Journal articles: 'Undergraduate students'

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

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

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Miller, Chad T., Merritt Drewery, Tina M. Waliczek, Ryan N. Contreras, and Chieri Kubota. "Engaging Undergraduate Students in Research." HortTechnology 33, no. 1 (February 2023): 1–7. http://dx.doi.org/10.21273/horttech05130-22.

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A primary goal of undergraduate education is to provide a comprehensive and diverse educational experience to prepare and promote student success in their professional and personal pursuits. Increased academic success and program connectivity have been demonstrated when undergraduate students are engaged in research early in their degree programs. Despite the known benefits of undergraduates engaging in research, there are challenges associated with conducting undergraduate research programs. Reported barriers include the lack of student knowledge about research methods, lack of preparedness, and lack of student identification and understanding of their specific interests which may not facilitate research ideas and affinity to conduct research. Additional challenges are related to the lack of faculty resources (e.g., time, specific equipment, research space, etc.), the ability to train and supervise undergraduates who may have very limited or no research experience and those students who are true beginners lacking foundational skills. Moreover, involving, engaging, and supporting underrepresented students (e.g., first-generation college students, females, ethnic minorities) in undergraduate research experiences can require different approaches for mentors to be effective. The “Engaging Undergraduate Students in Research” workshop was organized by the Vice Presidents of the American Society for Horticultural Science (ASHS) Research and Education Divisions at the ASHS 2022 Annual Conference in Chicago, IL, USA. The workshop featured three speakers who described their experiences engaging undergraduate students in research. After each speaker provided comments for ≈5 minutes, the workshop attendees self-selected into three breakout groups with the speakers for roundtable discussions related to engaging students in research through coursework, engaging students via formal research projects, and engaging underrepresented students in research. After the breakout group discussions, a summary was given by each group, and whole group discussions and comments were facilitated. This is a summary of the information discussed and shared during the workshop, along with information that can assist faculty with developing and implementing undergraduate research experiences.

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Sawant, Sharadkumar Pralhad, and Shaheen Rizvi. "TEACHING ANATOMY TO UNDERGRADUATE STUDENTS." International Journal of Anatomy and Research 3, no. 3 (August 2, 2015): 1212–15. http://dx.doi.org/10.16965/ijar.2015.172.

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Danyaro, Abdu, Justina Ojoma Attah, and Bolanle Hafsat Sallah. "Effect of Hyflex Learning on Student's Academic Performance in Education Technology in Kwara State." International Journal of Universal Education 2, no. 1 (June 29, 2024): 24–28. http://dx.doi.org/10.33084/ijue.v2i1.7510.

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The study examined the effect of Hyflex learning on Student's Academic Performance in Education Technology in Kwara State. The study was guided by two research questions and two null hypotheses were postulated for the study. The study adopted a quasi-experimental research design of 2 x 2 factorial design. The target population were all 400-level undergraduate students in the Department of Educational Technology offering EDT 412. A sample size of 152 undergraduate students participated in the study. Two groups were involved in the study which are both intact classes. The experimental group where full-time undergraduates’ students while the control group were sandwich undergraduates’ students. The instrument used for data collection was an educational technology performance test which was validated by three educational technology experts. Descriptive statistics of mean and standard deviation were used to answer the research questions while inferential statistics of t-test were used to analyse the research hypothesis. The findings of the study revealed that Hyflex learning effectively improved the performance of undergraduate students in education technology. Both male and female undergraduate students in the experimental group performed better than their counterparts in the control group, though the male students had a higher mean score than their female counterparts. There is a significant difference between the mean post-test score of students taught educational technology using Hyflex learning relative to their counterparts taught using the lecture method and there is a significant interaction effect of gender on the mean scores of students in the experimental group. It was therefore recommended among others that institutions should adopt hyflex learning as a pedagogy because it offers flexible learning opportunities among undergraduate students.

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

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

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Amni, Sri Sofiana, and Suwarjo Suwarjo. "Undergraduate Students’ Marriage." Jurnal Bimbingan dan Konseling Islam 10, no. 2 (December 1, 2020): 218–26. http://dx.doi.org/10.29080/jbki.2020.10.2.218-226.

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The aims of this research were (1) to get the information of underlying factors of college students’ marriage during their studies, (2) to find out the exact problems of college students’ marriage during their studies, and (3) to find out the ways to solve the problems of college students’ marriage during their studies. This research was a qualitative research using a case study research design. The main units of analysis were three pairs of respondents and their parents and friends. The data were gained by means of observation, documentation, and interview. The validity of data was obtained through triangulation technique and triangulation source. Data analysis techniques were conducted by adopting interactive model Miles & Huberman. The results showed: (1) Underlying factors of marriage included a) internal factors such as love and knowledge of religion, b) external factors such as encouragement from parents, unwed pregnancy, economic factors, and social and cultural circumstances. (2) Problems faced by married college students during their study were. a) academic problems, that is often do not go to college, laziness and bad time management, b) non-academic problems such as their monotonous and selfish personality and polygamy case as well. (3) The solution of college students’ marriage problems was time management, college leave, dialogue to solve the problems, consultation with religious figures and motivation.

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Crisp, Gloria, Vicki L. Baker, Kimberly A. Griffin, Laura Gail Lunsford, and Meghan J. Pifer. "Mentoring Undergraduate Students." ASHE Higher Education Report 43, no. 1 (January 2017): 7–103. http://dx.doi.org/10.1002/aehe.20117.

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Bury, Sophie, Dana Craig, and Sarah Shujah. "Celebrating Undergraduate Students’ Research at York University." Journal of Information Literacy 11, no. 2 (December 3, 2017): 4. http://dx.doi.org/10.11645/11.2.2219.

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This article analyses the information literacy (IL) competencies of high-achieving undergraduate students through the lens of undergraduate research celebrations in a North American University. This article focuses on York University’s Undergraduate Research Fair, and shares findings from an analysis of students’ IL award submissions including lower-year (first and second year of university) and upper-year (third and fourth year of university) applicants. Submissions are analysed using a qualitative content analysis approach. The study’s findings point to the positive value of both IL and reference help in building high-achieving undergraduate students’ IL skills. Results indicate important future directions for IL instruction, such as the role of the flipped classroom, and the critical importance of embracing the Association of College and Research Libraries’ (ACRL) Framework for Information Literacy for Higher Education to engage undergraduates with high-order IL concepts.

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Goode, Jennifer. "A Collaborative Multimedia Project Model for Online Graduate Students Supported by On-Campus Undergraduate Students." Journal of Technical Writing and Communication 51, no. 1 (December 11, 2020): 53–69. http://dx.doi.org/10.1177/0047281620977121.

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This descriptive narrative depicts an academic program that deploys a collaborative project model for delivering concurrent multimedia courses at the undergraduate and graduate levels. Applying this model, online master’s students who are studying the management of technical communication activities remotely manage teams of on-campus undergraduate students who are studying multimedia production skills. The author piloted the collaborative project model during a recent academic term. Student response to the format was overwhelmingly positive from both graduates and undergraduates, and the resulting projects were of exceptional quality and well received by their respective clients.

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Sens, Donald A., Mikhail Bobylev, Karen L. Cisek, Scott H. Garrett, Seema Somji, Mary A. Sens, and Van A. Doze. "Postbaccalaureate terminal degree and career choices of students who performed undergraduate research." Advances in Physiology Education 45, no. 2 (June 1, 2021): 418–25. http://dx.doi.org/10.1152/advan.00217.2020.

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This study analyzed terminal degree and career choices of students who performed undergraduate research. In one analysis, the study compared terminal degree and career choices between a course-based undergraduate research experience (CURE) and traditional non-course-based undergraduate research experiences at one primarily undergraduate institution (PUI). Students who pursued postbaccalaureate programs chose terminal degrees at levels exceeding 75%, with no significant difference between a CURE experience and a traditional research experience. Analysis of terminal degree and career choices at four PUIs providing traditional research experiences showed a marked difference in the number of students pursuing terminal degrees. Two PUIs showed rates > 75%, whereas students at the other two PUIs pursued terminal degrees <50% of the time. The majority of students not pursuing terminal degrees chose M.S. degrees in education and healthcare. An analysis was also performed among students participating in traditional summer undergraduate research on a research-intensive university (RIU) campus with a medical school. Students were accepted from two programs, an NIH IDeA Network of Biomedical Research Excellence (INBRE) program recruiting students from the RIU and an NSF Research Experiences for Undergraduates (REU) program recruiting undergraduates from rural PUIs and minority-serving institutions, particularly tribal colleges. Analysis showed that >70% of the students who pursued postbaccalaureate programs chose terminal degrees. INBRE undergraduates displayed a marked preference for the M.D. degree (73.9% vs. 17.4%), whereas the REU students chose the Ph.D. degree (75.0% vs. 22.9%). American Indian students were also analyzed separately for career choice and showed an equal preference for the M.D. and Ph.D. degrees when pursuing postbaccalaureate education. Overall, the results provide evidence that undergraduate student research stimulates student careers in areas needed by the nation’s citizen stakeholders.

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Dumčienė, Audronė, Tomas Saulius, and Audrius Čapskas. "UNIVERSITY STUDENTS’ ATTITUDES TOWARDS E-LEARNING." Baltic Journal of Sport and Health Sciences 1, no. 100 (2016): 2–9. http://dx.doi.org/10.33607/bjshs.v1i100.40.

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Background. E-learning is a new paradigm of modern teaching methods. The aim of the paper was to reveal the university students’ attitudes towards e-learning. Methods. Research sample involved undergraduate (first cycle) and postgraduate (second cycle) students of three different universities, 156 men and 278 women. Questionnaire was comprised of 60 questions and statements. Results. Research reveals that 40% of undergraduates and 42% of postgraduates positively treat e-learning as the method of study content presentation; 23% of undergraduate and 38% postgraduate students believe that study content presented in e-learning environment helps them focus attention; 61% of the undergraduates and 59% of postgraduate students claim that materials accessible in e-learning environment are relevant to their studies. Even 37% of undergraduates and 34% of postgraduates are completely satisfied with their study results achieved by studying materials presented in e-learning environment. Attitudes of male and female students and students from different universities differ significantly (p < .05). About 40% of undergraduate and 36% of postgraduate students believe that studying via e-learning is easier than studying based on traditional methods, 48% and 44% respectively think that it is harder. The majority, i.e. 59% of undergraduates and 52% of postgraduates, prefer blended learning methods. About 42% of first cycle students and 43% of second cycle students disagree or partly disagree with the claim that studies via e-learning and studies based on traditional methods do not differ in respect of their quality; 38% of undergraduate and 42% of postgraduate students believe that e-learning and traditional methods lead to the acquisition of the same competences. Students who have part-time jobs and students who have full-time jobs have significantly different (p < .05) attitudes towards competences acquired via e-learning and via traditional methods. The opinion that the same competences are acquired via e-learning and via traditional methods is more common among full-time workers. Students (45% of undergraduates and 37% of postgraduates) tend to believe that in the e-learning environment studies were organized as professionally, qualitatively and effectively as studies based on traditional methods. This view is opposed by 22% of undergraduate and 30% of postgraduate students. Conclusions. Students treat traditional (“live”) lectures more favourably than autonomous studies in the e-learning environment. They tend to believe that the blended learning method is the most acceptable. Male students’ and female students’ attitudes towards study results in the e-learning environment differ significantly. The majority believe that competences acquired via e-learning and the ones acquired via traditional methods do not differ.

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

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

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Lepp, Liina. "Undergraduate students’ views on academic dishonesty." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 1 (June 28, 2017): 41–51. http://dx.doi.org/10.18844/gjhss.v3i1.1728.

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Vaidya, Rasika Shripad. "Breakfast Skipping Tendency among Undergraduate Students." INTERNATIONAL JOURNAL OF PRACTICAL NURSING 4, no. 2 (2016): 93–96. http://dx.doi.org/10.21088/ijpn.2347.7083.4216.10.

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Cai, Jiaoli. "Exploration of integrated teaching model for undergraduate and graduate students -- taking the course of questionnaire survey design and data analysis methods as an example." SHS Web of Conferences 187 (2024): 01032. http://dx.doi.org/10.1051/shsconf/202418701032.

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Colleges and universities undertake the task of cultivating talents. The integrated training mode of undergraduate and graduate students adapts to the development trend of the times. Relying on the curriculum reform project of the integration of undergraduate and graduate students at Beijing Jiaotong University in China, and taking the course of questionnaire design and data analysis method as an example, this study puts forward the necessity of integrated teaching of undergraduate and graduate students, and the construction ideas and teaching reform measures of the integrated teaching of undergraduates and postgraduates.. The integrated teaching and training mode of undergraduate and graduate students not only helps to arouse students’ enthusiasm and initiative in learning, but also helps to cultivate students’ critical thinking ability, innovative practice ability and teamwork ability.

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Sravani, Thatiparthi, Srinivasa Rao Madala, and Sk HeenaKauser. "College students’ Network behavior Using data mining and feature analysis." Journal of Physics: Conference Series 2089, no. 1 (November 1, 2021): 012075. http://dx.doi.org/10.1088/1742-6596/2089/1/012075.

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Abstract Teachers may use advanced analytics to rapidly and correctly understand undergraduate behavior trends, especially when it comes to identifying undergraduate groupings that need to be focused on at a later time. This study uses data mining cluster analysis to analyze the constituent behavior of 3,245 undergraduates in a specific level ‘B’ institution’s college network. According to the data, there are four different undergraduate groups with different Web access features, with 350 participants using the accomplishments and other variables of their success have an influence on these students. As a result of this research, we were able to collect data on undergraduate college network activity, which may be used to aid in the development of academic advising management.

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Wexelbaum, Rachel S. "Do libraries save LGBT students?" Library Management 39, no. 1/2 (January 8, 2018): 31–58. http://dx.doi.org/10.1108/lm-02-2017-0014.

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Purpose Multiple research studies show a positive correlation between library usage and student retention. At the same time, no formal research studies focusing on the effect of library usage on LGBT student persistence and retention exist. The purpose of this paper is to provide information about today’s LGBT undergraduates, their personal and academic needs, and how academic libraries may meet those needs. Design/methodology/approach The author will challenge the grand narrative perpetuated by LGBT librarians that “libraries save [LGBT] lives” through a review of existing research literature on LGBT undergraduates and their personal and academic needs, where libraries play a role in LGBT undergraduate life, and whether or not academic libraries actually meet those needs. Findings No formal research studies on how libraries play a role in the retention of LGBT undergraduates exist. While LGBT undergraduates share many similarities with their peers, they seek out resources and spaces that the library may be able to provide independently or through collaborations with other units on campus. The existence of campus LGBT resource centers may impact LGBT undergraduate use of libraries. Practical implications The author will provide suggestions for academic libraries to create appropriate resources, services, and spaces for LGBT undergraduates so that they persist at their institutions and graduate. Originality/value This is the first research paper to address the role that academic libraries play in LGBT student retention.

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

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

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Sethia, Renu, Gaurav Sharma, Kirti Shekhawat, Aarti Aacharya, Rekha Acharya, and Ratti Ram Meena. "Study of perceived stress and stressors among undergraduate medical students." International Journal Of Community Medicine And Public Health 6, no. 4 (March 27, 2019): 1690. http://dx.doi.org/10.18203/2394-6040.ijcmph20191406.

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Background: Recently there is growing concern about stress during undergraduate’s medical training. Undue stress may cause adverse health consequences and lowered academic performance. Objective of the study was to know perceived level of stress and its causes among undergraduate medical students.Methods: A cross sectional survey, using self-structured questionnaire, was conducted among 65 third year medical students. Questionnaires were related to socio-demographic profile, perceived stress scale [PSS] and 32 item list of stressors (grouped as health related, academic and psycho-social). Student’s responses were recorded on five point Likert scale.Results: Mean PSS score was 25.53±5.55 and was significantly higher for females. Psycho-social stressors occurred most frequently, followed by the academic causes.Conclusions: Medical undergraduates face high level of stress and the causes may be varied. They need more interaction, counselling and support from faculty to relieve their stress.

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Lamb, C. Sue. "Teaching Professional Ethics to Undergraduate Counseling Students." Psychological Reports 69, no. 3_suppl (December 1991): 1215–23. http://dx.doi.org/10.2466/pr0.1991.69.3f.1215.

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Teaching ethics to undergraduates is a topic of increasing interest among mental health professionals; knowledge of ethics is particularly important to students who seek employment in agencies after graduation. This article describes methods of presenting ethics of practice both in a separate ethics course and as part of an undergraduate counseling practicum. Sources of materials used for course readings are presented.

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Giuliano, Traci A., Isham E. Kimbell, Emily S. Olson, and Jennifer L. Howell. "High impact: Examining predictors of faculty-undergraduate coauthored publication and presentation in psychology." PLOS ONE 17, no. 3 (March 31, 2022): e0265074. http://dx.doi.org/10.1371/journal.pone.0265074.

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

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Morales, Danielle X., Sara E. Grineski, and Timothy W. Collins. "Increasing Research Productivity in Undergraduate Research Experiences: Exploring Predictors of Collaborative Faculty–Student Publications." CBE—Life Sciences Education 16, no. 3 (September 2017): ar42. http://dx.doi.org/10.1187/cbe.16-11-0326.

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Little attention has been paid to understanding faculty–student productivity via undergraduate research from the faculty member’s perspective. This study examines predictors of faculty–student publications resulting from mentored undergraduate research, including measures of faculty–student collaboration, faculty commitment to undergraduate students, and faculty characteristics. Generalized estimating equations were used to analyze data from 468 faculty members across 13 research-intensive institutions, collected by a cross-sectional survey in 2013/2014. Results show that biomedical faculty mentors were more productive in publishing collaboratively with undergraduate students when they worked with students for more than 1 year on average, enjoyed teaching students about research, had mentored Black students, had received more funding from the National Institutes of Health, had a higher H-index scores, and had more years of experience working in higher education. This study suggests that college administrators and research program directors should strive to create incentives for faculty members to collaborate with undergraduate students and promote faculty awareness that undergraduates can contribute to their research.

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Mok, Wai Yin, Jonathan Rex Mok, and Kit Yee Cheung. "On Effort and Achievement of Business Undergraduate and Graduate Students under a Disastrous Event." International Education Studies 9, no. 9 (August 29, 2016): 230. http://dx.doi.org/10.5539/ies.v9n9p230.

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<p class="apa">The 2011 tornado event in Alabama left college students with a choice to be exempt of their final examinations or participate in an attempt to improve their overall grades. This incident provided an opportunity to conduct an observational study with the goal of measuring the academic effort of business undergraduate and graduate students. The observation methodology utilized total enrollment of 3804 with an undergraduate enrollment of 3298 and a graduate enrollment of 506 for the spring term of 2011 which included 969 undergraduates and 276 graduates. A stratified random sampling was used to collect enrollment data according to 8 disciplines within the business college. Findings of this study suggest graduate students outperform undergraduate students in grade improvement. In fact, the eligibility rate and successful rate for obtaining a higher grade after taking a final examination for both undergraduates and graduates were statistically insignificant. However, the participation rate for taking the final examination between undergraduates and graduates was statistically different.</p>

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Anderson, Dana D., Colleen Buren Gundersen, Daniel M. Banken, Jonathan V. Halvorson, and Denise Schmutte. "Undergraduate Role Players as “Clients” for Graduate Counseling Students." Teaching of Psychology 16, no. 3 (October 1989): 141–42. http://dx.doi.org/10.1207/s15328023top1603_11.

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We describe two exercises using undergraduates from abnormal psychology courses to act as role-play clients for graduate counselor–trainees. The first exercise involves mock counseling sessions; the second is a mock case conference. We grade graduates on their counseling and case-conceptualization skills. Undergraduates participate as ungraded volunteers. We believe that graduate students benefit from the challenge and honest feedback that undergraduate role players provide. Undergraduates reported academic benefits and increased empathy for the characters they played. The exercises seem to be educationally beneficial and may also help decrease undergraduates' negative stereotyping of persons with psychological problems.

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Newman, Steven E., and Susan H. Ellsbury. "Increasing Library Skills of Horticulture Students." HortTechnology 1, no. 1 (October 1991): 126–28. http://dx.doi.org/10.21273/horttech.1.1.126.

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A library skills workbook was developed for horticulture students to provide them with instruction in the use of bibliographic research materials and services available to them from the university library system. The effectiveness of the library skills workbook was tested by comparing pre- and post-test scores of undergraduate and graduate students. International and national graduate students were compared. Graduate students scored higher on the pre-test than did undergraduates. Students from the United States scored higher than Asian students, but not higher than Latin American students. Students' knowledge of the library collection and layout were improved 21.3%; however, undergraduate students' knowledge increased 13% more than that of graduate students.

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

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

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Che Hasan, Nurin Akasha, and Noorulsadiqin Azbiya Yaacob. "DIGITAL CITIZENSHIP SKILL AMONG STML UNDERGRADUATE STUDENTS IN UUM." International Journal of Modern Trends in Social Sciences 6, no. 25 (December 17, 2023): 01–12. http://dx.doi.org/10.35631/ijmtss.625001.

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Citizenship in the digital era promotes ethical and critical thought about what is viewed, heard, and shared through communication media technology. The inability to appropriately employ digital technology today impedes social integration and personal growth. This research examined the level of digital citizenship skills among STML undergraduates at Universiti Utara Malaysia in Sintok, Kedah. The study centred on three subcomponents of digital citizenship skills: online well-being, online learning, and online safety. 178 undergraduate STML students were surveyed, employing survey questionnaires to obtain data. Using descriptive analysis to ascertain the level of digital citizenship skills among undergraduates The Statistical Package for the Social Sciences (SPSS) is also applied to data analysis. According to the study's findings, undergraduate STML students exhibit high levels of digital citizenship skills.

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Borges, Aurélio Ferreira, Clever Reis Stein, Raquel Nogueira de Moraes, and Marco Túlio Silva Borges. "Environmental training and management at Federal Institute of Education." LAPLAGE EM REVISTA 7, no. 3A (September 6, 2021): 176–85. http://dx.doi.org/10.24115/s2446-6220202173a1391p.176-185.

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The objective was to characterize the Environmental Formation received by undergraduate students from the Federal Institute of Education. The adaptation of the Environmental Training Questionnaire (ETQ) was developed, translated into Portuguese. The ETQ was administered to a sample of 166 undergraduates. In this, the reliability and sociodemographic variables were evaluated. The psychometric properties found attest to the quality of the Environmental Training measurement instrument. The results revealed that the Environmental Education of students, in the curricula of undergraduate courses, varies according to the undergraduate course and the age of the university students.

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Chenfan, Yang, and Nurul Fazzuan Khalid. "Research on Differences in Mental Status of Freshmen in Vocational Undergraduate Colleges." Journal of Educational and Social Research 12, no. 3 (May 5, 2022): 215. http://dx.doi.org/10.36941/jesr-2022-0080.

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This study aims to investigate the current psychological situation of freshmen in vocational undergraduate colleges, and to grasp the psychological characteristics among different student groups, providing theoretical basis and data support for the subsequent mental health education of freshmen. The sample of the study was selected from 1980 freshmen of vocational undergraduate colleges in Guangdong Province, and the findings were statistically analyzed. The results showed that, in terms of overall stress, male students were under more pressure, and arts students were under more pressure than science students. Junior college students suffered more stress than undergraduates, and most of the students adopt positive ways to cope with the pressure; students in vocational colleges were open-minded about relationships and sexuality; urban students had better interpersonal skills than rural students. Compared with college students, undergraduates preferred their majors. Undergraduate students had higher overall satisfaction with themselves and as for the identity of "vocational college students", male students were stronger than female students, while students from rural areas were higher than those from urban areas. Received: 26 January 2022 / Accepted: 6 April 2022 / Published: 5 May 2022

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Amato, Cyndi, Shelley Cohen Konrad, Lane W. Clarke, Caryn Husman, Audrey Bartholomew, and Caroline Beals. "Jumpstarting Cross-Discipline Collaboration in Undergraduate Social Work Education." Advances in Social Work 20, no. 2 (September 10, 2020): 473–96. http://dx.doi.org/10.18060/23654.

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This paper examines the integration of undergraduate teacher education students into interprofessional activities with social work and pre-occupational therapy undergraduates. Like health professionals, school-based professionals work across disciplines daily and come together for critical decision-making on behalf of vulnerable and special needs students. Although evidenced-based pedagogy in interprofessional education (IPE) has become common in graduate and professional health education, less is known about its implementation in undergraduate education and with non-health-related disciplines. This article describes a 2-year interprofessional undergraduate simulation project with social work, teacher education, and pre-occupational studies students working prospectively in a K-12 school setting. Survey data found that students gained confidence in their disciplinary roles as well as in their abilities to communicate and collaborate effectively as a result of participation in the school-based simulation and related activities. The project highlighted the benefits of situating theory-driven undergraduate interprofessional learning in settings beyond healthcare and the need for developing assessment tools inclusive of undergraduates and relevant to a range of workforce environments.

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Daramola, Florence Olutunu. "Utilization of E-Resources for Learning Among Undergraduates." Indonesian Journal of Educational Research and Technology 3, no. 1 (February 14, 2022): 35–44. http://dx.doi.org/10.17509/ijert.v3i1.44731.

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This study determined the utilization of e-resources for learning among undergraduates. The study adopted descriptive research of the survey type. The population for this study consists of all National Open University of Nigeria (NOUN) undergraduates. Proportional sampling techniques were used to allocate many respondents in each NOUN centre based on their estimated population using Israel Model. The instrument for data collection was an adapted questionnaire. Descriptive and Inferential statistics were used to answer the research question and test the stated hypotheses with the aid of statistical product and service solution (SPSS) version 20.0 at a 0.05 level of significance. The findings indicated that undergraduate students had positive utilization of E-resources for learning. No significant difference exists in the undergraduate students’ utilization of E-resources for learning based on gender and digital age. The study concluded that learning can be enhanced among undergraduate students if appropriate resources are deployed for learning. Therefore, it was recommended that undergraduate students be encouraged to deploy e-resources for learning irrespective of their gender.

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Nichols, Nicole L., Daria V. Ilatovskaya, and Marsha L. Matyas. "Monitoring undergraduate student needs and activities at Experimental Biology: APS pilot survey." Advances in Physiology Education 41, no. 2 (June 1, 2017): 186–93. http://dx.doi.org/10.1152/advan.00182.2016.

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Life science professional societies play important roles for undergraduates in their fields and increasingly offer membership, fellowships, and awards for undergraduate students. However, the overall impacts of society-student interactions have not been well studied. Here, we sought to develop and test a pilot survey of undergraduate students to determine how they got involved in research and in presenting at the Experimental Biology (EB) meeting, what they gained from the scientific and career development sessions at the meeting, and how the American Physiological Society (APS) can best support and engage undergraduate students. This survey was administered in 2014 and 2015 to undergraduate students who submitted physiology abstracts for and attended EB. More than 150 students responded (38% response rate). Respondents were demographically representative of undergraduate students majoring in life sciences in the United States. Most students (72%) became involved in research through a summer research program or college course. They attended a variety of EB sessions, including poster sessions and symposia, and found them useful. Undergraduate students interacted with established researchers at multiple venues. Students recommended that APS provide more research fellowships (25%) and keep in touch with students via both e-mail (46%) and social media (37%). Our results indicate that APS’ EB undergraduate activities are valued by students and are effective in helping them have a positive scientific meeting experience. These results also guided the development of a more streamlined survey for use in future years.

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Sumarsono, Anne Yustica Pramesti, and Concilianus Laos Mbato. "Undergraduate Students’ Self-Efficacy Strategies in Writing Academic Papers." Language Circle: Journal of Language and Literature 16, no. 1 (October 10, 2021): 21–30. http://dx.doi.org/10.15294/lc.v16i1.29476.

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This study explored the writing self-efficacy of English education undergraduates at Sanata Dharma University, Yogyakarta. Nowadays, many students still have not used self-efficacy in their studies. Consequently, they may encounter difficulties when working on tasks. As a result, the scores obtained are not the highest. Which may make them lack the motivation to learn. The purpose of this research was to determine the application of self-efficacy in writing works for the undergraduate course of English Education at Sanata Dharma University. The research question was: How can undergraduate students of the English Education Study Program manage self-efficacy and writing anxiety to complete the academic writing class? This research adopted qualitative methods making use of the Likert scale and interviews. The questionnaire was distributed to Sanata Dharma University’s undergraduates who had received English courses in reading literary works. The results show that undergraduates have a high sense of self-efficacy, can complete academic writing on time, and we are motivated by their internal and surrounding environments.

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Geoghegan, Kate, December R. Payne, Matthew A. Myers, Samuel Hall, Ahmad Elmansouri, William J. C. Parton, Charlotte H. Harrison, et al. "The National Undergraduate Neuroanatomy Competition: Lessons Learned from Partnering with Students to Innovate Undergraduate Neuroanatomy Education." Neuroscientist 25, no. 3 (July 21, 2018): 271–80. http://dx.doi.org/10.1177/1073858418788000.

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Undergraduates often perceive neuroscience to be a challenging discipline. As the scope of neuroscience continues to expand, it is important to provide undergraduates with sufficient opportunities to develop their knowledge and skills with the aim of encouraging the future generation of basic and clinical neuroscientists. Through our experience of developing the National Undergraduate Neuroanatomy Competition (NUNC), we have accrued an extensive volume of performance data and subjective insight into the delivery of undergraduate neuroanatomy education, which has the potential to inform how to better engage students within this field. More broadly, our group has implemented a technology enhanced learning platform alongside a peer-assisted teaching program. These achieve the dual purpose of compensating for the reduction in dedicated neuroanatomy teaching hours and encouraging undergraduates to develop an interest in the neurosciences. Here, we consider how improving the learning experience at an undergraduate level encourages further engagement in the neurosciences and the importance of this within the wider neuroscience community.

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Moghe, Saili, Katelyn Baumgart, Julie J. Shaffer, and Kimberly A. Carlson. "Female mentors positively contribute to undergraduate STEM research experiences." PLOS ONE 16, no. 12 (December 2, 2021): e0260646. http://dx.doi.org/10.1371/journal.pone.0260646.

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The positive influence of undergraduate research and mentoring on student success in STEM fields has been well-established. However, the role that the gender of a research mentor may play in the undergraduate research experience warrants further investigation. This is an especially critical issue to address, since the lack of female role models in STEM fields is acknowledged as an impediment to the success and progress of women pursuing STEM-careers. To evaluate how the gender of undergraduate research mentors influences the research experience of students, we collected and analyzed surveys from undergraduates and alumni who had completed undergraduate research at the University of Nebraska at Kearney. We found that even though students did not select mentors based on gender, there were differences in how students perceived their mentors, depending on the gender of their mentors. Interestingly, students with female mentors were more likely than students with male mentors to report that their research experience had prepared them for a career in science. Further, our gender-pairing analyses revealed that students who expressed that the gender of their mentor had contributed to their relationship with their mentor were more likely to have a female mentor. Our data indicate that female mentors favorably influence the undergraduate research experience of both male and female students. Finally, our study reinforces the conclusions of previous studies demonstrating that undergraduate research and mentoring are beneficial for students. Overall, our findings support that, for students to fully benefit from their undergraduate research experience, undergraduate research opportunities for students should include an equitable representation of female mentors.

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Gross-Avinir, Ohela, and Adaya Meirovich. "Undergraduate Students' Academic Dishonesty." Social Issues in Israel 30, no. 2 (2021): 435–60. http://dx.doi.org/10.26351/siii/30-2/7.

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Crisp, Gloria, Amanda Taggart, and Amaury Nora. "Undergraduate Latina/o Students." Review of Educational Research 85, no. 2 (June 2015): 249–74. http://dx.doi.org/10.3102/0034654314551064.

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HARGREAVES, D. J. "How Undergraduate Students Learn." European Journal of Engineering Education 21, no. 4 (December 1996): 425–34. http://dx.doi.org/10.1080/03043799608923429.

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Giesbrecht, Timo, Harald Merckelbach, Elke Geraerts, and Ellen Smeets. "Dissociation in Undergraduate Students." Journal of Nervous and Mental Disease 192, no. 8 (August 2004): 567–69. http://dx.doi.org/10.1097/01.nmd.0000135572.45899.f2.

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Dorsey, Laurie E., and Constance M. Baker. "Mentoring Undergraduate Nursing Students." Nurse Educator 29, no. 6 (November 2004): 260–65. http://dx.doi.org/10.1097/00006223-200411000-00013.

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Samimi, Pouria, and Kevin G. Alderson. "Sexting among undergraduate students." Computers in Human Behavior 31 (February 2014): 230–41. http://dx.doi.org/10.1016/j.chb.2013.10.027.

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B. Jensen, Erin, Morgan Lanzo, Rebecca Spurgeon, Lauren Denhard, Danashia Tucker, Andrea Antezana, Robin Wiley, et al. "Coauthoring with Undergraduate Students." NETSOL: New Trends in Social and Liberal Sciences 9, no. 1 (May 13, 2024): 42–47. http://dx.doi.org/10.24819/netsol2024.4.

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his article focuses on the coauthoring experience of fifteen undergraduate college students and their English professor to write this article. We focus on figured world theory to explain the power dynamics we have encountered through our research about undergraduate coauthoring and how those power dynamics have come into play in writing this article. We also discuss what has worked well for us and what challenges we have faced.

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Sánchez, Elsa, and Richard Craig. "Students Teaching Students: Undergraduate Students as Laboratory Instructors." HortTechnology 17, no. 2 (April 2007): 258–61. http://dx.doi.org/10.21273/horttech.17.2.258.

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Undergraduate students teach laboratory sessions in the plant systematics course at The Pennsylvania State University. To assess student-taught laboratory sessions, surveys were administered to student instructors and students enrolled in the course. Benefits to student instructors included increased technical knowledge, new perspectives on teaching methodologies, and acquiring a positive item to add to résumés. Student instructors also practiced leadership skills. Enrolled students generally assessed the laboratory sessions favorably. Organization and planning were vital to the success of this teaching method. This teaching method also required increased departmental funding relative to other courses.

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Schmid, Kelly M., and Jason R. Wiles. "Call Her a Scientist." American Biology Teacher 84, no. 5 (May 1, 2022): 273–78. http://dx.doi.org/10.1525/abt.2022.84.5.273.

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Mentorship plays an important role in the experiences of undergraduate researchers, and students may interact with multiple potential mentors in laboratory settings. Using qualitative methods, we explored the relationships between undergraduate students engaged in research and their mentors in faculty-led laboratories, with particular attention to the roles that mentors play in the enculturation of undergraduates into science. Students rarely considered faculty as their primary mentors, rather whomever they spent the most time or worked most closely with—usually a graduate student or postdoc. There was a large disparity between women and men students identifying as scientists, and in the criteria by which they claim science identity. However, nearly all faculty members considered undergraduate researchers as scientists. This suggests that faculty members might boost the science identity of undergraduate women by simply calling them scientists.

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Ferdows, Jannatul, and S. M. Zabed Ahmed. "An empirical investigation of information skills among undergraduate students at Dhaka University." Library Review 64, no. 4/5 (July 6, 2015): 274–84. http://dx.doi.org/10.1108/lr-11-2014-0132.

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Purpose – The aim of this paper is to empirically investigate the information skills of undergraduate students at the University of Dhaka, Bangladesh. Design/methodology/approach – A questionnaire-based survey was administered to obtain data about undergraduates’ information skills. The questionnaire consisted of demographic information, computer and Internet experiences, and a set of ten questions relating to information skills. A total of 199 undergraduate students responded to the survey. Findings – The results indicate that undergraduates’ information skills were poor. Only a few of them were successful in answering some of the questions correctly. There are significant differences in information skills among respondents in terms of gender, age, possession of personal computers and computer and Internet experience. The main reasons for these differences and the general failure in answering the task questions correctly are mostly attributed to the absence of information literacy instruction within the university, lack of online information resources and inadequate information and communication technology facilities. Practical implications – The findings of this study will help universities in Bangladesh and other developing countries to develop appropriate information literacy instruction at undergraduate level. Originality/value – This is the first time an effort has been made to assess task-based information skills of undergraduate students in Bangladesh. The findings of this study will help universities in Bangladesh and elsewhere in the developing world to introduce information literacy instruction at undergraduate level.

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Pei, Gui Hong, Lin Zhi Zhang, and Li Li Liu. "Topic Selection and Quality Control of Undergraduate Graduation Design for Building Environment and Equipment Engineering." Advanced Materials Research 838-841 (November 2013): 3204–7. http://dx.doi.org/10.4028/www.scientific.net/amr.838-841.3204.

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Topic selection is the first step for undergraduate graduation design. It which formulates the orientation and extent of graduation design is the precondition of high quality graduation design. In order to improve the effect of undergraduate graduation design and enable student's practice ability, innovation ability to obtain the comprehensive exercise. The experiments were conducted from 2009 to 2011. The experimental group undergraduates were in building environment and services engineering major of Southwest Petroleum University. The research testifies selecting topic that combining the students future jobs and diversified is an important part of perfect graduation design and favorable factor to improving the study enthusiasm and initiative of students.

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Presada, Diana, and Mihaela Badea. "INVESTIGATING UNDERGRADUATE STUDENTS’ PERCEPTIONS OF STUDYING POETRY." Journal Plus Education 18, no. 2/2017 (November 8, 2017): 187–95. http://dx.doi.org/10.24250/jpe/2/2017/mb.

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Bhoir, Mehera. "Active Learning in Undergraduate Students by Seminars." Indian Journal of Anatomy 6, no. 4 (2017): 487–90. http://dx.doi.org/10.21088/ija.2320.0022.6417.14.

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Lokeesan, V., and L. Laavanya. "Self-Medication Practices among Undergraduate Nursing Students." International Journal of Pharma Research and Health Sciences 7, no. 1 (2019): 2894–98. http://dx.doi.org/10.21276/ijprhs.2019.01.07.

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Casson, Nora J., Colin J. Whitfield, Helen M. Baulch, Sheryl Mills, Rebecca L. North, and Jason J. Venkiteswaran. "A model for training undergraduate students in collaborative science." FACETS 3, no. 1 (October 1, 2018): 818–29. http://dx.doi.org/10.1139/facets-2017-0112.

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Engagement of undergraduate students in research has been demonstrated to correlate with improved academic performance and retention. Research experience confers many benefits on participants, particularly foundational skills necessary for graduate school and careers in scientific disciplines. Undergraduate curricula often do not adequately develop collaborative skills that are becoming increasingly useful in many workplaces and research settings. Here, we describe a pilot program that engages undergraduates in research and incorporates learning objectives designed to develop and enhance collaborative techniques and skills in team science that are not typical outcomes of the undergraduate research experience. We conducted a collaborative science project that engaged faculty advisors and upper year undergraduates at four institutions and conducted a review to assess the program’s efficacy. Students developed a broad suite of competencies related to collaborative science, above and beyond the experience of completing individual projects. This model also affords distinct advantages to faculty advisors, including the capacity of the network to collect and synthesize data from different regions. The model for training students to conduct collaborative science at an early stage of their career is scalable and adaptable to a wide range of fields. We provide recommendations for refining and implementing this model in other contexts.

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Journal articles on the topic 'Undergraduate students'

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