policy and service delivery related to disability, knowledge emerging from the field of disability studies, and a changing student demographic. Disability related rehabilitation research has not yet fully reflected this shift, and this has resulted in data and knowledge that are of limited utility. It has been well researched that negative attitudes toward individuals with disabilities held by rehabilitation professionals will limit the scope of services generated and provided by professionals and, ultimately, have a detrimental effect on a successful rehabilitation process. Knowledge about the ways that undergraduate students conceptualize disability may illuminate the content and origin of positive and negative attitudes and beliefs.The present study was a phenomenological examination of the framework students employed in conceptualizing, understanding and making meaning of the concept of disability. The study utilized in-depth interviews and students' course assignments in order to answer the question, "How do undergraduate students in disability related majors construct disability?" Data revealed six common themes which were: participants had difficulty defining the category of disability; disability was understood as an individual problem, requiring special accommodations, assistance and services; there was an altruistic desire among participants to challenge stereotypes surrounding disability, alongside limited self-awareness of the application of stereotypes in their own construction of disability; the meaning of disability was a reflection of participants' own identities; Concepts of opportunity, restraint, power and privilege had limited relationship with disability; and, motivation for professional practice was related to a desire to help those who need assistance. Suggestions were made relating to the undergraduate curriculum and future research.
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Hamilton, Craig V. "A Recommended Curriculum for Teaching Score Study in the Undergraduate Instrumental Conducting Class." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279291/.
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The purpose of this study was to create and gain consensus of an essential curriculum for teaching score study in the undergraduate instrumental conducting class. Questions to be answered by this study were what methods, materials, and evaluations should be used to teach score study to undergraduate instrumental conducting students? Resolving the questions required the collection of information on the methods, materials, and evaluations used in teaching score preparation in the undergraduate instrumental conducting class and the opinions of conductors and teachers of conducting about those methods, materials, and evaluations.
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Strickland, Sharon K. "Rhyme and reason a rhetorical, genealogical examination of undergraduate mathematics /." Diss., Connect to online resource - MSU authorized users, 2008.
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Thesis (Ph. D.)--Michigan State University. Dept. of Curriculum, Teaching and Educational Policy, 2008.Title from PDF t.p. (viewed Aug. 14, 2009). Includes bibliographical references (p. 212-216). Also issued in print.
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Briens, Elysa C. M. "Assessing Undergraduate Sustainability Knowledge at California Polytechnic State University." DigitalCommons@CalPoly, 2020. https://digitalcommons.calpoly.edu/theses/2198.
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Sustainability education has become an important focus of many higher education institutions (HEIs), with the inclusion of many sustainability-related learning objectives for undergraduate students. As sustainability is a new, rising discipline, an increasing number of HEIs have made efforts to assess their teaching and learning effectiveness. However, most assessments fall short in determining the relationship between sustainability curriculum and the impacts on leaning outcomes. Therefore, this study aims to assess the impact of academic setting, specifically of a structured sustainability curriculum, on undergraduate sustainability knowledge, as well as analyze the implications of perceived barriers and opportunities to implementing sustainability into academics. Using California Polytechnic State University, San Luis Obispo (Cal Poly) as a case study, this research emphasizes the results from an online sustainability knowledge survey administered to honors students who take a structured sustainability knowledge curriculum and general students who are not required to take any sustainability courses, but can elect to do so. The study reveals that honors students have significantly higher sustainability knowledge scores (SKS) after taking a structured sustainability curriculum, but also reveals that those post-curriculum SKS of honors students are not significantly different from that of general students after taking 3 courses. The results further indicate that honors students that take a 3-course sustainability curriculum do not score significantly higher than those that take a 1-course sustainability curriculum. However, general students that take 3 sustainability-related courses score significantly higher than general students who take 0, or 1 to 2 sustainability-related courses. These results suggest that unlike honors students, general students need to take a minimum of 3 courses in sustainability to achieve significantly higher SKS. The findings also show that the SKS of students do not significantly differ across colleges and that the SKS of students in the general population have the potential to improve, suggesting that additional sustainability education can benefit all students. Additionally, the analysis of student perceptions reveals that students support the integration of sustainability into existing courses, which can help address the main perceived barriers of time constraints, lack of course promotion, and lack of relevance to major. Ultimately, the results suggest that university-level decision-makers should focus efforts on integrating sustainability into existing courses, increasing the opportunity for all students to take at least 3 sustainability-related courses during their undergraduate experience. Such efforts would be a first step in developing sustainability education at an HEI and would help achieve significant improvement in undergraduate student SKS.
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Kladder, Jonathan Ross. "Re-envisioning Music Teacher Education: A Comparison of Two Undergraduate Music Education Programs in the U.S." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6719.
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The coursework requirements for an undergraduate music education degree in the U.S. have remained relatively unchanged since its inception in the early twentieth-century. In light of the changing milieu of the twenty-first century music learner, some scholars and researchers have suggested redesigning particular components of the music education degree. A few universities in the U.S. have reacted by implementing changes to their undergraduate music education curricula. Preliminary data and reviews of literature revealed that limited investigations into these programs existed. The purpose of this research was to investigate two established music education degree programs in the U.S. where the faculty had redesigned their curricula, while extracting similarities and differences among them. Furthermore, this study was designed to investigate the impact of these curricular changes on students and faculty. Qualitative data were collected through interviews and observations. Lewin’s (1947) Change Theory was used as the framework guiding the investigation. Data analyses and a cross-case synthesis suggested the redesigns took two to four years, which included removing courses in the general music study areas. There were four main themes extracted from these data: (1) faculty-directed process, (2) tension, (3) impetus, and (4) outcomes. These themes illuminated the challenges associated with the work and the influence of the redesign on student dispositions, experiences, musicianship, and future careers. Implications for the field of music education and suggestions for future research are provided in conclusion.
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Kushins, Jodi E. "Brave new basics case portraits of innovation in undergraduate studio art foundations curriculum /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1190075439.
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Turnbull, Elwin Donald. "Investigating the potential for improving experiential undergraduate curriculum through the concept of personality." View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20040517.142645/index.html.
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Thesis (Ph.D.) -- University of Western Sydney, 2003."A thesis presented in fulfillment of the requirement for the Degree, Doctor of Philosophy, University of Western Sydney"--t.p. "September 2003" Includes bibliography.
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Coles, C. R. "A study of the relationships between curriculum and learning in undergraduate medical education." Thesis, University of Southampton, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.370649.
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Prasad, Abhishek. "Incorporating rapid prototyping technology into the IE and MAE undergraduate curriculum at WVU." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10780.
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Thesis (M.S.)--West Virginia University, 2009.Title from document title page. Document formatted into pages; contains xi, 86 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 64-65).
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Inampudi, Narendra Kumar Pinhero Patrick J. "Developing, implementing, and assessing coupled-tank experiments in an undergraduate chemical engineering curriculum." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6489.
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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 18, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Thesis advisor: Dr. Patrick J. Pinhero. Includes bibliographical references.
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Stoots, J. Michael, Randy Wykoff, Amal Khoury, and Robert P. Pack. "An Undergraduate Curriculum in Public Health Benchmarked to the Needs of the Workforce." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/1331.
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East Tennessee State University (ETSU) has offered an undergraduate degree in public health for 60 years. Alumni survey data have documented that the majority of the graduates from this program enter the workforce [see accompanying commentary by Wykoff, et al. (1)]. To keep pace with ongoing changes in the workforce, the decision was made to completely review, and, as appropriate, revise and restructure the Bachelor of Science in Public Health (BSPH) curriculum.
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Cebrian, Bernat Gisela. "An action research approach for embedding education for sustainability in university undergraduate curriculum." Thesis, University of Southampton, 2014. https://eprints.soton.ac.uk/362044/.
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Research on sustainability in higher education has tended to focus on environmental management of university estates and operations, and case studies and examples of good practice, without presenting the coherent theoretical or methodological approaches required to look at the change processes of universities seeking to embed sustainability. Although the value and contribution of university initiatives has been articulated, little holistic and structural transformation of universities has been achieved so far. This doctoral research aimed to examine organisational learning and change processes to build education for sustainability into the university curriculum by developing its theoretical basis, and by developing qualitative methodology. The original contributions to knowledge of this doctoral thesis are the exploration of organisational learning processes towards sustainability in higher education, the exploration of action research as a research method to foster organisational learning towards sustainability, and the development of an evidence-based model on how to embed education for sustainability in the undergraduate curriculum at the University of Southampton. The integration of different theoretical approaches to organisational learning such as organisational learning theory, the idea of expansive learning at work, the learning organisation ideal and transformative learning theory provide the theoretical foundations for this study. Therefore contributing to the understanding of how individuals in organisations can transform their mental models in order to change current practice leading to organisational learning towards sustainability in higher education. At a methodological level, an action research approach guided by participatory and emancipatory approaches was used. The researcher aimed to learn from real practice through acting as a facilitator for curriculum development in education for sustainability within an interdisciplinary group of academic staff members. A critical friend position was acquired within a community of practice to implement a programme which attempted to embed sustainability within the student experience. An evidence-based model (the I3E Model) has been developed with four overarching components that can support the University of Southampton in its aim to embed education for sustainability within the undergraduate curriculum. These integrated components are: Inform the university community about sustainability; Engage the different university stakeholders in the change process towards sustainability; Empower individuals and groups to make change happen within their sphere of influence and action; and Embed sustainability within existing university structures.
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Rautenbach, Deirdre. "Vocal pedagogy : goals, objectives, scope and sequencing for undergraduate students." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/27566.
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The aim of this study was to investigate the content, organisation and outcomes of undergraduate vocal pedagogy modules. Goals and objectives guide outcomes which in turn will facilitate the delineation of the content or scope of the moduls. The organisation of content will involve the sequencing of study units appropriate for beginner, intermediate and advanced levels of undergraduate vocal pedagogy studies. A qualitative research method was chosen to direct the empirical investigation. Primary data collection was conducted through semi-structured interviews. Certain participants opted to reply in writing and similarly structured open-ended questionnaires were sent electronically to them. Purposive sampling was used to select South African respondents by virtue of their knowledge and expertise in the field of vocal pedagogy. A degree of snowballing also followed and valuable data was collected from participants in Canada and the USA. The investigation regarding the restructuring of vocal pedagogy modules was viewed from a multi-disciplinary and holistic perspective. Establishing the underlying principles that direct the goals, objectives, scope and sequencing of undergraduate vocal pedagogy modules guided the study. Goals direct the bringing together of relevant and mutually supportive disciplines essential to undergraduate vocal pedagogy modules. The demands of prospective careers for students dictate what knowledge and skills they need to be equipped with. Moreover, the judgement of lecturers based on institutional level descriptors as well as knowledge and experience of appropriate content designation for beginner, intermediate and advanced students further guides the formulation of goals and objectives. The rich and diverse body of vocal pedagogy literature provides the material that informs the scope of undergraduate modules. Sequencing of content for a vocal pedagogy offering is directed by the scientific base of knowledge, feedback from students, the tried and trusted traditions of established lecturers and authors, as well as the intuitive teaching talent of lecturers. Scaffolding (the gradually diminishing role of a lecturer as students gain independence) emerged as an important component of creating a balanced undergraduate pedagogy offering. Lecturers should have a reflective and deep knowledge of vocal pedagogy in order to successfully integrate it with vocal practice. This is the hallmark of a holistic approach that will effectively equip students for a career after tertiary training. From the information received from participants it can be concluded that a vital requirement for organising content is that learning and therefore also teaching should be a gradual and ongoing process. The basic building blocks of vocal pedagogy (posture, breathing, phonation, resonance and articulation) should be supplemented by auxiliary disciplines (historical background of vocal pedagogy, psychology and ethics, comparative pedagogies, and elements of performance) that support and further inform vocal pedagogy studies.Dissertation (MMus)--University of Pretoria, 2012.
Music
unrestricted
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Scott, Christopher G. "Undergraduate leadership programs a case study analysis of Marietta College's McDonough Leadership Program /." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1187296643.
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Ross, Michael Taylor. "Learning about teaching as part of the undergraduate medical curriculum : perspectives and learning outcomes." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/7839.
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The General Medical Council now requires that all new medical graduates in the United Kingdom should be able to ‘function effectively as a teacher’. This thesis explores multiple perspectives on what this means, and the implications for medical student learning in relation to teaching. There is a lack of existing literature exploring how those involved in the undergraduate medical curriculum conceptualise teaching or what it means to function effectively as a teacher. There is also a lack of literature on what teaching recent medical graduates undertake, and what, if any, learning outcomes in teaching they and other key stakeholders think should be core for the undergraduate medical curriculum. To address these gaps in the literature, original data were gathered using 1) a Delphi study with eighteen experts in medical education, 2) semi-structured interviews with nineteen recent medical graduates, and 3) focus group interviews with twelve final year medical students. The three data sets were analysed individually, compared, then synthesised with the existing literature. All three participant groups articulated a wide range of conceptions of teaching, with considerable variation both within and between groups. The great majority thought that all medical students should learn about teaching as part of the undergraduate medical curriculum. Almost all of the recent graduates and medical students viewed teaching as part of the role of junior doctors working in the UK, although only two thirds of the recent graduates said they saw themselves as teachers. The recent graduates reported having delivered a wide range of teaching in their first year of work as junior doctors, and this correlated well with the range of teaching medical students reported having received from junior doctors. Teaching undertaken by recent medical graduates could be grouped into three broad categories: informal opportunistic teaching, semi-formal pre-arranged teaching, and formal organised teaching. A total of 153 learning outcomes in teaching were suggested and rated by the expert Delphi panel in terms of how appropriate they were for UK undergraduate medical curricula. Many of the graduates and students also suggested some learning outcomes in teaching before rating the 153 learning outcomes arising from the Delphi. All three groups indicated that they thought most of the 153 learning outcomes in teaching should be core for all UK undergraduate medical curricula, although there was some variation within and between groups. The majority of these learning outcomes have not been previously suggested in the literature for UK undergraduate medical curricula, but are consistent with literature on teaching competencies expected of more senior doctors. This thesis offers new insights on what teaching means to experts in medical education, recent medical graduates and current students, comparing these between groups and with the educational literature. It also offers multiple perspectives on core learning outcomes in teaching for UK undergraduate medical curricula, and greater understanding of the teaching undertaken by UK medical graduates. This thesis could help those responsible for undergraduate medical curricula to prioritise, refine and exemplify detailed learning outcomes in teaching, ensuring their graduates are more prepared for practice. It will also be of interest to policy-makers, programme directors, teachers, students, junior doctors, administrators and academics involved in medical and allied healthcare education. It is hoped that this thesis will encourage stakeholders to reflect on what teaching means to them, the role of junior doctors as teachers and the implications of learning about teaching as part of the undergraduate medical curriculum, leading to greater engagement, scholarly debate and research in this area. This in turn may lead to doctors delivering better quality teaching, to students and trainees in medicine and other disciplines receiving better teaching, and consequently to patients experiencing better healthcare.
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Donnell, Anna M. "Bridging Inductively Coupled Plasma - Mass Spectrometry (ICP-MS) from Metalloproteomics to the Undergraduate Curriculum." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504781774657886.
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Merriman, Carolyn S., K. Frith, and M. J. Hamilton. "Use of Computerized Testing for External and Internal Curriculum Evaluation in Undergraduate Nursing Programs." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/8445.
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Foster, Abigail S. "Options Counseling and Abortion Education in Undergraduate Nursing School Curricula." ScholarWorks @ UVM, 2016. http://scholarworks.uvm.edu/graddis/434.
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Background: Over one half of all pregnancies in the United States are unintended. Nurses are on the frontlines of the health care work force and often encounter women with unintended pregnancies in the clinical setting. They may find themselves responsible for options counseling and helping these women to explore their options of pregnancy, adoption and abortion. Discussing these three options in a non-judgmental, well-informed manner allows the woman to consider all possibilities. Leading this type of conversation requires specific skills and knowledge as well as the ability to deliver this information in a therapeutic, nonbiased manner.
Purpose: The intent of this study was to analyze data regarding the inclusion of options counseling and abortion education in undergraduate nursing programs in New England. Identification of gaps can provide opportunities for curriculum reform. Due to the enormous impact that nurses have with patients, institutions have a responsibility to provide their students with accurate, honest, factual, current knowledge about options counseling including abortion. Doing so is a public health issue with the incentive of not only providing women with optimal health care and better maternal-fetal outcomes, but also to reduce spending nationwide. This study can support efforts to accomplish these goals.
Methods: A cross-sectional survey was sent out via email to the faculty members of accredited undergraduate nursing programs throughout New England. It was active for approximately three months between June 2015 and September 2015 with intermittent reminders sent during that time frame. The survey inquired about personal attitudes, inclusion/exclusion of options counseling and abortion education as well as methods used to include this material in the curricula.
Results: All states in New England were included in this study. Fifty percent of responding institutions reported that they include options counseling and abortion education in the curricula, while the remaining 50% reportedly do not. When asked to identify reasons that this content is not included in the current curricula, 80% of respondents indicated that it is not a curriculum priority due to time constraints. The main identified methods that support inclusion of options counseling and abortion in the curricula include classroom sessions focused on technical/evidence-based instruction, classroom sessions focused on ethical issues and assigned readings.
Conclusions: Options counseling and abortion education is not adequately covered in undergraduate nursing curricula across New England. This data set is remarkably similar to a study done in 1997, showing that in the course of nearly 20 years, there has been little advance in the inclusion of options counseling and abortion education. In many instances, this material is given equal or more attention in ethical discussions rather than focusing on technical evidence-based instruction. Personal attitudes about abortion have been correlated with the inclusions of options counseling and abortion education and likely affect the content that is incorporated in the curricula.
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van, Bloemen Waanders Paul Nicholas. "Thermodynamic Based Model Eliciting Activities For Undergraduate Mechanical Engineering Education." DigitalCommons@CalPoly, 2011. https://digitalcommons.calpoly.edu/theses/555.
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Undergraduate engineering education is designed to prepare students for their careers. The rise of technology in modern engineering allows for a shift in the way undergraduates are prepared for the modern workplace. Model Eliciting Activities (MEAs) allow students to think critically about their own work and allow instructors to analyze the students’ problem solving methods. To ensure that new MEAs are as effective as possible they are subject to six basic principles: model construction, reality, generalizability, self-assessment, model documentation, and effective prototype.
This document focuses on evaluating new MEAs for their adherence to the six principles from an instructor's and student's perspective. Four new MEAs were created and implemented in the school year of 2009-2010. Two of the MEAs were designed to target a sophomore level thermal engineering class. The first was an introduction to data acquisition systems (DAQs) and the second was an introduction to strain gauges. These two MEAs were tested on two separate classes and were evaluated strictly from an instructor’s perspective. The two MEAs met their objectives for introducing DAQs and strain gauges respectively and managed to reinforce existing ideas at the same time. However, the MEA about DAQs appeared to adhere to all of the six principles while the MEA about strain gauges did not.
The other two MEAs were designed for an introductory thermodynamics course. The students' solutions to the MEAs were analyzed to determine the MEAs' effectiveness as well as how well they follow the six principles of MEAs. The first MEA was centered around a supermileage vehicle and asks the students to model an engine cycle from a P-V diagram of a real engine cycle. Careful analysis of the solutions that the students turned in found that the MEA did not provide a way for the students to verify their models. It was also found that students were learning about isothermal and adiabatic curves on their own which satisfied the main goal of the MEA which was to familiarize the students with simple processes. The second activity was based upon an industrial process that delivered waste energy into a river and the students were asked to model a power plant that could use the energy and lower the amount of heat dumped into the river. The objective was to get the students to think about entropy and how much energy can be salvaged in the system. A vast majority of students enjoyed the activity saying it was well worth their time, while only half of the students identified that entropy had some part in the MEA. Whether or not the objective to get the students to associate usable energy with entropy production was accomplished is uncertain. What was determined was that some students were unable to check their answers and they developed models that were inaccurate. From this observation it was seen that the self assessment principle was not being properly addressed.
All of the developed MEAs satisfied their end goals of teaching the students the material that the MEA was developed around. The two most prominent issues were students misunderstanding the problem statement and students not being able to verify their models. These are important observations for these particular MEAs that were only possible through intensive analysis of the solutions from a student's perspective. The detailed analysis of the solutions using the six principles as a guideline provided insight to some of the problems students were having. For future work, these same MEAs could be improved upon and then analyzed again to see if the analysis is consistent and that the identified problems were corrected.