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/.
Full textLi, 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/.
Full textPullan, Marie. "Support Services for Millennial Undergraduates." NSUWorks, 2013. http://nsuworks.nova.edu/gscis_etd/277.
Full textAcra, Erin E. "Assessing Genetic Literacy in Undergraduates." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1155217000.
Full textNivens, 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.
Full textNivens, 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.
Full textHowell, Simon. "Exploring Employability Development in Engineering Undergraduates." Thesis, Griffith University, 2021. http://hdl.handle.net/10072/419720.
Full textThesis (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.
Full textPeelo, M. T. "Marginality of the experience of women undergraduates." Thesis, Lancaster University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.234616.
Full textTaulke-Johnson, Richard. "Living differently : gay male undergraduates' student experiences." Thesis, Cardiff University, 2009. http://orca.cf.ac.uk/54881/.
Full textMarshall, Patricia Marie. "Older women undergraduates : identities, motivations and experiences." Thesis, Keele University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423430.
Full textHolman, David John. "The experience of skill development in undergraduates." Thesis, Manchester Metropolitan University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296149.
Full textBradley, Justin, and Breton Prall. "AN UNMANNED AERIAL VEHICLE PROJECT FOR UNDERGRADUATES." International Foundation for Telemetering, 2006. http://hdl.handle.net/10150/604143.
Full textBrigham Young University recently introduced a project for undergraduates in which a miniature unmanned aerial vehicle system is constructed. The system is capable of autonomous flight, takeoff, landing, and navigation through a planned path. In addition, through the use of video and telemetry collected by the vehicle, accurate geolocation of specified targets is performed. This paper outlines our approach and successes in facilitating this accomplishment at the undergraduate level.
Grigg, Penny. "Interactivity, computers and orthodontic training for undergraduates." Thesis, Open University, 2005. http://oro.open.ac.uk/54862/.
Full textHo, Alan. "Risk Factors of Emotional Eating among Undergraduates." Case Western Reserve University School of Graduate Studies / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=case1402059723.
Full textFoste, Zak. "Narrative Constructions of Whiteness Among White Undergraduates." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492645306608684.
Full textGorman, Brian Jacob. "Retaining at-risk undergraduates through mandatory interaction /." View online, 2009. http://repository.eiu.edu/theses/docs/32211131566305.pdf.
Full textAxelson, Sara. "The use and value of student support services a survey of undergraduate students in online classes /." Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1338910041&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
Full textFrench, A. A. "The experiences of college undergraduates : degrees of transformation." Thesis, Cranfield University, 1997. http://dspace.lib.cranfield.ac.uk/handle/1826/3376.
Full textFrench, A. A. "The experience of college undergraduates : degrees of transformation." Thesis, Cranfield University, 1997. http://hdl.handle.net/1826/3376.
Full textKuo, Kwannin. "A study of engineering undergraduates' English reading comprehension." Thesis, Queen's University Belfast, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.602355.
Full textPeckham, Gary. "Individual differences in the transcription skills of undergraduates." Thesis, University of Bristol, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400419.
Full textJacknis, Michael L. 1975. "Introductory educational laboratory experience for computer engineering undergraduates." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/80643.
Full textIncludes bibliographical references (leaf 68).
by Michael L. Jacknis.
M.Eng.
Alsumait, Dalal Saoud Fahad. "The epistemological beliefs of undergraduates towards Information Science." Thesis, Brunel University, 2015. http://bura.brunel.ac.uk/handle/2438/10699.
Full textBest, Avril Christine. "Online Academic Support Peer Groups for Medical Undergraduates." NSUWorks, 2012. http://nsuworks.nova.edu/gscis_etd/89.
Full textJacobsen, Christopher David. "College Stop-Out Among Rural Undergraduates: A Phenomenology." Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109075.
Full textRural undergraduates lag behind urban and suburban undergraduates across many measures of college success, even though they graduate from high school at a higher rate. While a small but growing body of research literature addresses the challenges and barriers rural students face during the college process, few, if any, studies have focused specifically on the experience of rural undergraduates who withdraw from college before completing a degree.This qualitative phenomenological study examines the experiences of rural, low-income, first-in-family undergraduates who stop out of college. Study participants (n=13) attended high school in different rural communities and geographic regions across the United States. After participating in an Upward Bound program during high school, they each enrolled in a two- or four-year, undergraduate degree program at an accredited, non-profit college or university and then withdrew prior to completing a degree. Following in the tradition of Edmund Husserl (1859-1938) and using the framework provided by Clark Moustakas (1994), I engaged study participants in open ended, semi-structured interviews. After those conversations, participants submitted independently recorded voice memos about their experience stopping out of college. The rural backgrounds of study participants manifested in many aspects of how and what they experienced when they withdrew from college. The phenomenon was described as an intense and devastating period of time, characterized by feelings of failure, shame, confusion, and disappointment. The distinct influence of rural families, communities, and schools shaped participants’ decisions before, during, and after their time at college. While the reasons students withdrew varied widely and may be similar to those of non-rural students, all participants perceived their rural background as deeply implicated in the stop-out experience. This study offers a new orientation on the topic of college stop-out among rural undergraduates and presents a working persistence model for this underserved student group. The three theoretical perspectives presented in this study – transcendental phenomenology, ecological systems theory, and community cultural wealth – expose broader meaning about both the objective and subjective qualities of the stop-out experience, adding a depth to findings that has broad implications for scholars and practitioners. This study concludes with practical insights for educators, policymakers, and institutions that serve rural undergraduates
Thesis (PhD) — Boston College, 2021
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Sutton, Brian Ward. "Undergraduates writing research papers : twenty-four case studies." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1287423358.
Full textCanter, David Edward. "Self-Appraisals, Perfectionism, and Academics in College Undergraduates." VCU Scholars Compass, 2008. http://scholarscompass.vcu.edu/etd/1375.
Full textDurón, Kelly M. "Acculturation, Acculturative Stress, and Anxiety Among Hispanic Undergraduates." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc68072/.
Full textMoneypenny, Michael. "Evaluating professionalism, teamwork and leadership in medical undergraduates." Thesis, University of Liverpool, 2015. http://livrepository.liverpool.ac.uk/2013920/.
Full textSmith, Laura J. "Alcohol Use and Drinking Motives in Bereaved Undergraduates." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5900.
Full textCaudwell, Kimberley Mitchell. "Alcohol consumption and pre-drinking in Australian undergraduates." Thesis, Curtin University, 2017. http://hdl.handle.net/20.500.11937/54063.
Full textThompson, Ross A. G. "Affective, demographic and educational predictors of numeracy performance in undergraduate students." Thesis, Queen's University Belfast, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.676611.
Full textZamon, Mary E. "Undergraduate critical thinking assessment processes and effects in a public university case study." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3352.
Full textVita: p. 201. Thesis director: Martin Ford. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed Jan. 11, 2009). Includes bibliographical references (p. 190-200). Also issued in print.
Fletcher, Margaret Anne, and n/a. "Undergraduate Assignment Writing: An Experiential Account." Griffith University. School of Cognition, Language and Special Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040625.165808.
Full textFletcher, Margaret Anne. "Undergraduate Assignment Writing: An Experiential Account." Thesis, Griffith University, 2004. http://hdl.handle.net/10072/365389.
Full textThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Cognition, Language and Special Education
Full Text
Bassam, Loubna. "Gender Differences in SMS Code-Switching by Lebanese Undergraduates." Doctoral thesis, Universitat Rovira i Virgili, 2017. http://hdl.handle.net/10803/461983.
Full textEsta investigación estudia las diferencias de género que se manifiestan en la alternancia lingüística (code-switching) entre el árabe y el inglés en los mensajes SMS de estudiantes libaneses de diferentes universidades, diferentes clases sociales y diferentes religiones. Se recolectó un corpus de 1680 mensajes SMS de 58 estudiantes universitarios: 34 mujeres y 24 hombres. Del total, 1013 mensajes fueron enviados por mujeres y 667 por hombres. Se realizaron análisis cualitativos y cuantitativos, y también se administraron cuestionarios y entrevistas. Los resultados indican que la alternancia lingüística se utiliza ampliamente en estos mensajes SMS y que las diferencias de género se entrelazan con un conjunto de variables sociolingüísticas. Se detectan significativas distinciones de género con respecto a la clase social y la religión del emisor, la edad del receptor y la naturaleza intra- o inter-género de la comunicación. Además, las diferencias de género interactúan con la frecuencia de las alternaciones, el porcentaje de idiomas diferentes en los mensajes con alternancia y con el porcentaje de idiomas utilizados en los mensajes que no tienen alternancia. En todos estos aspectos, las mujeres son más activas que los hombres. No sólo las mujeres cambian de idioma significativamente más en diferentes entornos, sino que también el porcentaje de alternancias tiende a ser mayor cuando las mujeres participan, ya sea como emisores o como receptores. El estudio también demuestra que las mujeres son innovadoras en el sentido de que son usuarias más frecuentes de nuevas variantes lingüísticas y son más creativas en la forma en que usan el lenguaje para producir ciertos efectos lingüísticos.
This study investigates gender differences in code-switching between Arabic and English in the SMS messages of Lebanese undergraduates from different universities, social classes and religions. A corpus of 1680 SMS messages was collected from 58 undergraduates: 34 women and 24 men; there were 1013 messages from women and 667 from men. Qualitative and quantitative analyses were conducted; a questionnaire and an interview were administered. The results indicate that code-switching is used extensively in these SMS messages and that gender differences are interwoven with a set of sociolinguistic variables. There are significant gender distinctions with regard to the social class and religion of the sender, the age of the recipient, and the intra- or inter-gender nature of the communication. In addition, gender differences interact with the frequency of switches, the percentage of different languages in the messages with code-switching, and the percentage of languages used in the messages that have no code-switching. In all of these respects, women are more active than men. Not only do women code-switch significantly more in different settings, but also the percentage of code-switching tends to be higher whenever women are involved, either as senders or as receivers. The study also shows that women are innovators in the sense that they are more frequent users of new linguistic variables and are more creative in the way they use language to produce certain linguistic effects.
Lan, Yu-ling. "Exploring Taiwanese undergraduates' self-concepts : validity and cultural relevance /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7547.
Full textXu, Jie, and Yang Dan Yang. "Undergraduates’ learning management by the usage of Social Media." Thesis, Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-11087.
Full textLupton, Mandy, and n/a. "Researching an essay: Undergraduates' ways of experiencing information literacy." University of Canberra. Professional Communication, 2003. http://erl.canberra.edu.au./public/adt-AUC20050530.091245.
Full textWunderle, Marcus S. "Investigating in-service educators' and undergraduates' mental tectonic models." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1172000546.
Full textGrigor, Ian Edward. "The career and course choices of biomedical sciences undergraduates." Thesis, University of Leeds, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.496540.
Full textBarrett, Michelle C. Sterk. "Fostering the spiritual development of undergraduates through service-learning." Thesis, University of Massachusetts Boston, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3706486.
Full textBy integrating spiritual development theories with Sanford's theory of challenge and support and study findings, this mixed methods study examines how spiritual development may be occurring through service-learning. The relationship between service-learning participation and spiritual growth is analyzed by addressing the following research questions: 1) Does spiritual growth occur among undergraduates participating in service-learning? 2) Which aspects of the service-learning experience relate to the occurrence of spiritual growth? 3) What role do "challenge" and "support" play in the process of spiritual growth?
The 272 study participants are drawn from the Boston College PULSE Program, a service-learning program that requires 10-12 hours of weekly service for the full academic year while students simultaneously take an interdisciplinary philosophy and theology course entitled, Person and Social Responsibility. The quantitative strand of this study sought to objectively understand the components of the PULSE program that may relate to spiritual development among undergraduates through a pre-test/post-test survey adapted from the College Student Beliefs and Values instrument created by Astin, Astin, & Lindholm (2011). The qualitative strand consisted of semi-structured, one-on-one interviews with eleven study participants whose quantitative survey results demonstrated particularly high or low levels of spiritual change.
Study findings indicate that nearly 80% of study participants grew spiritually during the service-learning experience. Consistent with Sanford's (1962, 1966,1967) theory of college student development and the spiritual development theories of Fowler (1981) and Daloz Parks (2000), spiritual growth was most likely to occur when students experienced significant challenge balanced with support. Qualitative and quantitative results found that challenge was related to the eye opening experience of witnessing injustice at service sites while simultaneously being exposed to diverse perspectives through course assignments and discussions. This eye opening experience led students to struggle spiritually as they questioned prior assumptions and beliefs. Support was found in relationships and effective integration of course content with the service experience.
Pigden, Norman David. "Career decision making by undergraduates : a small-scale study." Thesis, University of Newcastle Upon Tyne, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324787.
Full textPina, Kyle (Kyle Richard). "Career path analysis of professionals selected by MIT undergraduates." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/119943.
Full textCataloged from PDF version of thesis.
For current MIT undergrads, life after graduation can seem daunting. With uncertainty about job duration, graduate school, and career paths in general, many undergraduates enter the real world unsure of what the future holds, or if what they have decided to do post-graduation is the "best" option. As such, MIT undergraduates in the Undergraduate Practice Opportunities Program (UPOP) were asked to interview professionals that they believed had jobs they would one day also like to have. This resulted in a large dataset of career paths for an extremely diverse group of individuals, all with their own unique stories and time-lines. This data was filtered, cleaned, and analyzed to gain insight into life after graduation. From the analyzed data it was found that the distributions of durations spent at graduate school, in companies, or in specific job titles were all not significantly different, and the average duration spent in each of these options was 2-6 years, with some noticeable outliers. Overall these analyses showed that there are many options for students in the first 10 years after completing their BS, and there is no clear "correct" option to choose from.
by Kyle Pina.
S.B.
Tripodi, Michael A. "An electropneumatic teststand for teaching control to engineering undergraduates." Thesis, Virginia Tech, 1990. http://hdl.handle.net/10919/42224.
Full textMaster of Science
Bridges, S. J. "Evaluating and supporting the interculural capabilities of pharmacy undergraduates." Thesis, University of Nottingham, 2014. http://eprints.nottingham.ac.uk/14095/.
Full textWhite, Beth. "Interdisciplinary Research Experiences For Undergraduates: Two Mixed-Methods Studies." ScholarWorks @ UVM, 2017. http://scholarworks.uvm.edu/graddis/675.
Full textChantry, Brian N. "Research Experiences for Undergraduates: An Evaluation of Affective Impact." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3323.pdf.
Full textGámez, Laura Patricia. "Evaluation of a Scholarship Retention Program for Hispanic Undergraduates." Thesis, The University of Arizona, 2011. http://hdl.handle.net/10150/144351.
Full text