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Journal articles on the topic 'Undergraduate Division'

Author: Grafiati

Published: 26 July 2024

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1

Knight, Melinda. "Writing and Other Communication Standards in Undergraduate Business Education: A Study of Current Program Requirements, Practices, and Trends." Business Communication Quarterly 62, no. 1 (1999): 10–28. http://dx.doi.org/10.1177/108056999906200102.

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A survey of 52 top-ranked undergraduate business schools suggests that profi ciency in written and oral communication is considered an important requirement for an undergraduate business degree. This conclusion derives from a study of offi cial Web sites, with follow-up verification by e-mail. All schools have writing and other communication ( primarily oral) standnrds in place; 50 have lower-division writing requirements, and 17 schools have other lower-division communication requirements ( primarily oral). A total of 36 schools have upper-division writing requirements, and 25 of those schools offer business communication courses through the business schools, and not through liberal arts divisions.

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2

Burnett, L. E. "Integrating undergraduate laboratories into the curriculum." Advances in Physiology Education 260, no. 6 (1991): S25. http://dx.doi.org/10.1152/advances.1991.260.6.s25.

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Developing a curriculum that integrates laboratory, field, and nonlaboratory experiences requires solid planning, cooperation, and compromise among the faculty members in a department. This is especially true for laboratory experiences where basic skills and familiarity with the different groups of plants and animals carry over to upper-division courses. In an introductory Principles of Biology laboratory, for example, exercises can be designed to give students a clear idea of a statistical distribution and the consequences of random molecular motion. Both concepts are used in nearly all upper-division courses to some extent. Some important but "mechanical" features of courses within a curriculum, such as adopting within the department a single format for writing a scientific paper, will go a long way in tying together different laboratory experiences. Other similar but simpler ideas are to develop appendexes to laboratory exercises that can be used in introductory and upper-division courses, e.g., how to do dilutions, the use of SI units, etc. The latter may be a good way to stimulate departments to think more carefully about continuity and consistency in the design of the overall curriculum. Continuity of instruction from lower-division to upper-division courses and among upper-division courses requires communication between instructors at all levels.

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Cox, Ryan M., Andrew D. Sobel, Alison Biercevicz, Craig P. Eberson, and Mary K. Mulcahey. "Geographic Trends in the Orthopedic Surgery Residency Match." Journal of Graduate Medical Education 10, no. 4 (2018): 423–28. http://dx.doi.org/10.4300/jgme-d-17-00633.1.

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ABSTRACT Background Residency program location may be an important factor for orthopedic surgery residency applicants. More than half of residents locate their practice near the site of their training, and surgical specialties (eg, otolaryngology, plastic surgery, and general surgery) have shown geographic patterns in their residency matches. Objective We analyzed geographic trends in the orthopedic surgery Match. Methods Hometown, undergraduate institution, and medical school “preresidency locations” of all allopathic, nonmilitary, orthopedic surgery residents were recorded from program websites for the 2015–2016 academic year. Program and preresidency locations were coded according to state and US census division. Statistical analysis was used to investigate associations between residency program locations and preresidency locations. Results Of 2662 residents in the study, 1220 of 2614 (47%), 536 of 1329 (40%), and 308 of 744 (41%) matched into the same division as their medical school, undergraduate institution, and hometown, respectively. There were significant differences among divisions (P &lt; .001). Also, 817 of 2662 (31%), 319 of 1329 (24%), and 200 of 770 (26%) residents matched in the same state as their medical school, undergraduate institution, and hometown, respectively, with significant differences between states for medical school (P &lt; .0001) and undergraduate institution (P &lt; .0001), but not hometown (P = .22). Overall, 21% of residents (538 of 2612) matched at the program affiliated with their medical school. Conclusions There is an association among hometown, undergraduate institution, and medical school for the training program location in which orthopedic surgery residents match, with variability in locations matched at state and census division levels.

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Alkhateeb, Haitham M., and Randall Nichols. "Undergraduate Students' Understanding of Division of Fractions." Psychological Reports 88, no. 3_suppl (2001): 974–78. http://dx.doi.org/10.2466/pr0.2001.88.3c.974.

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This exploratory study was designed to assess undergraduate students' understanding of division of fractions. A paper and pencil instrument was administered as a pre- and posttest to 59 undergraduate students who major in elementary education. Analysis by independent t test of written responses provided by students on the pre- and posttests showed lack of understanding, even postinstruction.

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ALKHATEEB, HAITHAM M. "UNDERGRADUATE STUDENTS' UNDERSTANDING OF DIVISION OF FRACTIONS." Psychological Reports 88, no. 3 (2001): 974. http://dx.doi.org/10.2466/pr0.88.3.974-978.

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ALKHATEEB, HAITHAM M. "UNDERGRADUATE STUDENTS' UNDERSTANDING OF DIVISION OF FRACTIONS." Psychological Reports 88, no. 4 (2001): 974. http://dx.doi.org/10.2466/pr0.88.4.974-978.

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7

Ziegler, Troy J., and David M. Koch. "Undergraduate Research: A Pedagogical Experiment." Proceedings of the Human Factors Society Annual Meeting 32, no. 7 (1988): 490–94. http://dx.doi.org/10.1177/154193128803200709.

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Students cooperatively conducted research experiments in an upper division cognitive psychology course in the Behavioral Sciences and Leadership Department at the United States Air Force Academy. The pedagogical structure of the course was modified to emphasize teaching cadets how to think versus what to think through the process of conducting research. Students were expected to cooperate in pairs to design and conduct their research. Cooperative research projects were used in the attempt to develop critical thinking skills and intrinsic motivation to excel. This paper presents the authors' views on the rationale and perceived benefits of cooperative research projects in upper division courses to develop critical thinking skills and intrinsic motivation.

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Hamlet, Leigh C., Arkajyoti Roy, Giovanna Scalone, Regina Lee, Cristina Poleacovschi, and Jessica Kaminsky. "Gender and Engineering Identity among Upper-Division Undergraduate Students." Journal of Management in Engineering 37, no. 2 (2021): 04020113. http://dx.doi.org/10.1061/(asce)me.1943-5479.0000876.

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9

Cook, David M. "Computational Exercises for the Upper-Division Undergraduate Physics Curriculum." Computers in Physics 4, no. 3 (1990): 308. http://dx.doi.org/10.1063/1.4822915.

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10

Hixson, Susan H., and Curtis T. Sears. "Projects supported by the nsf division of undergraduate education." Journal of Chemical Education 72, no. 2 (1995): 158. http://dx.doi.org/10.1021/ed072p158.

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Hisxon, Susan H., and Curtis T. Sears. "Projects supported by the NSF Division of Undergraduate Education." Journal of Chemical Education 70, no. 6 (1993): 467. http://dx.doi.org/10.1021/ed070p467.

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12

Agthe, Donald E., and R. Bruce Billings. "The Role of Football Profits in Meeting Title IX Gender Equity Regulations and Policy." Journal of Sport Management 14, no. 1 (2000): 28–40. http://dx.doi.org/10.1123/jsm.14.1.28.

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A conceptual model was developed to measure the influence of football profits on meeting Title IX gender equity requirements in athletic aid and participation at NCAA Division I-A institutions. Teams in Division I-A of the NCAA play intercollegiate sports at the highest level of competition. Football profits are the largest source of fan based revenue at most Division I-A institutions. An empirical version of the model including football profit, other men's sports profits, conference membership, undergraduate enrollment, endowment, and the existence of the state funding was estimated for 93 institutions. These factors, except undergraduate enrollment and other men's sports profits, significantly influenced meeting the athletic aid standard. Endowment, state funding, and conference membership significantly influenced compliance with participation standard. In addition to the quantitative analysis, responses to an original survey of Division I conference commissioners added a qualitative dimension to this study.

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Chen, Tianying. "The Relationship between Paternal Rearing Styles and Pro-Social Behavior of Chinese Lower-Division Undergraduate Students: The Mediating Role of Empathy and Mental Capital." SHS Web of Conferences 180 (2023): 02029. http://dx.doi.org/10.1051/shsconf/202318002029.

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Research on the influencing mechanism between parenting styles and pro-social behavior still needs to be advanced. The purpose of the research is to examine how paternal rearing styles, empathy and psychological capital relate to the pro-social behaviors of Chinese lower-division undergraduate students. Four questionnaires were used to measure 488 Chinese lower-division undergraduate students. These were the Short-form Parenting Style Questionnaire in Chinese (S-EMBU-C), the Pro-Social Behavior Scale (Chinese version), The Interpersonal Response Pointer Scale (Chinese version), and the Positive Psychological Capital Questionnaire. The results found that: (1) Correlations between paternal rearing styles and empathy, psychological capital, and pro-social behavior of Chinese lower-division undergraduate students; (2) The mediating role of empathy and psychological capital between active paternal rearing styles and pro-social behavior was not significant; (3) Empathy and psychological capital mediated significantly between negative paternal rearing styles and pro-social behavior. The study fills gaps in previous research and guides schools and families, making it theoretically and practically significant.

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Chan, Fong, and Harry J. Parker. "Occupational Aspirations of Undergraduate Rehabilitation Students." Journal of Applied Rehabilitation Counseling 17, no. 1 (1986): 47–48. http://dx.doi.org/10.1891/0047-2220.17.1.47.

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One hundred and three upper division undergraduates (four universities with two program orientations) volunteered their ranking of aspiration and prestige for 13 rehabilitation job titles. Vocational rehabilitation counselor (VRC) in proprietary settings ranked first followed by VRC - Workshop and VRC - State. No significant differences were found between program orientation and subgroups ranking except facility program students ranked Job Placement Specialist first, while counseling program students ranked it ninth. Overall, facility related occupations were among the lowest seven. Implication for recruitment was discussed.

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Cook, David M. "Introducing Computational Tools in the Upper-Division Undergraduate Physics Curriculum." Computers in Physics 4, no. 2 (1990): 197. http://dx.doi.org/10.1063/1.4822900.

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Bodemer, Brett B. "The Importance of Search as Intertextual Practice for Undergraduate Research." College & Research Libraries 73, no. 4 (2012): 336–48. http://dx.doi.org/10.5860/crl-245.

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By first reassessing the role of search in the literacy event of the lower division undergraduate paper, this article argues that searching is not a lower-order mental activity but a concurrent, integral component of the research-writing process. This conclusion has large implications for information literacy instructional design, and several practical applications to further support undergraduate research-writing are outlined.

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Snedden, Traci R., John Scerpella, Stephanie A. Kliethermes, et al. "Sport and Physical Activity Level Impacts Health-Related Quality of Life Among Collegiate Students." American Journal of Health Promotion 33, no. 5 (2018): 675–82. http://dx.doi.org/10.1177/0890117118817715.

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Purpose: To examine and compare the role of self-assessed sport and physical activity involvement on the health-related quality of life among undergraduate student-athletes and general undergraduate college students. Design: Cross-sectional survey. Data set was examined for differences in physical and mental health by self-assessed sport and physical activity level. Setting: Large Midwestern University in the fall of 2016. Participants: A combined data set representing undergraduate Division I student athletes (n = 842) and general undergraduate students (n = 1322). Measures: Veterans RAND 12 Item Health Survey (VR-12), as measure of health-related quality of life, comprised of physical component score (PCS) and mental component score (MCS). Self-assessed sport and physical activity level categorized as Division I athlete, club athlete, intramural player, student who works out regularly, or student who is physically inactive. Analysis: Standard univariable statistics described the study population. Two-sample t tests and χ2 tests were conducted, as appropriate, to compare Division I student-athletes to the general undergraduate group. Multivariable linear regression models were then built to assess associations between physical activity level and year in school with VR-12 outcomes, after adjusting for sex. All pairwise interactions were considered for inclusion in the final models. Adjusted least-square means were calculated for all variables in the model; pairwise comparisons were adjusted for multiple comparisons via Tukey-Kramer adjustment criteria. A linear test for trend was also conducted for the association between VR-12 MCS and increasing physical activity. Results: Significant differences in MCS were noted between levels of sport and physical activity; however, such differences were not detected in PCS. After controlling for sex, a positive relationship between increased sport and physical activity level and greater MCS was found. Conclusions: This study represents the first prospective assessment of health-related quality of life among undergraduate athletes and general college students. Higher levels of sport and physical activity were associated with more positive mental health in these populations.

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Kapoor, Deepika. "Assessment of Knowledge on Key Features of Angle’s Class II Division 1 Malocclusion among Dental School Under-graduates." Orthodontic Journal of Nepal 8, no. 1 (2018): 37–39. http://dx.doi.org/10.3126/ojn.v8i1.21346.

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Introduction: Angle in 1899 propounded the classification to recognize the malocclusion patterns. Class II Division 1 is a malalignment which can be identified by the parameters mentioned.Objective: To assess the knowledge of dental undergraduate students about Class II Division 1 malocclusion and their opinion about the treatment or clinical approach to such patients. Materials & Method: The study was performed using closed questionnaire on 138 fourth and final year undergraduate dental students of College of Dental Sciences, Bharatpur, Nepal. Dental casts and photographs of a patient with Class II Division 1 were shown to the respondents to depict deviated midline, midline diastema, molar relation, increased overjet and overbite.Result: Dental students found it easy to identify increased overjet (91.99%), increased overbite (88.78%), presence of diastema (84.69%) and midline deviation (77.28%). However, 52% students could not identify the molar relationship. When asked about the appropriate timing for treatment; 48.8% thought it should be in deciduous dentition period, 41.6% in mixed dentition, and 9.6% in permanent dentition.Conclusion: Fourth and final year BDS students possess fair knowledge on common parameters used to determine Class II Division 1 malocclusion but they find difficulties in compiling and applying this knowledge to orthodontic treatment concept.

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Smith, Camille M. "The Status of Undergraduate String Teacher Education in American Colleges and Universities." Journal of Research in Music Education 43, no. 2 (1995): 139–55. http://dx.doi.org/10.2307/3345675.

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This study is an examination of undergraduate string teacher education in American colleges and universities. A random sample of 180 NASM-accredited teacher training institutions was selected from the six MENC divisions, each of which represents a large geographical region of the United States. Specific research questions posed were (a) What types of string education courses are required for undergraduate music education majors? (b) What content is included in these courses? (c) How does string teacher education vary in different regions of the country? and (d) How well are undergraduate students being prepared to function as future public school string teachers? Statistically significant findings were obtained for the different regions of the country, with institutions in the North Central Division requiring the greatest number of separate string techniques and string methods courses for all music education majors. Institutions in this region also require the most contact hours per week per course, have the largest number of string education specialists teaching the courses, and taken as a group, do a significantly better job of preparing students to meet specific string teacher competencies than do institutions in other regions of the country.

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Carmichael, Lucas. "Forming Judgements and Contributing to Debates: Religion and Contemporary Society." Method and Theory in the Study of Religion 29, no. 4-5 (2017): 494–508. http://dx.doi.org/10.1163/15700682-12341405.

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Abstract This essay explores the materials, assignments, and approaches of a lower-division introductory undergraduate course, Religion and Contemporary Society. Based on my experiences at the University of Colorado at Boulder, I propose that, with support, sustained engagement with theory enriches more traditional approaches by cultivating critical thinking skills and inviting undergraduate students to learn about and participate in ongoing conversations and debates in the academic study of religion.

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Savarese, Michael, and Diane Schmidt. "Engaging Paleontology Undergraduates in Collaborative Research Experiences." Paleontological Society Special Publications 12 (2012): 221–30. http://dx.doi.org/10.1017/s2475262200009333.

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Undergraduate research is rightfully viewed as a valuable educational endeavor, yet few students have the time or incentive to avail themselves of the opportunity. Those students who do obtain research experience typically do so during their senior year, at a time too late to best benefit from the experience. Finally, requiring students to conduct independent research can be unsustainable, drawing on limited resources and faculty time. We have developed a collaborative undergraduate research model that unites students as a research team in their standard courses. The method is applicable to all course levels, from introductory science courses to upper-division, discipline-specific courses. At the introductory level, students work on longer-term research problems that require regular monitoring, with each successive class adding to an iterative database. Students in upper-division classes design group projects that are completed in the course of the semester. The benefits of the model are numerous. Students develop a sense of ownership and stewardship; they obtain a thorough experience practicing science while their curriculum is applied to real problems; and students learn to work cooperatively. Results from many of these experiences are of a high enough quality to be presented at scientific meetings and eventually published. Projects often help students focus their discipline-based interests and spawn senior theses, and faculty members have a vehicle to vicariously increase their research productivity. Examples from an upper division paleobiology course are presented. Overall, this model has been highly successful, especially when employed at the upper-division levels.

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Jensen, Mikkel Herholdt, Eliza J. Morris, and M. W. Ray. "Implementing a course-based authentic learning experience with upper- and lower-division physics classes." American Journal of Physics 91, no. 9 (2023): 696–700. http://dx.doi.org/10.1119/5.0137141.

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We describe a dual-class authentic learning experience (ALE) in which undergraduate upper-division physics students develop low-cost instruments, which are then used by students in a lower-division course to monitor water quality in rivers. The ALE bridges the experiences of lower- and upper-division physics majors by involving students across different stages of their college careers in a collaborative project. Lower-division physics students characterize, calibrate, and troubleshoot the instrument prototypes developed by their upper-division peers, and their work informs instrument modifications in future upper-division physics classes. This paper describes the first iteration of this project along with student perceptions. We find that lower-division students report an increase in their awareness of possible upper-division projects, an increased sense that their coursework has real-world applications, and a heightened understanding of how physicists can play a role in research on environmental issues.

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Hartman, Janet. "Program updates from the national science foundation division of undergraduate education." ACM SIGCSE Bulletin 31, no. 4 (1999): 22–23. http://dx.doi.org/10.1145/349522.349379.

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Hauwiller, Matthew R., Justin C. Ondry, Jason J. Calvin, Anne M. Baranger, and A. Paul Alivisatos. "Translatable Research Group-Based Undergraduate Research Program for Lower-Division Students." Journal of Chemical Education 96, no. 9 (2019): 1881–90. http://dx.doi.org/10.1021/acs.jchemed.9b00159.

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Floriano, Wely B. "A portable bioinformatics course for upper-division undergraduate curriculum in sciences." Biochemistry and Molecular Biology Education 36, no. 5 (2008): 325–35. http://dx.doi.org/10.1002/bmb.20217.

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Schmidt-McCormack, Jennifer A., Marc N. Muniz, Ellie C. Keuter, Scott K. Shaw, and Renée S. Cole. "Design and implementation of instructional videos for upper-division undergraduate laboratory courses." Chemistry Education Research and Practice 18, no. 4 (2017): 749–62. http://dx.doi.org/10.1039/c7rp00078b.

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Well-designed laboratories can help students master content and science practices by successfully completing the laboratory experiments. Upper-division chemistry laboratory courses often present special challenges for instruction due to the instrument intensive nature of the experiments. To address these challenges, particularly those associated with rotation style course structures, pre-laboratory videos were generated for two upper-division laboratory courses, Analytical Measurements and Physical Measurements. Sets of videos were developed for each experiment: a pre-laboratory lecture, an experimental, and a data analysis video. We describe the theoretical principles that guided the design of the instructional videos as well as the process. To assess the impact of the videos on students' successful completion of the experiments, a mixed-methods approach to data collection was used, which included video-recorded laboratory observations, student one-on-one interviews, and the Meaningful Learning in the Laboratory Inventory (MLLI) survey. Our findings indicate that video-based resources can help alleviate some challenges associated with rotation-style labs, particularly the temporal disconnect between pre-laboratory lectures and experiment completion as well as the need for more student autonomy in upper-division laboratory courses.

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Mack, Michael R., and Marcy H. Towns. "Faculty beliefs about the purposes for teaching undergraduate physical chemistry courses." Chemistry Education Research and Practice 17, no. 1 (2016): 80–99. http://dx.doi.org/10.1039/c5rp00148j.

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We report the results of a phenomenographic analysis of faculty beliefs about the purposes for teaching upper-division physical chemistry courses in the undergraduate curriculum. A purposeful sampling strategy was used to recruit a diverse group of faculty for interviews. Collectively, the participating faculty regularly teach or have taught physical chemistry courses in 16 different chemistry departments in the United States. While faculty agreed that the goal of teaching physical chemistry was to help students develop robust conceptual knowledge of the subject matter within thermodynamics, statistical mechanics, quantum mechanics, spectroscopy, chemical kinetics, and other major topics, some articulated strong beliefs about epistemic and social learning goals. An understanding of the relations between different ways of thinking about teaching upper-division physical chemistry courses offers practitioners with alternative perspectives that may help them expand their awareness of the purposes for teaching physical chemistry in the undergraduate curriculum. Furthermore, knowledge of faculty beliefs about their teaching provides educational researchers and curriculum developers with an understanding about the potential opportunities or barriers for helping faculty align their beliefs and goals for teaching with research-based instructional strategies. We discuss our findings with the intention to expand faculty awareness of the discourse on physical chemistry education to include various perspectives of the purpose for teaching upper-division physical chemistry courses.

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Ferraro, F. Richard. "Implementation of Micro Experimental Laboratory into an Undergraduate Psychology Class." Psychological Reports 83, no. 3_suppl (1998): 1328–30. http://dx.doi.org/10.2466/pr0.1998.83.3f.1328.

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This paper describes the use of the Micro Experimental Laboratory (MEL Lab) software program in an upper-division undergraduate psychology laboratory course (Cognitive Psychology). MEL Lab provided solid, practical information to 65 students and the teacher about the conduct of psychological research.

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Lester, David. "The Autonomic Nervous System and Personality." Psychological Reports 111, no. 1 (2012): 44–46. http://dx.doi.org/10.2466/09.13.pr0.111.4.44-46.

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In a sample of 35 male and 93 female undergraduate students ( Mage =21.0, SD = 2.2), it was not possible to develop a meaningful scale to measure whether individuals have a dominant sympathetic division of the autonomic nervous system or a dominant parasympathetic division balance using the items in Plutchik and Conte's inventory measuring psychophysiological reactivity. Replicable sex differences in response to the items were identified which may merit further study.

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Reynik, Robert J. "NSF Workshop on Undergraduate Curriculum Development in Materials: A Synopsis of the Report." MRS Bulletin 15, no. 8 (1990): 54–57. http://dx.doi.org/10.1557/s0883769400058978.

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As a follow-up to the recommendations of a 1986 National Science Board Task Committee Report on Undergraduate Science & Engineering Education, the U.S. National Science Foundation (NSF) sponsored a series of workshops on undergraduate education in science and engineering disciplines. In October 1989, the NSF's Division of Materials Research (DMR) organized a workshop in the materials area. It was held at the University of Illinois at Chicago. Dr. Donald N. Langenberg, Chancellor, University of Illinois at Chicago, chaired the panel of 27 invited experts. They were charged to assess the needs and opportunities in the education of undergraduates with career opportunities in any of the areas of materials research or technology, and to recommend possible ways to improve undergraduate curricula in chemistry, physics, and materials science and engineering.The panel consisted of three subpanels: Chemistry chaired by Gregory C. Farrington, Condensed Matter Physics chaired by Phillip J. Stiles, and Materials Science and Engineering chaired by Reza Abbaschian. Robert J. Reynik, DMR/NSF, was the workshop organizer and coordinator. Each subpanel held separate meetings to discuss undergraduate education in materials and develop recommendations in its respective disciplines; plenary sessions featured group discussions of views and recommendations.Each subpanel prepared a separate report, and the chairman prepared a summary report, which organizes the findings and recommendations of the subpanel reports into five areas: curriculum development, undergraduate laboratories, computers in undergraduate education, textbooks and other teaching resources, and faculty and student development. These reports constirute the full workshop report, which is available at no cost from the NSF. The opinions and recommendations in the workshop report are those of the expert panel and do not represent NSF policy. The recommendations are currently under review by DMR.

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Eagles, John M., Sam Wilson, Jane M. Murdoch, and Tom Brown. "What impact do undergraduate experiences have upon recruitment into psychiatry?" Psychiatric Bulletin 31, no. 2 (2007): 70–72. http://dx.doi.org/10.1192/pb.bp.106.010801.

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The Scottish Division of the Royal College of Psychiatrists conducted a survey of members and fellows in 2003 on recruitment and retention within psychiatry. Responses relating to retirement intentions of consultants have been published previously (Eagleset al, 2005). Respondents were asked to give views about improving recruitment, and by far the most common suggestion was that this could be achieved by enhancing undergraduate teaching in psychiatry. This paper will discuss the ways in which undergraduate experiences may have an impact upon recruitment.

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Ardissone, Alexandria N., Jennifer C. Drew, and Eric W. Triplett. "Online and in-Person Delivery of Upper Division Lecture Courses in Undergraduate Life Sciences Degree Programs Leads to Equivalent Post-Graduate Degree Outcomes." Journal for STEM Education Research 3, no. 3 (2020): 403–12. http://dx.doi.org/10.1007/s41979-020-00043-x.

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AbstractAlthough many studies demonstrate that online education is as good as face-to-face education with regard to learning gains, course grades, and other near-term metrics, there is a major gap in exploring the long-term outcomes of online vs. face-to-face education, particularly in STEM programs. In this study, the effect of course delivery method on the long-term academic success of B.S. graduates was tested by comparing two similar life sciences undergraduate programs at the University of Florida. The Microbiology and Cell Science program teaches all upper division lecture courses online while the Biology program teaches nearly all of its upper division courses face-to-face. Graduate degree outcomes of 4978 students who completed their B.S. degree from either program (2011–2018) were determined using StudentTracker from the National Student Clearinghouse. The percentage of graduates with any doctoral degree (M.D., D.O., Ph.D., or other) did not differ. However, a significantly higher percentage of Microbiology and Cell Science graduates completed a Ph.D. or master’s degree compared to Biology graduates. Thus, online delivery of upper division undergraduate courses had no adverse effect on the future academic success of these students.

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Hewitt, Michael P., and Bret P. Smith. "The Influence of Teaching-Career Level and Primary Performance Instrument on the Assessment of Music Performance." Journal of Research in Music Education 52, no. 4 (2004): 314–27. http://dx.doi.org/10.1177/002242940405200404.

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The purpose of this investigation was to examine the influence of teaching-career level and primary instrument on music teachers' assessment of music performance. The main and interaction effects of three career-level conditions (in-service teachers, upper-division undergraduate students, and lower-division undergraduate students) were examined, along with two primary instrument conditions (brass, not brass), on tone, intonation, melodic accuracy, rhythmic accuracy, tempo, interpretation, and technique/articulation. Participants ( N=150) listened to performances of six junior high trumpet players of various abilities and rated them using the Woodwind Brass Solo Evaluation Form (Saunders & Holahan, 1997). No statistically significant differences were found for the vast majority of interactions or main effects for either career level or instrument condition, suggesting that no relationship exists between teaching-career level and primary performance instrument on the evaluation of music performances. June 1, 2004 October 27, 2004.

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Norcross, John C., and Thomas J. Tomcho. "Great Books in Psychology: Three Studies in Search of a Consensus." Teaching of Psychology 21, no. 2 (1994): 86–90. http://dx.doi.org/10.1207/s15328023top2102_5.

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Three studies were conducted to determine a consensual list of psychology's great books. In the first study, 39 colleges described the composition of their undergraduate Great Books (GBs) curricula. Fifty-six percent of the 39 colleges assigned some psychology-related materials, but these materials accounted for only 4% of all readings. In the second study, 186 psychologists nominated 463 books as psychology's GBs. In the third study, 83 APA division presidents and 117 Division Two fellows rated the books and authors most frequently nominated in the second study in terms of those that undergraduate psychology majors should read. Books achieving the highest ratings were James's Principles of Psychology, Hall and Lindzey's Theories of Personality, Skinner's Beyond Freedom and Dignity, Darwin's On the Origin of Species, and Boring's History of Experimental Psychology. Top rated authors were Skinner, Freud, James, Piaget, Rogers, Darwin, Bandura, G. Allport, and Erikson.

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Casem, Merri Lynn. "Student Perspectives on Curricular Change: Lessons from an Undergraduate Lower-Division Biology Core." CBE—Life Sciences Education 5, no. 1 (2006): 65–75. http://dx.doi.org/10.1187/cbe.05-06-0084.

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Inquiry-based laboratories are acknowledged as the preferred method of instruction for development of research skills. Much has been written about changes in student performance associated with inquiry, but less is known about how students view the inquiry-based format or whether they perceive a benefit from this type of instruction. The Student Assessment of Learning Gains (SALG) survey was used to evaluate and compare student reactions to the new, inquiry-based laboratories of a lower-division undergraduate curriculum, from implementation to the present (an interval of 3 yr). Initial student response to the format and value of the inquiry labs improved over time. The quality of the graduate teaching assistants and the clarity of the laboratory manual were important variables influencing student perception. A student's perception of his/her retention of lab-related skills was strongly associated with perceptions of gains in those skills. Student responses reflect their most current laboratory experience and not a cumulative effect of participation in the core series of courses. Student success in the inquiry format was not associated with gender or status as a transfer student. The majority of students believe that their experiences in the lower-division inquiry labs have prepared them for upper-division course work.

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Berdahl, Loleen. "Engaging Undergraduates in Social Science Research: The Taking the Pulse of Saskatchewan Project." Collected Essays on Learning and Teaching 7, no. 2 (2014): 100. http://dx.doi.org/10.22329/celt.v7i2.3964.

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Although student involvement in research and inquiry can advance undergraduate learning, there are limited opportunities for undergraduate students to be directly involved in social science research. Social science faculty typically work outside of laboratory settings, with the limited research assistance work being completed by graduate students. The challenge, therefore, is to find ways to involve undergraduate social science students in research projects that relate to their field of study and that allow them to develop career-relevant skills. The Taking the Pulse of Saskatchewan project presents a unique model for undergraduate student involvement in social science research. The project involved over 30 faculty members from across the University of Saskatchewan’s Division of Social Sciences and over 40 undergraduate students. Students were directly involved in data collection, data analysis, report writing and media communications. Through their involvement, students developed and applied research, inquiry and communications skills. Drawing on academic literature regarding undergraduate involvement in research, this paper will present an overview of the Taking the Pulse project, and reflect on the lessons of the project.

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Salam, Muhammad Talha. "Web Portals Division in a quandary." Emerald Emerging Markets Case Studies 3, no. 8 (2013): 1–14. http://dx.doi.org/10.1108/eemcs-06-2013-0096.

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Title – Web Portals Division in a quandary. Subject area – Marketing, e-marketing, strategy. Study level/applicability – Suited for final-year undergraduate and graduate courses in marketing strategy, strategic sales management, e-marketing and internet businesses. Case overview – This case follows the evolution of Mech Technologies and Website Portals Division within the company. CEO of the company who was also heading the division was grappling an unprofitable venture. A dilemma of competitors offering free services while his portals were devoid of matching revenue stream added to his woes as he was strategizing a turnaround. Readers get an insightful review of the industry, key competitors as well as emerging challenges. Expected learning outcomes – Developing marketing strategy for a small organization in an emerging market. Learning about evolution and challenges faced by internet businesses in developing economies. Supplementary materials – Teaching notes are available for educators only. Please contact your library to gain login details or e-mail support@emeraldinsight.com to request teaching notes.

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Davis, Stephen F., and H. Wayne Ludvigson. "Additional Data on Academic Dishonesty and a Proposal for Remediation." Teaching of Psychology 22, no. 2 (1995): 119–21. http://dx.doi.org/10.1207/s15328023top2202_6.

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In this article, we present data from 2,151 upper division undergraduate students regarding the frequency of cheating, reasons for cheating, and influence of penalties on cheating. We also discuss how a model that develops an internalized code of ethics will counteract academic dishonesty.

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Devi, K. V. Sarala, Sulochana Sakthivel, and Suman Verma. "Anatomical study of the origin of obturator artery in Indian cadavers." Indian Journal of Clinical Anatomy and Physiology 9, no. 3 (2022): 212–17. http://dx.doi.org/10.18231/j.ijcap.2022.044.

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Obturator artery (OA) originates from the anterior division of the internal iliac artery (IIA) and gives various branches to the pelvic cavity, medial compartment of the thigh, and hip joint. Studies in literature illustrate variable origin from the posterior division of the IIA, external iliac artery (EIA), or the branches of both the IIA and EIA. Understanding the pelvic vascular anatomy pertaining to the OA is crucial in averting the risk of its injury in pelvic surgeries. Present study reports on the variant anatomy of the origin of the OA in the Indian population. The study included 61 specimens from 25 formalin-embalmed cadavers (male-19, female-6) and 11 hemipelvis (male-9, female-2) utilized for undergraduate teaching in the Department of Anatomy. After dissecting the peritoneum and mobilizing the pelvic organs, the origin of OA was examined for variations. The OA originated from the IIA in 83.61%. It was a branch from the anterior division of the IIA in 65.58% and the posterior division in 18.03%. OA was also given off at the site of the bifurcation of IIA into anterior and posterior divisions in 3.28%, from EIA in 4.92%, from an inferior epigastric artery (IEA) in 8.2%, and from the inferior gluteal artery and umbilical artery in 1.64% each. This study recognizes the variant anatomy of the origin of the OA. Anticipating these variations will be valuable in pelvic surgeries and laparoscopic procedures such as herniorrhaphy to avoid any untoward traumatic haemorrhage.

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Fettig, J., M. Miethe, and K. Rathke. "Four-year undergraduate course in environmental engineering in Germany." Water Science and Technology 41, no. 2 (2000): 55–59. http://dx.doi.org/10.2166/wst.2000.0043.

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For ten years, the Division of Applied Science, University of Paderborn, has gained experience with a four-year undergraduate environmental engineering programme. Up to now, more than 400 graduates have successfully entered a professional career, proving that the educational concept is accepted by the employment sector, e.g. consultants, industry and authorities. Important aspects of this concept are the combination of civil engineering - as a core engineering field - with natural environmental sciences in the basic studies, the coverage of all environmental compartments in the main studies before specialisation in one area, and a strong practical component of the curriculum both inside and outside the university.

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Strommer, Diane W. "The University College: A NACADA Research Grant Report." NACADA Journal 14, no. 1 (1994): 38–42. http://dx.doi.org/10.12930/0271-9517-14.1.38.

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The author summarizes the results of a survey of 68 institutions with a university college or undergraduate division and 68 institutions without, highlighting (a) the major responsibilities of these entry units, (b) changes that have occurred in them since a 1985 survey, and (c) the advantages of such units to students and institutions.

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Goolkasian, Paula. "Computers in Teaching." Teaching of Psychology 24, no. 3 (1997): 204–6. http://dx.doi.org/10.1207/s15328023top2403_16.

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In this article, I describe a process-oriented course designed to teach psychology majors about information technology. The course centers around hands-on experience with computer software, and it is directed toward upper division undergraduate and graduate students. Tables 1 and 2 show a sample syllabus and a listing of software, respectively.

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Shanahan, Jenny Olin, Jeanne Carey Ingle, Jing Tan, Thayaparan Paramanathan, and Kenneth W. Adams. "Seven Principles for Reimagining Undergraduate Research in the “Next Normal”." Scholarship and Practice of Undergraduate Research 5, no. 2 (2021): 46–56. http://dx.doi.org/10.18833/spur/5/2/5.

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Bridgewater State University moved undergraduate research (UR) programs online in early 2020 in response to the COVID-19 pandemic. A few months later, Black Lives Matter demonstrations, the university’s racial justice reckonings and recommitments, and the disproportionate effects of the pandemic on Black and Brown communities guided the reexamination of UR policies and practices. Compelling results of mixed-methods research with faculty mentors and student researchers also motivated this work. The authors recommend seven principles for leading UR programs during the mutually reinforcing crises of the pandemic, racism, partisan division, and economic austerity.

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Comeaux, Eddie, Tina Bachman, Rena M. Burton, and Aida Aliyeva. "Undergraduate Experiences of Division I Athlete Science, Technology, Engineering, and Mathematics (STEM) Graduates." Journal of Science Education and Technology 26, no. 1 (2016): 24–32. http://dx.doi.org/10.1007/s10956-016-9648-y.

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VanRyn, Valerie S., James M. Poteracki, and Erica A. Wehrwein. "Physiology undergraduate degree requirements in the U.S." Advances in Physiology Education 41, no. 4 (2017): 572–77. http://dx.doi.org/10.1152/advan.00104.2016.

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Course-level learning objectives and core concepts for undergraduate physiology teaching exist. The next step is to consider how these resources fit into generalizable program-level guidelines for Bachelor of Science (BS) degrees in Physiology. In the absence of program-level guidelines for Physiology degree programs, we compiled a selective internal report to review degree requirements from 18 peer BS programs entitled “Physiology” in the United States (U.S.). There was a range of zero to three required semesters of math, physics, physics laboratory, general biology, biology laboratory, general chemistry, chemistry laboratory, organic chemistry, organic chemistry laboratory, biochemistry, biochemistry laboratory, anatomy, anatomy laboratory, core systems physiology, and physiology laboratory. Required upper division credits ranged from 11 to 31 and included system-specific, exercise and environmental, clinically relevant, pathology/disease-related, and basic science options. We hope that this information will be useful for all programs that consider themselves to be physiology, regardless of name. Reports such as this can serve as a starting point for collaboration among BS programs to improve physiology undergraduate education and best serve our students.

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D’Souza, Malcolm J., Kathleen L. Curran, Paul E. Olsen, Agashi P. Nwogbaga, and Stephanie Stotts. "Integrative Approach for a Transformative Freshman-Level STEM Curriculum." Journal of College Teaching & Learning (TLC) 13, no. 2 (2016): 47–64. http://dx.doi.org/10.19030/tlc.v13i2.9632.

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In 2014 Wesley College adopted a unified undergraduate program of evidence-based high-impact teaching practices. Through foundation and federal and state grant support, the college completely revised its academic core curriculum and strengthened its academic support structures by including a comprehensive early alert system for at-risk students. In this core, science, technology, engineering, and mathematics (STEM) faculty developed fresh manifestations of integrated concept-based introductory courses and revised upper-division STEM courses around student-centered learning. STEM majors can participate in specifically designed paid undergraduate research experiences in directed research elective courses. Such a college-wide multi-tiered approach results in institutional cultural change.

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Kim, Yong H. "Teaching Observational Astronomy as a Laboratory Course for Non-Majors." International Astronomical Union Colloquium 105 (1990): 154–58. http://dx.doi.org/10.1017/s0252921100086620.

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Since antiquity, doing astronomy means basically stepping outside, looking upward, and considering the widest environment. Thus any undergraduate astronomy program, no matter how diverse its course offering, is incomplete without observational astronomy. For example, some California community colleges offer several courses including such titles as “Man and the Cosmos,” “Final Stellar States,” “Astronomy Enrichment,” and “Astronomical Myths, Mysteries & Fallacies,” but do not offer “Observational Astronomy.” As a teaching astronomer, I question the wisdom and honesty of such practice of proliferation solely based on sensationalism. An introductory lecture course and an observational lab course must be the core of lower-division undergraduate astronomy education. Anything else, in my opinion, is peripheral.

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Sedghi, Gita. "Peer assisted learning at the Department of Chemistry for home and international students." New Directions in the Teaching of Physical Sciences, no. 9 (February 12, 2016): 14–17. http://dx.doi.org/10.29311/ndtps.v0i9.481.

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Peer assisted learning (PAL) was implemented in the Chemistry Department at the University of Liverpool to complement the University’s current peer mentoring programme. PAL leaders, who were trained by the staff from the Educational Development Division, took over the role of giving subject and pastoral support to first year undergraduate students and second year international students.

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Krnel, Rebecca, Jade Gamelin Kao, and Andréanne Ménard. "SciNapse 2023-2024 Undergraduate Science Case Competition: The Mysterious World of Fungi." Undergraduate Research in Natural and Clinical Science and Technology (URNCST) Journal 8, no. 3 (2024): A1—A10. http://dx.doi.org/10.26685/urncst.584.

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The SciNapse Undergraduate Science Case Competition (USCC) provides an opportunity for undergraduate students to experience the development of a novel research proposal. A case is presented to all participants and, using in-depth literature search (publications, reports, studies, and published writings), students connect and pinpoint key elements allowing them to develop a hypothesis in support of the case in question. Participants also develop a methodology which will test the validity of their hypothesis. This year's case study delved into the fascinating and often overlooked field of mycology, exploring the diverse and significant implications of fungi in various global contexts. In teams of 1-4, undergraduate students tackled the case and provided novel research ideas that may hold the potential to drive major breakthroughs and significantly enhance our understanding in the multifaceted field of mycology. In total, the 2023-2024 USCC attracted 489 undergraduate students from 18 universities across North America. The top 15% of written submissions in each division are highlighted in this abstract booklet. You may find more information on the annual SciNapse USCC on our website at https://scinapsescience.com.

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McBride, Brandon C., Cheryl L. Scott, David L. Kulhavy, I.-Kuai Hung, and Daniel R. Unger. "A Student Led Investigation of the Landscape Dynamics of Campus Recycling." Higher Education Studies 9, no. 1 (2019): 110. http://dx.doi.org/10.5539/hes.v9n1p110.

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Two senior undergraduate students within the environmental science division at Stephen F. Austin State University (SFASU) quantitatively diagnosed the environmental, ecological, and socioeconomic dynamics involved in plastic recycling. This study incorporated actively collecting recycled plastic bottles on campus to produce an enumerated analysis of recycling on campus; and to gain an understanding of the socioeconomics of recycling via an anonymous survey used to determine the recycling knowledgebase of natural resource students at SFASU. Undergraduate students, via their incorporation into a campus wide environmental site assessment of recycling plastic bottles, were able to apply their classroom knowledge to a real-world environmental concern thus making them more well-rounded and society-ready environmental scientists.

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