Relevant bibliographies by topics / Undergraduates

Academic literature on the topic 'Undergraduates'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "Undergraduates"

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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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Waris, S., S. Riaz, M. A. Javed, R. R. Khan, T. Aamir, and M. Sulman. "Menstrual Patterns and Common Menstrual Problems Among Doctor of Physical Therapy Students." Pakistan Journal of Medical and Health Sciences 15, no. 5 (May 30, 2021): 1375–77. http://dx.doi.org/10.53350/pjmhs211551375.

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Objective: To observe the patterns and disorders of menstruation among physiotherapy undergraduates in Lahore city. Methods: A cross sectional survey was conducted at Riphah International University, Lahore from January 2020 to June 2020 after obtaining ethical approval. The data was collected through convenience sampling technique from two hundred physiotherapy undergraduate students by using anonymous questionnaire containing questions related to menstrual pattern, associated symptoms and heaviness of day wise bleeding. Informed consent was taken from all participants before data collection. Data was entered and analyzed on SPSS 21. Results: Menarche was found among 60% of undergraduates between the age of 13 and 14 and 24% of undergraduates between the ages of 15 and 17. A total of 71% of undergraduates had a regular menstruation cycle while 23% had irregular periods. 71% of undergraduates had a menstrual cycle of range between 21-28 days, 17% had irregular cycles, and 14% did not know how to go their menstrual duration. Most undergraduates have Bleeding for up to 1 week, with standard, medium, and restrained Bleeding. In 72% of undergraduates exploiting contains lumps, though 28.5% undergraduates do not experience exploiting. Because of their menses, 29% of undergraduates were incompetent to join university. 24% of undergraduates take leave from university because of painful menstruation whereas 9% take leave from university because of extreme blood flow. Dysmenorrhea signs were prevalent. Menses had a massive influence on societal lives and performances primarily on undergraduates. Conclusion: Dysmenorrhea and regular indiscretions were communal and mostly undergraduate’s responsiveness to menstruation signs was scarce. In its outcomes, there is entail for a teaching based program on menarche and menstrual issues. Keywords: Menarche, Dysmenorrhea, Undergraduates
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Murugiah, Logasvathi, ., and . "Malaysian Undergraduates Financial Literacy and Financial Education: a Study in Universiti Utara Malaysia." International Journal of Engineering & Technology 7, no. 3.30 (August 24, 2018): 325. http://dx.doi.org/10.14419/ijet.v7i3.30.18271.

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Financial literacy is becoming increasingly important not only for investors but also for individual in planning his or her day to day budget. Hence, recent development in financial education has highlighted the increasingly important to be financial healthy. Hence, the objectives of this study are (i) to investigate the level of UUM undergraduates’ in financial literacy and (ii) to assess UUM undergraduates’ preferable method in learning financial education. Questionnaires were distributed to 400 undergraduate in UUM, age ranging 20 to 28 years old in 2017. The finding of this study revealed that female have a better saving knowledge compare to male respondents. Furthermore, this study concluded that first year undergraduate’s saving knowledge is slightly better. Meanwhile, final year undergraduates are better in spending and budgeting knowledge. Besides, business programme undergraduate showcase a good financial literacy knowledge. This study also find that preference method in learning financial knowledge are website / internet / online followed by workshop / seminar / talks / conferences and finally social network / social media. Meanwhile, preferable personal financial topic that undergraduate would like to enroll and learn are budget planning or expenses management, followed by debt management and lastly about insurance.
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Dolan, Erin L., and Deborah Johnson. "The Undergraduate–Postgraduate–Faculty Triad: Unique Functions and Tensions Associated with Undergraduate Research Experiences at Research Universities." CBE—Life Sciences Education 9, no. 4 (December 2010): 543–53. http://dx.doi.org/10.1187/cbe.10-03-0052.

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We present an exploratory study of how undergraduates' involvement in research influences postgraduates (i.e., graduate and postdoctoral researchers) and faculty. We used a qualitative approach to examine the relationships among undergraduates, postgraduates, and the faculty head in a research group. In this group, undergraduates viewed postgraduates as more approachable than the faculty head both literally and figuratively. Mentorship by postgraduates presented unique challenges for undergraduates, including unrealistic expectations and varying abilities to mentor. The postgraduates and faculty head concurred that undergraduates contributed to the group's success and served as a source of frustration. Postgraduates appreciated the opportunity to observe multiple approaches to mentoring as they saw the faculty head and other postgraduates interact with undergraduates. The faculty head viewed undergraduate research as important for propagating the research community and for gaining insights into undergraduates and their postgraduate mentors. These results highlight how the involvement of undergraduates and postgraduates in research can limit and enhance the research experiences of members of the undergraduate–postgraduate–faculty triad. A number of tensions emerge that we hypothesize are intrinsic to undergraduate research experiences at research universities. Future studies can focus on determining the generalizability of these findings to other groups and disciplines.
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Zhao, Ge, Guo Chun Wan, and Mei Song Tong. "On the Significance and Measures of Improving Literature Reading Ability for Undergraduates." Journal of Educational Research and Reviews 9, no. 8 (August 14, 2021): 208–13. http://dx.doi.org/10.33495/jerr_v9i8.20.208.

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At present, the curriculum and training objectives of Chinese undergraduates pay less attention to the cultivation of their literature reading ability. More attention is paid to the study of textbook knowledge. This paper has studied the importance of literature reading ability for undergraduates, graduates and employees and the status quo of undergraduate education in China. This paper has also proposed measures to improve the literature reading ability of undergraduates by setting up literature reading training classes for undergraduates, adding literature reading links after specialized courses and offering paper writing courses. The improvement of the literature reading ability of undergraduates will have a positive impact on their future. Keywords: Literature reading ability, training classes, undergraduate education.
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Tu, Yun-Fang, Gwo-Jen Hwang, Shu-Yen Chen, Chiulin Lai, and Chuan-Miao Chen. "Differences between LIS and non-LIS undergraduates’ conceptions of smart libraries: a drawing analysis approach." Electronic Library 39, no. 6 (October 25, 2021): 801–23. http://dx.doi.org/10.1108/el-07-2021-0129.

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Purpose This study aims to compare similarities and differences in library and information science (LIS) and non-LIS undergraduates’ conceptions and perceptions of smart libraries via drawing analysis. Design/methodology/approach In this study, a total of 156 undergraduate students described their perceptions of smart libraries as drawings and textual descriptions. A modified coding scheme with 8 categories and 51 subcategories was used to analyse the undergraduate students’ drawings. Findings Most of the undergraduate students’ conceptions of smart libraries still involve self-checkout and learning/reading, focusing on information appliances, technical services, activities and objects. The differences are that the LIS undergraduates’ drawings showed smart libraries with robots, interactive book borrowing with technology tools, intelligent services, location-aware services or mobile applications, whereas non-LIS undergraduates presented smart libraries as readers (learners), other activities and no smart technology services. LIS undergraduates focused on providing patron services with technologies. Non-LIS undergraduates were more likely to draw a complex space with immediate access to books or digital resources, quiet reading and the freedom to engage in library activities. Originality/value The results provide a baseline for future research on the topic and provide preliminary evidence of using the methods to discern LIS and non-LIS undergraduates’ conceptions of smart libraries.
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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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Sulaiman, Kabir Alabi. "Socio-Psychological Factors as Determinants to Information-Seeking Behavior of LIS Undergraduates in Kwara State." Insaniyat: Journal of Islam and Humanities 5, no. 1 (November 28, 2020): 49–62. http://dx.doi.org/10.15408/insaniyat.v5i1.15979.

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This study examines socio-psychological factors as determinants to information-seeking behaviour of LIS undergraduates in Kwara state. A descriptive survey method was adopted. A questionnaire was used to collect data for the study. The total population for the study is 2392. From which the sample size of 333 was selected using Raosoft size calculator. The study revealed that most of LIS undergraduate have fear during information searching process. The study also revealed that LIS undergraduates are of opinions that having access to the internet improves their ability to search for information. It was also found out that most of LIS undergraduates were helped with internet to have access to various sources of information simultaneously. In conclusion, there is a significant relationship between computer/internet and information-seeking behaviour of LIS undergraduates in Kwara state. This research recommends that LIS undergraduate should improve confidence in the use of internet/computer to seek information with ease and LIS undergraduate should develop a mechanism for self-confidence while seeking for information
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Bahar Hussain, Prof. Dr. Abdul Waheed Mughal, and Farooq Hussain. "Investigating Aerobic Endurance in Municipality and Countryside Undergraduate at College Level in District Nowshera." Research Journal of Social Sciences and Economics Review (RJSSER) 1, no. 3 (October 20, 2020): 280–84. http://dx.doi.org/10.36902/rjsser-vol1-iss3-2020(280-284).

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The investigation aimed to analyze the endurance of 16-18-year College undergraduates and to make comparability between municipality and countryside undergraduates in district Nowshera. The accessible population of the investigation was chosen from College undergraduates (300) by simple random sampling, and colleges were chosen by convenient sample procedures. The test applied to quantify undergraduates’ endurance was 360 seconds race (360-SR). Data were composed and analyzed by applying SPSS version 20. Quantitative analytical tools were applied to analyze the data. The data analysis replicates that countryside undergraduate had comparatively and suggestively developed durability than their equals residing in Municipality extents.
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Lee, Dong Wook, Hee Sun Park, Tai Sik Lee, Mi Kyoung Kim, and Young Hyun Kim. "KOREAN WORKING ADULTS' AND UNDERGRADUATES' ATTITUDES TOWARDS, AND SELF-EFFICACY IN, JOINING DRINKING PARTIES." Social Behavior and Personality: an international journal 34, no. 5 (January 1, 2006): 487–98. http://dx.doi.org/10.2224/sbp.2006.34.5.487.

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This study compared Korean working adults' participation in drinking parties with work colleagues, with Korean undergraduates' participation in drinking parties with fellow students, to examine if being employed versus being an undergraduate had effects on alcohol consumption. Findings showed that working adults had lower levels of self-efficacy in their drinking-party participation than did undergraduates, and that working adults were less positive about their decision not to join drinking parties than were undergraduates. These findings may imply a generation difference between working adults and undergraduates and also social influence reflected in the Korean workplace culture.
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Dissertations / Theses on the topic "Undergraduates"

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Stordy, Peter. "Undergraduates' Internet literacies." Thesis, University of Sheffield, 2012. http://etheses.whiterose.ac.uk/14997/.

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This study explores information management undergraduates' and their teachers' perceptions of being Internet literate, of Internet literacy and their Internet-related practices, with the aim of identifying implications for information departments' pedagogy and curriculum. In particular, it explores the extent to which popular digital native narratives surrounding students' use of the Internet, coincide with the outcomes of this study. Following a constructivist qualitative methodology, focus groups and interviews were conducted with a cohort of 24 undergraduates at the beginning and end of their Information Management studies. Interviews were also conducted with the 17 academics who taught these undergraduates. The information collected was analysed using techniques developed from Naturalistic Inquiry and Constructivist Grounded Theory. This enabled the reconstruction of the multiple realities that exist within the school in relation to the study's aims. Academics perceived that being Internet literate involved the development of a set of competencies, capabilities and qualities that spanned the entire range of Bloom's cognitive and affective taxonomy. They were critical of students' academic-related Internet skills, particularly to find authoritative sources, but aligned themselves with the digital native rhetoric when talking about students' non-academic Internet use. This contrasted with undergraduates, who had an information searching centric perceptions of being Internet literate, both at the beginning and end of their studies, and were highly confident in the areas they associated with being Internet literate, including being able to find Internet sources. Furthermore, students felt they had 'picked-up' their Internet-related skills, as opposed to have been taught them. This study concludes that undergraduates' Internet literacies, coupled with their perception of their own Internet-related abilities and how they became Internet literate, are potentially at odds with academics' understandings of undergraduates' Internet literacies and their role in facilitating students' Internet literacies. This study suggests that unless this divide is bridged, the effective development of undergraduates' Internet literacies within many information schools and departments may be hindered.
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Li, Ting. "A study of metadiscourse in English academic essays : similarities and differences among Chinese undergraduates, 2+2 Chinese undergraduates and English native undergraduates." Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/34599/.

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Pullan, Marie. "Support Services for Millennial Undergraduates." NSUWorks, 2013. http://nsuworks.nova.edu/gscis_etd/277.

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Education has changed as a result of technological advances. Distance learning, particularly online learning, has rapidly increased its presence in higher education. Millennials, a new generation of students who have grown up with the Internet, are college-age. They expect access to the Internet to manage their daily lives. However, as they enter college, many discover that support services that are requisite to a successful college experience, are available on-campus but not online. The goal was to determine what contemporary college-aged students expect as online student support services so that institutions will know what to provide. Data gathered through interviews with administrative support staff were used to modify a published survey and to guide construction of new questions. The modified instrument was validated by three experts and revised accordingly. All current students at Farmingdale State College were invited to respond to the web-based instrument that examined the current status of online support services. Following full-scale implementation, the data were analyzed. Results were used to create recommendations and considerations for the implementation of online support services at the college reviewed by the Vice President of Student Affairs and Enrollment Management. The final report is a comprehensive resource for college administrators who serve millennial undergraduates. It contains valuable information and guidance for the development and implementation of student support services in the 21st century. A serendipitous finding was that many non-traditional, older students expressed comparable needs for online support services.
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Acra, Erin E. "Assessing Genetic Literacy in Undergraduates." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1155217000.

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Nivens, Ryan Andrew, and Rosalind Raymond Gann. "Teaching Undergraduates How to Analyze." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/229.

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Analysis is typically the first of the higher functions listed in taxonomies of higher order thinking. Academics consider these upper categories extremely worthwhile, but they are hard to teach and we are apt to ignore them. Today higher education is being criticized for “dumbing down” curriculum or lowering standards. To rectify this, many policies at the state or national level are requiring higher education institutions to change. In K‐12 education, Race to the Top and Common Core requirements are placing new demands on K‐12 teacher preparation, which include evaluation of the analysis skills of pre‐service teachers. But professors do not always view their disciplines as the proper place for teaching analytical skills. Others become frustrated when trying to teach analysis. But if we do not teach these skills, our teacher candidates will be poorly prepared for successful teaching, a problem which will cascade throughout our society, rendering our citizens less educated. In this paper, we describe our efforts to teach analysis in two courses from widely differing subject areas, literacy and mathematics education. We are now requiring pre‐service teachers to analyze simulated or actual samples of student work. We have developed a sequenced process of analysis education that we designate with the acronym CODE. It includes Compilation of information, Organization of data, Determination of patterns, and Explanation of understanding. We believe this technique can be generalized to many courses in where students’ ability to analyze poses a problem.
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Nivens, Ryan Andrew, and Rosalind Raymond Gann. "Teaching Undergraduates How to Analyze." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/295.

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Analysis is typically listed in taxonomies of higher order thinking. Academics consider these taxonomies worthwhile, but they are hard to teach and we are apt to ignore them. Today higher education is criticized for “dumbing down” curriculum or lowering standards. To rectify this, many policies at the state or national level are requiring higher education institutions to change. In K-12 education, Race to the Top and Common Core requirements are placing new demands on K-12 teacher preparation, which include evaluation of the analysis skills of pre-service teachers. But professors do not always view their disciplines as the proper place for teaching analytical skills. Others become frustrated when trying to teach analysis. But if we do not teach these skills, our teacher candidates will be poorly prepared for success, a problem which will cascade throughout our society, rendering our citizens less educated. In this paper, we describe our efforts to teach analysis in two courses from widely differing subject areas, literacy and mathematics education. We are now requiring teacher candidates to analyze simulated or actual samples of student work. We have developed a sequenced process of analysis education that we believe can be generalized to many other courses
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Howell, Simon. "Exploring Employability Development in Engineering Undergraduates." Thesis, Griffith University, 2021. http://hdl.handle.net/10072/419720.

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The purpose of this study was to explore how undergraduate engineering students understand employability, the activities they link to employability, and how students perceive their own employability development over the span of their degree. The intention is to use the findings to inform curricular strategies to improve graduate outcomes for engineering students. The study used a mixed-method approach combining use of a self-perceived employability scale with open-ended survey questions, followed by focus groups, to explore student perceptions of employability and how it changes over time. The results showed that students have a range of perspectives on the meaning of employability, with most seeing employability as being about having the right skills, attributes and competencies that are needed by employers. Participants also noted a range of activities that build employability, highlighting the importance of work experience and developing relevant skills. It was also found that perceived employability drops as students progress through the year levels of their degree. Although final year students were aware of their professional and personal development through their studies, the need to compete to find a graduate position is a source of anxiety and stress, which negatively impacts on how they perceive their own employability. The study presents three significant implications for universities considering implementing employability development strategies. First, universities should ensure there is a shared understanding of employability within their student cohort, and consider reframing employability as being about becoming a professional through explicit use of relevant industry competencies. Secondly, universities need to implement strategies to assist students develop a job application “toolkit” so they can apply for work experience and industry placements. Lastly, as competing for jobs is a stressful process, universities need to ensure students are prepared for job interviews where they need to articulate their skills to demonstrate their worthiness for employment.
Thesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
Arts, Education and Law
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Hendley, Alicia Margaret. "Attitudes toward eating disorders among university undergraduates." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/MQ30908.pdf.

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Peelo, M. T. "Marginality of the experience of women undergraduates." Thesis, Lancaster University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.234616.

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Taulke-Johnson, Richard. "Living differently : gay male undergraduates' student experiences." Thesis, Cardiff University, 2009. http://orca.cf.ac.uk/54881/.

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In this thesis I present a snapshot of the university lives and experiences of 17 gay male undergraduate students attending an institution in the UK. I draw upon thematic analysis of data obtained from individual, in-depth, face-to-face, semi-structured interviews. My main focus of investigation is the ways in which participants' higher education biographies compare and contrast with dominant accounts of the gay student experience, which are characterised by intolerance, harassment, victimisation, heterosexism and homophobia. My theoretical framework is derived from university space being, like all non-gay-speciflc space, pervaded by discourses of compulsory heterosexuality (Rich 1980) and the workings of the heterosexual matrix (Butler 1990). I am interested in how participants produced, expressed, managed and negotiated their alternative identities in these higher education settings. I therefore interrogate the role and importance participants ascribed their gayness at university, the effect and influence of their sexuality on their university choices and on their relationships with flatmates, their coming out narratives and experiences in higher education, and their behavioural management and performative expressions of identity within university spaces. This range of analysis is informed by a variety of disciplines and fields of study, including sociology, sexuality, gender, psychology, and human geography. Findings often contrast with those typically reported in academic literature, both in participants' marked decentralisation of their non-heterosexuality in self-identification, and in portrayals of gay students as other than as victims of harassment, discrimination and persecution. Although participants are very much aware of the regulatory heteronormative mechanisms of straight discourses operating within university spaces, they are highly sensitive and skilled in expressing, monitoring, adapting, asserting and negotiating their identities in these environments. In fact, participants framed university as a generally positive, tolerant, accepting and happy place in which to be gay. I therefore argue that these 'new' stories and ways of 'living differently' should be acknowledged to enrich and further understanding of this population's experiences within higher education.
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Books on the topic "Undergraduates"

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Struk, Danylo Husar. Ukrainian for undergraduates. Edmonton [Alta.]: Canadian Institute of Ukrainian Studies, University of Alberta, 1991.

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Bard, Gregory V. Sage for undergraduates. Providence, Rhode Island: American Mathematical Society, 2015.

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Chiossi, Simon G. Essential Mathematics for Undergraduates. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-87174-1.

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Lang, Serge. Math Talks for Undergraduates. New York, NY: Springer New York, 1999. http://dx.doi.org/10.1007/978-1-4612-1476-2.

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Stephanie, Neviil, Berkner Lutz K, Carroll C. Dennis, and National Center for Education Statistics, eds. Independent undergraduates: 1999-2000. Washington, DC]: U.S. Dept. of Education, Institute of Education Sciences, National Center for Education Statistics, 2005.

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Wallace, James S. (James Stuart), 1957- author and Christensen Theodore E. author, eds. Financial accounting for undergraduates. [Westmont, IL]: Cambridge Business Publishers, 2014.

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Epps, Valerie. International law for undergraduates. Durham, N.C: Carolina Academic Press, 1998.

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Brown, J. Daniel. Logic primer for undergraduates. Salisbury, N.C: J.D. Brown, 1991.

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Vertin, Michael. Undergraduates and Lonergan's work. Toronto: Upper Canada Province, Society of Jesus, 1985.

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Tapp, Kristopher. Matrix groups for undergraduates. Providence, Rhode Island: American Mathematical Society, 2016.

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Book chapters on the topic "Undergraduates"

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Rossen, Janice. "Enclosure: Undergraduates." In The University in Modern Fiction, 93–118. London: Palgrave Macmillan UK, 1993. http://dx.doi.org/10.1007/978-1-349-22846-1_5.

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McGee, Jennifer M. J. "Teaching Psychopharmacology for Undergraduates." In International Handbook of Psychology Learning and Teaching, 763–87. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-28745-0_35.

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McGee, Jennifer Juergensen. "Teaching Psychopharmacology for Undergraduates." In International Handbook of Psychology Learning and Teaching, 1–25. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-26248-8_35-1.

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Razak, Mohammad Shah. "Teaching javelin to undergraduates." In Positive Pedagogy for Sport Coaching, 143–47. New York : Routledge, 2019. | "[First edition published by Routledge 2017]"--T.p. verso.: Routledge, 2019. http://dx.doi.org/10.4324/9780429266300-20.

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Ellison, Aaron M., and Manisha V. Patel. "Doing Research with Undergraduates." In Success in Mentoring Your Student Researchers, 47–53. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06645-0_5.

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McGee, Jennifer Juergensen. "Teaching Psychopharmacology for Undergraduates." In International Handbook of Psychology Learning and Teaching, 1–25. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-26248-8_35-2.

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"BECOMING UNDERGRADUATES." In University Women, 146–91. McGill-Queen's University Press, 2021. http://dx.doi.org/10.2307/j.ctv1z7khm8.9.

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"3 Undergraduates." In Knowledge and Money, 76–131. Stanford University Press, 2004. http://dx.doi.org/10.1515/9780804767330-006.

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"Mentoring Undergraduates." In On Being a Mentor, 151–60. Routledge, 2015. http://dx.doi.org/10.4324/9781315669120-19.

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Burke, Sara Z. "Becoming Undergraduates." In Women in Higher Education, 1850–1970, 97–118. Routledge, 2017. http://dx.doi.org/10.4324/9780203795651-ch-4.

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Conference papers on the topic "Undergraduates"

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Hopkins, Patrick E., and Pamela M. Norris. "Nanoscale Heat Transfer Course for Undergraduates." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-66692.

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The growing interest in nanoscale energy transfer research and funding in mechanical engineering departments far out weighs the availability for formal training of fundamental ideas and concepts in this area. Although several universities offer formal graduate courses in nanoscale energy transfer, these courses are often a survey of current research and are typically geared to graduate students or advanced undergraduates with a stonger physics background than the typical undergraduate engineering student. The goal of this paper is to outline a course that is designed to teach fundamental nanoscale energy transfer concepts to the undergraduate engineering student who has not taken advanced physics courses outside of the ABET approved mechanical engineering curriculum. A survey of different nanoscale energy transfer courses from various institutions around the world is discussed in specific context of the benefits for the typical mechanical engineering undergraduate. The limited textbooks that are available on the subject are also discussed. An outline of fundamental topics in quantum physics, statistical mechanics, and solid state physics is presented as important concepts that the typical undergraduate should understand in order to understand basic research and principles of nanoscale energy transfer. Important phenomena and techniques in nanoscale energy transfer research are also discussed. This course was taught as an undergraduate and graduate engineering elective at the University of Virginia in the spring semester of 2008.
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Dee, Hannah M., and Roger D. Boyle. "Inspiring women undergraduates." In the fifteenth annual conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1822090.1822104.

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Rabindran, Dinesh, and Tricia S. Berry. "Graduates Linked With Undergraduates in Engineering (GLUE): A Case Study." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-44005.

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This paper presents a case study from the Graduates Linked with Undergraduates in Engineering (GLUE) Program in the College of Engineering at The University of Texas at Austin. This student mentoring program, offered in the spring semester every year, pairs undergraduate students (mentees) with graduate researchers (mentors) to foster undergraduate research. The benefits from the GLUE program are two-fold. While the undergraduate mentees get a feel for research, the participating graduate students can enhance their research mentoring skills. In this article we present a GLUE case study in the area of Robotics. The mentee in this case was a sophomore in Mechanical Engineering and the mentor (the first author) was a senior doctoral student in Mechanical Engineering. The project involved the design and development of a Dual Input Single Output (DISO) epicyclic gear train to enhance the performance of a robot joint. The system was completely designed and tested using MSC.ADAMS. While describing the project, the paper will demonstrate the improvement in research skills of the mentee using three different sets of criteria from the literature.
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Hu, Yanan, and Xiaotian Han. "THE ASSOCIATION BETWEEN STUDENT ENGAGEMENT AND CREATIVITY OF UNDERGRADUATES IN CHINA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end012.

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The purpose of the study aimed to: (a) determine to what extent undergraduates expect their college courses; (b) measure the degree to what extent what degree undergraduates engage in their college courses; (c) measure the degree to what extent undergraduate feel their capability of creativity; and (d) examine the degree to which student engagement and their creativity are associated. The study applied a non-experimental, correlational design and used survey responses from 431 randomly selected undergraduates to address the research questions. The findings are as follows. First, the majority of the students have high expectation on their courses and they put feedback as their first priority. Second, most of the Chinese students still attach great importance to their homework. However, the low percentage in reflection shows that the students still lack the habit of doing self-reflection. Third, Chinese undergraduates have fair creativity ability and the students scored their creativity on behavior highest and the creativity on knowledge system lowest. Fourth, student engagement has a positive relation to their creativity on knowledge system, creativity on behaviors, creativity on personalities and creativity on innovative thinking. Among which, the students’ enhanced engagement has a most direct impact on their creativity on behaviors.
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Marriott, John, and Neville Davies. "Helping Undergraduates to Contribute to an Evidence Based World." In Next Steps in Statistics Education. IASE international Association for Statistical Education, 2009. http://dx.doi.org/10.52041/srap.09304.

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In recent times many authors have advocated change to the way statistics is taught to specialist and non-specialist undergraduates. One argument has been that adopting an approach that reflects real world experiences would better equip them for joining an evidence-based world after graduating. Even though some progress has been made, steps to change things have not been taken by curriculum designers or the vast majority of teachers of undergraduate statistics courses. More recently, in 2006 in the UK there were urgent calls from the Higher Education Funding Councils and the Economics and Social Science Research Council for proposals to develop undergraduate curricula to address the needs of today’s evidence based world. We describe an approach to teaching statistics to students in the key discipline area of the social sciences using an evidence-based problem-solving approach. Examples of materials that can be used to support this approach are also presented.
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Milani, Masoud, S. Masoud Sadjadi, Raju Rangaswami, Peter J. Clarke, and Tao Li. "Research experiences for undergraduates." In The Fifth Richard Tapia Celebration of Diversity in Computing Conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1565799.1565821.

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Siahmakoun, Azad, and Aaron Miller. "MEMS Courses for Undergraduates." In 2008 17th Biennial University/Government/Industry Micro/Nano Symposium. IEEE, 2008. http://dx.doi.org/10.1109/ugim.2008.29.

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Stankovic, Nenad. "Software engineering for undergraduates." In Proceeding of the 28th international conference. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1134285.1134386.

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Granger, Mary J., Guy-Alain Amoussou, Miguel A. Labrador, Sue Perry, and Kelly M. Van Busum. "Research experience for undergraduates." In the 37th SIGCSE technical symposium. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1121341.1121513.

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McKelvey, Katherine K. "Ada projects for undergraduates." In the 1988 ACM sixteenth annual conference. New York, New York, USA: ACM Press, 1988. http://dx.doi.org/10.1145/322609.323195.

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Reports on the topic "Undergraduates"

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Cowan, Kenneth H., and Robert S. Lahue. Breast Cancer Training Program for Summer Undergraduates. Fort Belvoir, VA: Defense Technical Information Center, June 2002. http://dx.doi.org/10.21236/ada406890.

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Cowan, Kenneth H., and Robert S. Lahue. Breast Cancer Training Program for Summer Undergraduates. Fort Belvoir, VA: Defense Technical Information Center, June 2003. http://dx.doi.org/10.21236/ada417434.

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Appelbe, William. Summer Internship Program For Socioeconimically Disadvantaged Undergraduates. Fort Belvoir, VA: Defense Technical Information Center, December 1998. http://dx.doi.org/10.21236/ada357750.

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Hornby, Amanda, and Emilie Vrbancic. Library Impact Practice Brief: Library Outreach Assessment. Association of Research Libraries, September 2021. http://dx.doi.org/10.29242/brief.uwashington2021.

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As part of ARL’s Research Library Impact Framework initiative, the University of Washington (UW) Odegaard Library’s Undergraduate Student Success Team designed an assessment framework for outreach to undergraduates. This practice brief describes the UW team’s outreach and assessment planning processes, the qualitative and quantitative assessment methods employed, the results of their assessment program, the lessons learned, and the best practices that emerged over several years and several iterations of conducting library outreach assessment. The brief presents both long-term reflections and most recent applications between 2016–2021.
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Johnson, Kim K. P., Sharron J. Lennon, Jung Mee Mun, Jayoung Koo, Angella Kim, Dooyoung Choi, and Nayeon Yoo. Use of Undergraduates as Participants in Clothing and Textiles Research. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-879.

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Ukoli, Flora A., LaMonica Stewart, M. Sanderson, Z. Chen, L. Dent, Jennifer Adebanjo, Sakir Abdulkadir, and Jay H. Fowke. Prostate Cancer Research Training in Health Disparities for Minority Undergraduates. Fort Belvoir, VA: Defense Technical Information Center, April 2013. http://dx.doi.org/10.21236/ada582388.

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Borjas, George. Foreign-Born Teaching Assistants and the Academic Performance of Undergraduates. Cambridge, MA: National Bureau of Economic Research, April 2000. http://dx.doi.org/10.3386/w7635.

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Navid, Sara. Evaluating the Flipped Classroom for Teaching Mathematics to Economics Undergraduates. The Economics Network, May 2022. http://dx.doi.org/10.53593/n3532a.

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Means, Barbara, and Julie Neisler. Suddenly Online: A National Survey of Undergraduates During the COVID-19 Pandemic. Digital Promise, July 2020. http://dx.doi.org/10.51388/20.500.12265/98.

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Digital Promise and Langer Research Associates developed the “Survey of Student Perceptions of Remote Teaching and Learning” to capture the experiences of undergraduates taking courses that transitioned to online instruction in response to the COVID-19 pandemic. The survey explores the nature of college courses as they were taught during the COVID-19 outbreak, the pervasiveness of various challenges undergraduates faced after the transition to remote instruction, and course features associated with higher levels of student satisfaction. Data analyses compared experiences of students from low-income, underrepresented, or rural backgrounds to those of students with none of these characteristics. This survey was administered in the spring of 2020 to a random national sample of 1,008 undergraduates, age 18 and older, who were taking college courses for credit that included in-person class sessions when the COVID-19 pandemic hit and had to finish the course by learning at a distance.
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Scott-Clayton, Judith. What Explains Trends in Labor Supply Among U.S. Undergraduates, 1970-2009? Cambridge, MA: National Bureau of Economic Research, January 2012. http://dx.doi.org/10.3386/w17744.

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