Relevant bibliographies by topics / University student

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'University student'

Author: Grafiati
Published: 4 June 2021
Last updated: 24 February 2023

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Journal articles on the topic "University student"

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박노일, 진범섭, and 정지연. "University Organizational Communication, University-Student Relationship, and University Student Satisfaction." Journal of Public Relations 21, no. 6 (December 2017): 131–51. http://dx.doi.org/10.15814/jpr.2017.21.6.131.

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Ninh Nguyen, Hai, Thi Tra Phuong Nguyen, Thi Dieu Phan, Cam Tu Pham, and Thi Truc Tran. "Addressing the interplay amongst university support, student experience, and university brand image at Vietnamese higher education institutions." Problems and Perspectives in Management 20, no. 2 (May 25, 2022): 311–20. http://dx.doi.org/10.21511/ppm.20(2).2022.26.

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During the last three years, the Covid-19 pandemic has made landmark changes in all aspects of the society and higher education is no exception. The current study examines the interrelationships between university support, student experience, and university brand image. The study used partial least square–structural equation modeling (PLS-SEM) and Smart PLS 3.3.7 to conduct the analysis. Research data were collected by structured questionnaire with 300 students from various studying majors of 12 prominent universities across the nation. The findings firstly suggest that university support has a positive and significant impact on students’ perceived support and overall student experience. Second, the student experience has a noticeable impact on the university image. In addition, the current paper also emphasizes the significant role of student experience in mediating the relationship between university brand image and student perceived support. Practically, universities have been suggested to provide more support for students, including both policies and activities, to improve student perceptions of support and experience. An outstanding student experience is critical to develop and enhance the university brand image. As a result, the findings aid higher education institutions in enhancing their competitiveness in today’s dynamic educational environment.
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Akın, Ahmet, Serhat Aslan, Eyüp Çelik, Çınar Kaya, and Nihan Aslan. "STUDENT ACADEMIC SUPPORT AS A PREDICTOR OF LIFE SATISFACTION IN UNIVERSITY STUDENTS." Eurasian Academy of Sciences Social Sciences Journal 2, no. 1 (March 15, 2015): 38–49. http://dx.doi.org/10.17740/eas.soc.2015-v2-04.

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Zuo, Bing, and Eugene W. Ratsoy. "Student Participation in University Governance." Canadian Journal of Higher Education 29, no. 1 (April 30, 1999): 1–26. http://dx.doi.org/10.47678/cjhe.v29i1.183330.

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This study investigated the scope, process, and effects of student participation in university governance, including student government. The study demonstrated that students are capable of administering their own affairs, satisfying various student needs, and protecting the political interests of students. Students were extensively involved in university academic and administrative decision-making at different levels. However, student associations as organized forces had much greater influence than did students at large. Both environmental and personal factors affected the impact of student participation in university governance. Although student participation in university governance is deemed indispensable, student participants must hone their group decision-making skills and demonstrate commitment to the mission of the university and its long-term interests.
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Miller, Patrick. "University Regulation of Student Speech: In Search of a Unified Mode of Analysis." Michigan Law Review, no. 116.7 (2018): 1317. http://dx.doi.org/10.36644/mlr.116.7.university.

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Universities are meant to be open marketplaces of ideas. This requires a commitment to both freedom of expression and inclusivity, two values that may conflict. When public universities seek to promote inclusivity by prohibiting or punishing speech that is protected by the First Amendment, courts must intervene to vindicate students’ rights. Currently, courts are split over the appropriate mode of analysis for reviewing public university regulation of student speech. This Note seeks to aid judicial review by clarifying the three existing approaches—public forum analysis, traditional categorical analysis, and a modified version of the Supreme Court’s education-specific speech doctrine—and proposes a more precise version of education-specific analysis. This Note proposes that when student speech may not be reasonably attributed to the school, any attempt by the university to regulate the content of student speech must be narrowly tailored to target only exclusionary speech and to protect core moral and political speech.
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Chong Teoh, Hee. "Student Approaches to Learning Among University Students." American Journal of Applied Psychology 4, no. 3 (2015): 15. http://dx.doi.org/10.11648/j.ajap.s.2015040301.13.

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Duong, Quang Minh. "University Experiences and Satisfaction of Vietnamese University Students." Journal of Studies in Education 5, no. 4 (September 27, 2015): 90. http://dx.doi.org/10.5296/jse.v5i4.8344.

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<p>Student satisfaction is an important part of the effort to market higher education successfully and learning programs, and an important factor in measuring the quality of learning approach. This study explored the student satisfaction in Vietnamese higher education, and how student satisfaction was affected by personal and university experience variables. A quantitative research method was used in the study; out of the 618 third-year students of 24 departments and faculties at in the University of Social Sciences and Humanities - Vietnam National University Ho Chi Minh City responded to the study and were study participants. The findings of this study show that students were moderately satisfied with their environment on campus. The study also shows that of university experiences had significant positive effects and personal variable had significant negative effects on student satisfaction. </p>
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Sahin, Hande, and Sibel Erkal. "Determination of University Student Attitudes Toward Violence." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 3 (March 22, 2017): 387–93. http://dx.doi.org/10.18844/gjhss.v3i3.1585.

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Dearden, James A., Rajdeep Grewal, and Gary L. Lilien. "Strategic Manipulation of University Rankings, the Prestige Effect, and Student University Choice." Journal of Marketing Research 56, no. 4 (May 30, 2019): 691–707. http://dx.doi.org/10.1177/0022243719831258.

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A multiperiod, theoretical model characterizes the relationship between a publication that ranks universities and prospective students who might use this ranking to decide which university to attend. The published ranking offers information about the universities’ objective quality but also affects their prestige, which may increase student utility. This prestige effect gives the commercial publication incentive to act contrary to the best interest of the students. If a ranking created with the commonly used attribute-and-aggregate methodology creates prestige, then to maximize profit the publication needs to (1) choose attribute score weights that do not match student preferences and (2) alter those attribute score weights over time, even in the absence of changes to student preferences and/or education technology. Without a prestige effect, the publication should choose attribute score weights that match student preferences. This model also defines a student-optimal ranking methodology that maximizes the sum of the students’ utilities. The results offer insights for prospective students who use existing rankings to choose a university, as well as which ranking designs would better align with students’ preferences.
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Talar, Yulianti, and Jimmy Gozaly. "Student retention in Indonesian private university." International Journal of Evaluation and Research in Education (IJERE) 9, no. 3 (September 1, 2020): 486. http://dx.doi.org/10.11591/ijere.v9i3.20582.

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Private universities require more effort to retain student students so that these students can complete their studies and then work in the community. Through this research, input will be given to the study program regarding the improvement that must be made so that the private university can compete with the public university and educate the nation's children. Data collection was obtained through questionnaires and observations to 209 students. Data processed by Discriminant Analysis, Crosstabulations, and Correlations Analysis dan statistical descriptive methods. Independent variables that significantly affect student retention are satisfaction with the closeness of social relationships with fellow students, student confidence to graduate on time, student confidence to get a good career after graduation, and college attendance. Study program still has to work hard to make improvements to increase satisfaction and students' engagement level.
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Dissertations / Theses on the topic "University student"

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Barnes, Naomi Joy. "Facebook Status Updates about the First Year at University: How Student Experience Informs a Learner Centred Transition Curriculum." Thesis, Griffith University, 2015. http://hdl.handle.net/10072/365933.

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A learner centred first year transition curriculum is central to a university adapting to global shifts in higher education. Universities are under pressure to graduate highly skilled workers to cope with the demands of a highly technological society. Over the past fifty years, higher education practitioners have: identified the first year of higher education (FYHE) as being critical to the successful completion of undergraduate degrees; implemented programs for improving the co-curricular and curricular experiences of first year university students; and articulated pedagogical practices that should inform the design of institution-wide transition curricula. While there is a rich tradition of research that concentrates on how the experiences of first year students can be improved, only a small portion of the research centralises student voices. Political and cultural forces are demanding a shift in the conceptualisation of university in the twenty-first century. Recent research suggests that to address the shift, pedagogy should be the focus of academic professional development. This thesis argues that the shift should not be to pedagogy but to learning, and this study conceptualises ways in which this shift can be achieved. This thesis acknowledges the necessity for creating a transition curriculum that helps a university reach these goals, but argues that while past research is highly valuable, building on ideas that were developed in a different communicative, technological and social context will only provide a partial understanding of the needs of contemporary first year students.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Practice
Arts, Education and Law
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Chagas, José Bernardo Fonseca Pólvora Trindade. "University student gambling consumption." Master's thesis, Instituto Superior de Economia e Gestão, 2007. http://hdl.handle.net/10400.5/12142.

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Mestrado em Marketing
The present research analysed gambling activity of college students from a consumer behaviour perspective in order assess their gambling behaviour. A questionnaire was administered to 216 college students from several courses in different universities in the city of Lisbon (Portugal). No significant differences were found between men and women in gambling activity , both for players and non-players in all the types of games analysed (lottery, bingo and casino). Even tough most students were infrequent gamblers, lottery playing was found to the most played form of gambling (79.6%). Lottery playing was found to be related to parental gambling. This research also examined peer influence and addictive behaviours as gambling influential factors. No significant relationship between peer influence, addictive activities (alcohol drinking and smoking) and university student gambling was found.
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Adams, George Edward. "Student perceptions of university faculty on the length of enrollment of university students." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-07282008-134549/.

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Rahman, Zillur, and zillur@deakin edu au. "STUDENT SUPPORT: BRIDGING THE GAP BETWEEN STUDENTS AND THE UNIVERSITY." Deakin University. Graduate School of Education, 2002. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20030206.130122.

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Bangladesh introduced open and distance learning as a means of providing education for people in isolated and remote locations through the establishment of the Bangladesh Open University (BOU). The broad aim of the BOU is to provide flexible and needs-based education to those unable or not wishing to enter conventional educational institutions. The BOU is presently the only university in Bangladesh to provide mass education and also to provide continuing education and professional and technical education to support the existing educational system. The BOU has a mission that encompasses secondary and higher levels of education. BOU operates its programs through a centralised academic and administrative staff, and regional and local offices throughout Bangladesh that organise local tutorials and distribute information and materials. BOU has adult students in all parts of the country, and most of the students live in rural areas. They need support that is appropriate to their local circumstances. Using an interpretive approach, this research examines the support needs of students studying for the Secondary School Certificate and the Bachelor of Education, assesses the effectiveness of current support services and explores alternatives to the current system. The underlying assumption is that support needs to be appropriate to the country’s culture and circumstances, and useful and feasible from the perspectives of students, staff, administrators and senior university officials. To investigate the appropriate support for distance education students, this research was conducted in four sample regions. Two were selected from areas of sparse population where the terrain makes transport difficult and two from areas that are more densely populated and where transport is easier. A questionnaire survey and focus groups were conducted with students, focus groups with local staff and interviews with Regional Directors within the four sample regions. Interviews were also undertaken with central University senior staff to get their perspectives on current and future policies for student support.
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Dean, Anne Margaret. "Defining and Achieving University Student Success: Faculty and Student Perceptions." Thesis, Virginia Tech, 1998. http://hdl.handle.net/10919/35584.

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Many different parties are involved in trying to promote student success: faculty, student affairs professionals, parents, mentors, and students themselves. All may speak of their endeavors to work toward the goal of "student success", but if success is defined differently by each party, then each pursues a different goal. With this in mind, this study was designed for three purposes. First, the researcher sought to define student success based on the perspectives of student and faculty populations within the College of Agriculture and Life Sciences at Virginia Tech. Second, the researcher sought to identify the barriers to student success. Finally, the researcher sought to identify strategies that would foster student success.

Qualitative methods were employed to conduct this research within the population of undergraduate students and faculty within the College of Agriculture and Life Sciences at Virginia Tech. Eight focus groups were conducted in the spring of 1997 with a total of 27 students participating and two focus groups were conducted the following spring with 7 faculty participating. Questionnaires and the transcripts of the focus groups were analyzed for this study.

Findings showed that faculty and students have somewhat dissimilar perspectives on student success. Faculty participants were more interested in the academic elements of being successful, while students placed more weight on what they felt were personal indicators of success, such as happiness. In terms of the barriers to student success that were discussed, students were much more likely to discuss barriers that were outside of their control, such as the classroom environment. Faculty, on the other hand, concentrated on the personal characteristics of students, feeling that students ultimately had personal responsibility for their own success. Based on the questionnaires, the groups were fairly well balanced and represented a fairly wide range of collegiate experiences.

Faculty and students have demonstrated through this study that they are quite valuable as a resource to consult when conducting needs assessments or developing student interventions. Many of the solutions that were suggested, interestingly, dealt not with the creation of new programs but with improving communication within the university to ensure the awareness of programs that already exist. Participants also felt that orientation activities for new students should be extended well into their first semester at the university.

From a research perspective, this study provided a great deal of insight into the ways that faculty and student perspectives are both similar and different. It would be interesting to see whether perspectives are similar across colleges within the university, or even similar between universities with similar characteristics. In trying to determine the nature of the collegiate experience, few would deny that no groups are more intimately involved in that experience than the faculty and students. Ultimately, then, the answers concerning the nature of student success must lie with them.
Master of Science

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Stanford-Randle, Greer C. "The Black Student Movement at the Ohio State University." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/aas_theses/18.

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Black/African American alumni from Ohio State University in Columbus, OH are collective subjects in this research. The study has sought to discern and explicate the behaviors, experiences and attitudes of former Black students, now alumni, to effectively privilege their voices and viewpoints, which were previously not included in the scholarship and literature of African American Studies or Higher Education about the historic 1960s and 1970s. Determining how alumni experienced the Black Student Movement at Ohio State during the 1960s and 1970s has been the principal objective. Black students’ experiences and motivations were very different than popular Black Student Movement discourse suggests. Findings indicate Black students’ organized social activist behavior persisted effectively and sufficiently to be considered an example of modern social movements, worthy of respect like other social movements which have helped improve human conditions not only for themselves, but also for others including non-Black students at traditionally white institutions.
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Marple, Amanda. "Democratizing University Foodscapes? Student Food Cooperatives and the Neoliberal University." Thesis, West Virginia University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10752427.

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According to a report published in 2015, the National Center for Education estimated that over 20 million students were forecasted to enroll in higher education in the 2016–17 school year, situating American universities as major institutional food retailers. Over the past two decades, corporate food providers have increasingly sought long-term public and private university contracts as a means to expand their reach into lucrative campus food landscapes (foodscapes), replacing in-house services with cheaper, more “efficient, and “productive” dining strategies. Companies such as Sodexo, Aramark, and Bon Appetit control the foodscapes of many university campuses across the United States, creating food environments dominated by corporate interests.

However, at the same time these corporate food service providers have colonized university food terrains, a growing movement of consumers concerned with ethical food sourcing have driven students across the United States to seek alternatives to dominant food sourcing strategies on their campuses. In a context of increased corporate control over their university foodscapes, student across the US have launched campaigns aiming to develop and establish student food cooperatives (SFCs), organizations seeking to assert the availability of sustainable, ethical, and healthy food options on campus in addition to pushing for more student decision-making power within their university food environments (Marsden, 2000).

It is within this context that my thesis aims to explore if and how student food cooperatives are creating new spaces for food sovereignty and if they are democratizing the control over their university food systems through campus based food initiatives.

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Turner, Teresa. "Grade size and student achievement : the relationship between grade size, socioeconomic status, and student achievement of Mississippi public school seventh grade students /." Full text available from ProQuest UM Digital Dissertations, 2008. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1801444051&SrchMode=1&sid=24&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1258654225&clientId=22256.

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Thesis (Ph.D.)--University of Mississippi, 2008.
Typescript. Vita. Committee chairs: Dr. Susan McClelland and Dr. Lori Wolff Includes bibliographical references (leaves 68-80). Also available online via ProQuest to authorized users.
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Akos, Hosea Dodo. "Perceptions of Student Affairs Services by Students and Student Affairs Personnel at Andrews University, Berrien Springs, Michigan." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278433/.

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The purpose of this study was to investigate the perceptions of students and student affairs personnel of student affairs services at Andrews University's main campus in Berrien Springs, Michigan. A modified questionnaire, based on the work of Selgas and Blocker (1974) and Glenister (1977), was developed for this study. Eleven student services found in the Council for the Advancement of Standards for Student Services/Development Program's guidelines were included. A random sample of 280 students at Andrews University received surveys, with 165 (59%) responding. The 30 full-time student affairs personnel also received surveys, with 20 (67%) responding. Students and student affairs personnel rated their perceptions of student services, using 77 statements associated with these services. Services were rated on a 6-point scale in the categories of status of knowledge, relative importance, and effectiveness. Respondents were asked to include additional comments concerning the services and to provide biographical data. The following are some of the main findings: Significant differences between students' and student affairs personnel's status of knowledge of student services were found in career planning/employment, commuter programs/services, counseling services/substance abuse education, religious programs/services, student activities, and wellness/health. Significant differences between the two groups' perceptions of relative importance of student services were found in counseling services/substance abuse education, housing/residential life programs, international student/multicultural services, religious programs/services, student activities, and wellness/health. Significant differences between the two groups' perceptions of the effectiveness of student services were found in counseling services/substance abuse education, minority student programs/services, religious programs/services, services for students with disabilities, student activities, and wellness/health. Important information for the improvement of student services has resulted from this study, which provides student insights about student services that go beyond those of the current student affairs personnel. The study also provides a program-evaluation model unique to Andrews University for periodic assessment of the status and progress of student affairs services.
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Ponomariov, Branco Leonidov. "Student Centrality in University-Industry Interactions." Diss., Georgia Institute of Technology, 2006. http://hdl.handle.net/1853/11633.

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This thesis proposes and estimates a model of university scientists interactions with the private sector; in this model students are conceptualized as an important enabler of such interactions. The results of the study show that university scientists student-related behaviors such as grant support of students and research collaboration with students, and student-related attitudes such as mentoring orientation positively affect the probability that scientists will enter interactions with industry as well as the intensity of such interactions. Behaviors such as teaching and advising of students are not related to interactions with industry. This study is motivated by the increased emphasis on closer relationships between universities and industry as a means to facilitate the commercial application of university research. Today, numerous policies and programs attempt to achieve such goals. As a result, university scientists are called on to perform many tasks which on the surface seem misaligned. There is substantial study of conflict between the teaching and research missions of universities, and a growing body of study on conflict related to university based commercial and technology transfer related activities. Fewer, there are studies suggesting that these activities are not so misaligned after all. This study falls into the latter category as it posits a complementary relationship between university scientists student related activities and their work related interactions with industry, research and otherwise. Speculations regarding the importance of students in university industry relations and indirect evidence are scattered through the relevant literature, but little or no systematic empirical tests of their importance exist. This study uses data from a national survey of university researchers to discern the centrality of students to university-industry interactions. Theoretically, students are conceptualized as a dimension of university scientists respective research capacities that enable cross-sectoral processes of accumulative advantage and thereby help to enable their interactions with industry. As a component of scientists scientific and technical human capital, students help university scientists to identify and act upon on research opportunities originating in the private sector. Moreover, students increase the appeal of university scientists to industry agents seeking research partners in academe. Implications for theory and policy are discussed.
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Books on the topic "University student"

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Shanks, Glauser Ann, ed. Life-Skills for the university & beyond. 4th ed. [Dubuque, Iowa?]: Kendall Hunt, 2010.

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Gunawardena, Harshi. International students at university: Understanding the student experience. New York: P. Lang, 2012.

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University, Bournemouth. Bournemouth University student disciplinary code. Poole: Bournemouth University, 1995.

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Coates, Anne. University: A survival guide. Peterborough: Need-2-Know, 2009.

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University of Glasgow. Centre for Science Education. Student guide: Science. Glasgow: University of Glasgow, 1990.

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College, Algoma University. Student conduct and discipline. Sault Ste. Marie, Ont: Algoma University College, 1997.

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York, Barry. Student revolt!: La Trobe University, 1967 to 1973. Campbell, ACT, Australia: Nicholas Press, 1989.

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Rajan, M. V. Soundara. Management of university hostels. Hyderabad: Institute of Education and Culture, 1990.

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Sinclair, Christine. Student guide: Get ready for university. Glasgow: University of Glasgow, 1990.

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Company, Southwestern, ed. Student handbook: With Roget's university thesaurus. Nashville, Tenn: Southwestern Co., 2003.

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Book chapters on the topic "University student"

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Coulson, Jonathan, Paul Roberts, and Isabelle Taylor. "Student Hubs." In University Trends, 84–97. 3rd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429293238-3.

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Elfer, Charles J. "Becoming a University Supervisor." In Supervising Student Teachers, 3–19. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8_1.

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Fanthome, Christine. "Studying at University." In The Student Life Handbook, 99–117. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-0-230-80210-0_7.

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Reinders, Hayo, Nick Moore, and Marilyn Lewis. "Essays at university." In The International Student Handbook, 114–20. London: Macmillan Education UK, 2008. http://dx.doi.org/10.1007/978-1-137-06000-6_8.

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Myers, Christine D. "Student Publications." In University Coeducation in the Victorian Era, 145–66. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230109933_7.

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Bates, Catherine, and Abi Matthewman. "Becoming a University Student." In Studying Arts and Humanities, 18–41. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-04071-8_2.

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Birch, Sally. "Afterword: A Student Responds." In Palgrave Critical University Studies, 257–61. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21625-2_14.

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Coates, Hamish, and Alexandra Radloff. "Broader Strategies for Developing Student Engagement." In Engaging University Students, 139–50. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-4585-63-7_10.

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Norrie, Ken, and Chris Conway. "A Canadian Perspective on Student Engagement." In Engaging University Students, 31–52. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-4585-63-7_3.

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Drennan, Jonathan, Sean O’Reilly, Muiris O’Connor, Cat O’Driscoll, Vivienne Patterson, Lewis Purser, and Jim Murray. "The Irish Survey of Student Engagement." In Engaging University Students, 109–25. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-4585-63-7_8.

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Conference papers on the topic "University student"

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AL-Khater, Dhabya Mohamed, Menatallah Samer Rayan, Myriam ElJaam, Mohammed Issam Diab, Derek Charles Stewart, and Alla El-Awaisi. "Exploring QU health students’ behavioral determinants, perspectives, and experiences toward student leadership: A quantitative study." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2021. http://dx.doi.org/10.29117/quarfe.2021.0122.

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Objective: Leadership is an essential part of student’s learning experience in the college. The main aim of this study is to determine and explore QU health student’s perspectives and experiences toward leadership. Methods: A cross-sectional study was conducted during the academic year 2021. A web-based questionnaire was circulated to 1352 QU health students. Participants were asked to complete a 5-point Likert scale developed using theoretical domains framework (TDF) to identify their perception and behavioral determinants about leadership. They were also asked to rank the importance of personal, interpersonal capabilities, and markers of success of leadership. Participants were asked to answer open- ended questions to determine the training and support needed for leadership. Results: In total, 179 complete responses were collected. About (43.6%) of students strongly agreed that it is crucial for healthcare students to be involved in leadership. Most students agreed that they are capable of carrying leadership responsibilities. Around 71.4% of leaders in QU health perceived that teaching quality improvement as very important to extremely important marker of leader’s success. Students identified that negotiation and communication are important skills for leadership. Conclusion: Our study suggests that QU health students perceive leadership as positive and important experience of college life and show high interest for training programs and workshops for student leaders.
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Wang, Emily, Kathyrn Mickle, Courtney Richmond, and Nathan Ruhl. "Zooplankton Biodiversity Patterns Across a Novel Water Storage Complex in the NJ Pinelands." In Rowan University Biology Student Symposium. Rowan University Libraries, 2020. http://dx.doi.org/10.31986/issn.2689-0690_rdw.buss.1000.

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Krivchenia, Aaron, Matthew Pierce, Benjamin Carone, Michael Grove, Courtney Richmond, and Nathan Ruhl. "Predicting Seasonal and Spatial Onset of cHABs in Polymictic Reservoirs." In Rowan University Biology Student Symposium. Rowan University Libraries, 2020. http://dx.doi.org/10.31986/issn.2689-0690_rdw.buss.1001.

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Sanders, Bailey, and Nathan Ruhl. "Teaching Scientific Process Using Phenotypic Abnormalities in Frogs: Updating a Case Study." In Rowan University Biology Student Symposium. Rowan University Libraries, 2020. http://dx.doi.org/10.31986/issn.2689-0690_rdw.buss.1002.

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Ruggiero, Dominic, Michael Grove, Courtney Richmond, and Nathan Ruhl. "Ecological Thresholds and Environmental Indicators of the Density of Zooplankton Exports from a Polymictic Reservoir Series." In Rowan University Biology Student Symposium. Rowan University Libraries, 2020. http://dx.doi.org/10.31986/issn.2689-0690_rdw.buss.1003.

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Koshy, Alyssa, Kingsley Ike-Anyanwu, Aaron Korbman, Michael Grove, Courtney Richmond, and Nathan Ruhl. "Environmental Predictors of Zooplankton Biodiversity Across a Series of Polymictic Reservoirs." In Rowan University Biology Student Symposium. Rowan University Libraries, 2020. http://dx.doi.org/10.31986/issn.2689-0690_rdw.buss.1004.

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Torrey, Jessica, Shemaiah Sotrah, Michael Grove, Courtney Richmond, and Nathan Ruhl. "Correlation Matrices of Cyanobacterial Bloom Predictors Varies Between Lakes." In Rowan University Biology Student Symposium. Rowan University Libraries, 2020. http://dx.doi.org/10.31986/issn.2689-0690_rdw.buss.1005.

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Richards, Paige, Neha Alaparthy, Simranjit Kaur, and Claude Krummenacher. "Assessing the binding of nectin-1 and CD96 in human cells to investigate how herpes simplex virus evades the innate immune system." In Rowan University Biology Student Symposium. Rowan University Libraries, 2020. http://dx.doi.org/10.31986/issn.2689-0690_rdw.buss.1006.

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Bakhtiar, Ida Shaheera binti, Mohd Haizal bin Jamaluddin, Muhammad Aizi bin Mat Salim, and Muhammad Noor bin Harun. "Awareness of University Students on Laboratory Safety." In International Conference on Student and Disable Student Development 2019 (ICoSD 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200921.019.

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Lukkarinen, Anna, and Paula Koivukangas. "Relationship between student guidance and academic achievement." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8180.

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Abstract:
We assess how different types of guidance offered to first-year students are related to the students’ subsequent academic performance. Using data from a student survey conducted at a Finnish business university, as well as the university’s student database, we build regression models to predict student performance. We find that guidance on choosing a major subject and guidance on study methods are significant predictors of subsequent performance. More tactical types of guidance are not statistically significant, and can be rather considered as enablers. The quantitative findings are supported by verbal feedback collected from students. We conclude that guidance offered to students at the start of their university careers can bear fruit still several years afterwards. The findings have implications for university educators and staff responsible for the orientation of first-year students. Educators and staff can seek to enhance academic achievement by ensuring that students are equipped with sufficient methods and skills necessary for their university studies and by providing students with extensive information on possible study paths beyond the first year.
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Reports on the topic "University student"

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Gerald D. Holder. UNIVERSITY/NETL STUDENT PARTNERSHIP PROGRAM. Office of Scientific and Technical Information (OSTI), April 2003. http://dx.doi.org/10.2172/812561.

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Holder, Gerald. University/NETL Student Partnership Program. Office of Scientific and Technical Information (OSTI), December 2003. http://dx.doi.org/10.2172/923331.

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Gerald D. Holder. University/NETL Student Partnership Program. Office of Scientific and Technical Information (OSTI), December 2003. http://dx.doi.org/10.2172/924475.

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Gerald D. Holder. University/NETL Student Partnership Program. Office of Scientific and Technical Information (OSTI), December 2003. http://dx.doi.org/10.2172/924476.

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Gerald Holder, Jonathan Mathews, Thomas Wilson, Steven Chuang, Cristina Amon, Turgay Ertekin, Karl Johnson, Goodarz Ahmadi, and David Sholl. University/NETL Student Partnership Program. Office of Scientific and Technical Information (OSTI), October 2006. http://dx.doi.org/10.2172/928838.

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Shephard, Arlesa, and Sanjukta Pookulangara. University Collections Online: The Student Perspective. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1433.

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Brown, Jesie, and Deanna Marcum. Serving the Adult Student at University of Maryland University College. Ithaka S+R, June 2016. http://dx.doi.org/10.18665/sr.282666.

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Kamara, Sheku. Public transit and student choice : a survey with Portland State University students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2962.

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Saiki, Diana, Jay Kandiah, Kara Tripp, and Val J. Birk. University Student Mentors: Serving Populations in Transition to College. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8450.

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Kwong Caputo, Jolina. Undergraduate Research and Metropolitan Commuter University Student Involvement: Exploring the Narratives of Five Female Undergraduate Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1006.

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