Gotowe bibliografie tematyczne / Interchange of College Students

Gotowa bibliografia na temat „Interchange of College Students”

Autor: Grafiati

Data publikacji: 26 lipca 2024

Data aktualizacji: 26 lipca 2024

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Artykuły w czasopismach na temat "Interchange of College Students"

ATOBE, Takayuki, Haruhiko GOTO, Toshihiko YUSA i Yoshito YAMAZAKI. "Continuous management of rural urban interchange by college students". Journal of the City Planning Institute of Japan 44 (2009): 100. http://dx.doi.org/10.11361/cpij1.44.0.100.0.

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Atobe, Takayuki, Haruhiko Goto, Toshihiko Yusa i Yoshito Yamazaki. "The Continuous management of multiple rural urban interchange by college students". Journal of the City Planning Institute of Japan 44.3 (2009): 595–600. http://dx.doi.org/10.11361/journalcpij.44.3.595.

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Guo, Hui. "Design of Moral Education Management System for Higher Vocational Students Based on Multisource Sensing Data Fusion". Discrete Dynamics in Nature and Society 2022 (17.08.2022): 1–10. http://dx.doi.org/10.1155/2022/7986472.

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Based on the specific circumstances of colleges and universities, this study presents the moral education management system and leverages multisource sensor data and other technologies to develop an information system in line with the moral education management of modern college students. Using multisource sensor data fusion and learning data definition, the fused education data is expressed in a standardized way, resulting in a common and standard data interchange format. This foundation is used to build a shareable and reusable data management system that enables data sharing and interchange across multiple heterogeneous data sources, aids the intelligent education system in obtaining more comprehensive and complete recorded data, and improves data sharing timeliness. As a result, learning behavior analysis results are more objective, immediate, and accurate, allowing the intelligent education system’s response to be more prompt and intelligent. This study, which is based on multisource sensor data fusion, also discusses platform selection, system architecture, database design, and methods and suggestions for overcoming critical challenges and can be used as a reference for other university information management systems with vast amounts of data.

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Kim, Jungyin. "Korean students’ transnational literacy and social networks in a business college". Curriculum Matters 18 (20.12.2022): 4–26. http://dx.doi.org/10.18296/cm.0057.

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This study examined how a group of Korean international students enrolled in a writing class in a United States business programme navigated their literacy practices through the use of KakaoTalk, a social networking application for smartphones. On the basis of 29 student interviews and a detailed narrative of one focal student’s activities in KakaoTalk group sessions, the study aimed to elucidate the less studied feature of literacy studies: the social networking methods that students mobilise to make meaning of their school literacy activities collaboratively and individually. The study findings suggest that students’ identities and literacy performances shape one another through the intersection of local and global forces. Theories of identity and the Korean concept of “in-maek” offer important insights into the dynamic interchange of students’ social and literacy practices and identities. This study provides insights into the influence of such identity work on students’ academic experiences and the development of a curriculum for a business programme writing class.

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Zhuang, Qiming. "Application of Experiential Learning in College Foreign Language Teaching". Journal of Education, Humanities and Social Sciences 22 (26.11.2023): 485–91. http://dx.doi.org/10.54097/ehss.v22i.12509.

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Experiential learning is a new way of learning. In recent years, the research on experiential learning has been deepening, which has had a certain impact on the traditional teacher-centered teaching mode. As for subject education, language is a subject with strong situational application, and its educational model has also changed under the impact. The student-centered learning concept changes the original teaching. Compared with the traditional teaching mode, experiential learning has its unique innovation and many advantages but also has its limitations. In terms of application, languages are essential tools for cross-cultural interchange, so learning a foreign language is of great importance. However, the process of trying to master it has many challenges both for students and teachers. The integration of experiential learning into foreign language teaching has changed the role of teachers in the previous education system to some extent and also put forward new requirements for students. The starting point of this paper is based on the research status of experiential learning and the current situation of college foreign language teaching and analyzes the application of experiential learning in college foreign language teaching. This paper also introduces the advantages of experiential learning in foreign language teaching compared with the traditional mode, which are creating a language environment, stimulating students' learning initiative, and improving students' language application ability.

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Cohen, Perrin S., i Martin L. Block. "The Use of Animals in Behavioural Science Education in the USA: Finding Alternatives that Address Personal Concerns and Ethical Dilemmas". Alternatives to Laboratory Animals 18, nr 1_part_1 (listopad 1990): 51–56. http://dx.doi.org/10.1177/026119299001800108.1.

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In this paper, we describe our efforts to develop a humanitarian approach to the teaching of behavioural science using animals. Reduction, replacement and refinement of animal use in education are most useful if they help reconnect students and teachers with their underlying feelings, attitudes and ethical values related to animal usage. In order to initiate this reconnection process, we established the Northeastern University Center for Science Education (NUCASE) to encourage the dissemination of information and the development of projects that address ethical issues in college science curricula. Two directions that NUCASE has piloted using a humanitarian approach are outlined: an alternative to the traditional animal laboratory course in learning that uses student-run field experiments with feral pigeons in a park; and a conference designed to promote open interchange about personal concerns and ethical dilemmas in the use of animals in education.

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Dudics Lakatos, Katalin. "A kárpátaljai felsőoktatási intézmények hallgatóinak nyelvhasználati sajátosságai és nyelvi attitűdjei két felmérés részeredményei alapján". Acta Academiae Beregsasiensis, Philologica II, nr 2 (16.12.2023): 32–48. http://dx.doi.org/10.58423/2786-6726/2023-2-32-48.

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The characteristics of language usage and attitudes of students of higher education institutions in Transcarpathia based on the partial results of two surveys A positive attitude towards the mother tongue and the language variety is essential for confident language use. The way we perceive the language of the community where we live, or of other communities, is largely influenced by our knowledge and experience of the language, by the opinions of others, and of course by stereotypes. Education can do the most to overcome these, to develop an objective, confident linguistic awareness and self-awareness, by conveying a scientifically based approach at all levels. In our study, we analyse the partial results of two empirical researches conducted among the students of the Ferenc Rákóczi II Transcarpathian Hungarian College in recent years, which investigate the state language effect in the register of Transcarpathian Hungarian higher education, the interchange of words related to the topic of education and their relationship to the local language variety. The results of our research have shown that, despite the dominance of Hungarian, the language use of students in Transcarpathian Hungarian higher education is characterised by the presence of Ukrainian and Russian language influences, and that most of these are consciously present in their language use. The Ferenc Rákóczi II Transcarpathian Hungarian College considers it important to develop this positive attitude not only in its Hungarian studies, but also in all its training programmes. The presented results show that the group under study has a balancing-functional-segregating attitude towards different languages and language varieties: they are not closed to this variety, they are aware of its functions and importance. They are not excluded from the lower-prestige variety because of previous unpleasant experiences: they express a scientifically well-founded opinion in the survey. Although emotional attachment is also strongly expressed. But we also know that in minority contexts this can play a significant language-preserving role. Keywords: Transcarpathia, college students, loanwords, state language effect, language attitude

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Wibowo, Agus Mukti. "Peningkatan Pemahaman Konsep Perubahan Materi Melalui Perbaikan Bahan Ajar". MADRASAH 6, nr 2 (29.01.2016): 14. http://dx.doi.org/10.18860/jt.v6i2.3296.

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Student understanding of the concept of Natural Sciences, especially “material and its changes” are inflenced by the students understanding of the previous material on the “various substances and nature”. The development of learning sources about “material and its changes” can improve students understanding of the concept, in this case is students of college, if (1) making the media of teaching based on the basic concepts about material that will be learned by students and that concepts arranged systematically or sequentially concepts, for example from simple to complex concept or from the lower to the higher concept, (2) the examples that given to the students close to the students experiences, beginning from a simple example. Keywords: “Material and Its changes”, Remedical of Learning Sources.

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Meredith, Anna, Neil Anderson, Pradeep Malik, Parag Nigam, Alexandra Thomas, Nic Masters, Amanda Guthrie i in. "Capacity building for wildlife health professionals: the Wildlife Health Bridge". One Health & Implementation Research 2, nr 2 (2022): 68–78. http://dx.doi.org/10.20517/ohir.2022.03.

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The Wildlife Health Bridge was established in 2009 with the aim of improving the expertise and knowledge base of wildlife health professionals in biodiverse low- and middle-income countries. The Wildlife Health Bridge centres around partnerships among educational institutions: the Zoological Society of London, the Royal Veterinary College, the University of Edinburgh’s Royal (Dick) School of Veterinary Studies, the Wildlife Institute of India, and the University of Melbourne Veterinary School. The Wildlife Health Bridge provides quality education in wildlife health, ecosystem health, and wildlife biology, facilitates the interchange of students between collaborating countries for research studies and provides a global graduate network of wildlife health professionals. In addition to established Masters’ level wildlife health training programmes run by the partner organisations, the Wildlife Health Bridge has developed a collaborative field-based course, Interventions in Wild Animal Health, provided annually in India since 2016, which has trained 138 veterinarians to date, enhancing local and international capacity in managing emerging wildlife health issues and building global professional linkages. The Wildlife Health Bridge’s Wild Animal Alumni network facilitates networking and exchange between Wildlife Health Bridge institutions and graduates, with over 701 members from 67 countries, half of which are biodiverse low- and middle-income countries. Collaboration between educational institutions has enabled new ideas and ongoing developments in the delivery of materials and learning outcomes. The Wildlife Health Bridge is building global capacity in trained wildlife health professionals, through educational programmes and a synergised network, with the aim of impacting conservation practice to benefit human, domestic animal and wildlife health.

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Syed, Zafrana, i Prof Dr Rabia Tabassum. "An Experimental Study of Spatial Vocabulary Teaching in the Subject of English through Four Steps Strategy at Elementary Level". International Research Journal of Education and Innovation 3, nr 1 (31.03.2022): 177–89. http://dx.doi.org/10.53575/irjei.v3.01.17(22)177-189.

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The study was an experimental study of spatial vocabulary in the subject of English. The subject was taught through four steps strategy at elementary level. Also the same subject was taught through lecture method. The major objectives of the study were: (i) to explore the effects of four steps strategy on the spatial vocabulary enhancement of elementary school students, (ii) to investigate the effect of four steps strategy on the spatial vocabulary enhancement of male elementary students, (iii) to measure the effect of four steps strategy on the spatial vocabulary enhancement of female elementary school students. To achieve the objectives, the following null hypotheses were tested: (i) there is no significant effect of four steps strategy on the spatial vocabulary enhancement of elementary school students, (ii) there is no significant effects of four steps strategy on the spatial vocabulary enhancement of male elementary school students. All the students of Grade-III from Army Public Schools and Colleges of province Khyber Pakhtunkhwa were the population of this study. Sample of the study was 20 students (girls & boys) of Army Public School and College (Iqra) Risalpur Cantt District Nowshera by using random sampling technique. Pre-test and post-test single group four cycle designs were used as a tool for data collection in this study to measure the performance of the students. In four cycle experimental design, same group was exposed to experiment and lecture method of teaching. After the exposing, groups (experimental/control) were interchanged for getting accurate results. The data obtained was tabulated and analysed using paired t-test in the light objectives of the study. The analysis of the collected data revealed the following findings; it was revealed from the results that four steps strategy had significant effect on spatial vocabulary enhancement at elementary level. The result of the study showed that four steps strategy had significant effect on the spatial vocabulary enhancement of male and female elementary school students. It is recommended that the teacher should apply four steps strategy to foster the academic achievements of the students. This study will be beneficial for students, teachers and curriculum developer.

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Rozprawy doktorskie na temat "Interchange of College Students"

Bedsole, Davina A. "Perceptions of college students towards college students who are mothers". Honors in the Major Thesis, University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/334.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Arts and Sciences
Psychology

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Boazman, Janette Kay. "Well-Being and Academic Success in Gifted College Students: Early-College Entrants and Honors College Students". Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc31526/.

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As a society, we seek to have our young people, including the gifted, be healthy and happy, and go to good schools with good teachers. Framed by Sayler's theoretical model of giftedness and thriving, this study examined psychological constructs (i.e. general self-efficacy, theories of intelligence, hope, gratitude, religiosity, disposition, and resiliency) to determine their mediating effect on personal well-being and academic success in gifted college students. The 213 subjects for this study included gifted college students from two distinct programs at the University of North Texas. One hundred twenty-two participants were students from the Texas Academy of Mathematics and Science (TAMS). TAMS is an early-college entrance program allowing gifted students to enter college after their sophomore year of high school. Ninety-one participants attended the UNT Honors College. Honors College students are gifted students who enter college after high school graduation. Latent transition, latent class, general linear model repeated measures, and regression analyses were used in the examination of the data. Results of the study revealed that positive disposition and hope-agency were significantly related to the development of personal well-being for gifted students during their first year of college. The ability to identify pathways to goals and the self-theory of intelligence as a fixed trait were significantly related to academic success during the first year at college. Knowledge of psychological constructs that are facilitative of the positive personal well-being and academic achievement helps parents, teachers, administrators, and counselors prepare gifted students for success in college.

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Williams, Logan Bruns. "College knowledge: Addressing college with middle school students". Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/73.

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Obtainment of a college education has been a prevalent issue in America for decades. Much research has been performed to support the claim that college access is important in high school. A recent report from the US Department of Education indicates that only 59% of students graduate from high school, and only 29% of high school graduates successfully complete college. Failure of students to enroll in college and the tendency of students to enroll but fail to complete college can be attributed to a lack of college readiness resources. This begs the following question: is high school too late to begin thinking about college? The purpose of this study is to explore the affect of attending a college awareness program for middle school students during the summer prior to entering high school and the impact it has on students’ use of social capital in high school and expectations for attending college. A multiple case study was employed to examine how students use social capital in their freshman year of high school as a result of attending a college awareness program. Three themes emerged from this study: 1) students expand existing networks to meet their needs, 2) students’ college awareness precedes taking action, and 3) the family plays a role in college readiness.

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Ramsey-White, Kim Renee. "Exploring College Readiness: Self-Perceptions of Early College Students". Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/eps_diss/96.

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ABSTRACT EXPLORING COLLEGE READINESS: SELF-PERCEPTIONS OF EARLY COLLEGE STUDENTS by Kim R. Ramsey-White Research shows that too many students are graduating from high school ill-prepared to be successful in the postsecondary environment. This study examined the high school experiences of dual-enrollment students who participated in an Early College High School, and how the students perceived their high school experiences in preparing them for college. Additionally the study sought to understand the role that social capital played in the students’ preparation for college. In-depth interviews with 13 African American students, some of whom were first-generation college attendees, were used to illuminate the student voice in an effort to learn how early college practices and strategies were beneficial and/or detrimental to their preparation for college. Data from the study were analyzed using a college readiness framework developed by David Conley (2007) which focuses on four dimensions of college readiness: (1) Key cognitive strategies, (2) academic content, (3) academic skills and behavior, and (4) contextual skills and awareness. Findings from the study indicate that the students’ Early College High School experiences increased their confidence as college students (key cognitive strategies), taught them the benefits of time management and working in study groups (academic skills and behavior), and provided meaningful relationships and social networks that allowed them to navigate the college application and financial aid processes (contextual skills and awareness). The students also expressed concern that there was very limited alignment between the high school academic courses and expectations and those in the postsecondary institutions they attended. The results of the study contribute to the scholarship on the Early College model.

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Hartman, Lianne. "Community College Students' Awareness and Use of College Information". Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/263939.

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Educational Administration
Ed.D.
This qualitative case study utilized interviews with community college students enrolled in at least one developmental course to describe how students accessed college information and used this information to solidify or adjust their educational aspirations. College information sources included relatives, friends, classmates, professors, advisors, and other college personnel. Bourdieu's cultural capital and Tinto's integration frameworks were used as guiding theories. This study utilized semi-structured interviews with 15 first-time, full-time, remedial students at a suburban community college in the northeastern United States. Interviews conducted in the fall and spring semesters explored students' perceptions of college information sources in order to gain insight into how students viewed information and its implications over time. This study identified four categories that broadly characterize students' information seeking and application behavior: students were classified as dreamers, drifters, passengers, or planners. Students classified as dreamers had difficulty aligning their career and educational goals. While college information was an issue for dreamers, they required more intensive guidance about their larger educational picture before information about intermediary steps would be meaningful for them. Drifters had informed educational goals, but possessed incomplete information or had difficulty applying strategies to reach these goals. Passengers and planners were well-informed and had specific strategies to accomplish their educational aspirations. Planners actively sought out information. Passengers benefited from a guide, such as a dedicated advisor or mentor, who helped them to interpret and apply the information. This study suggests that just presenting students with information is insufficient; to get students on surer footing, colleges should explore both decreasing the need for information in the first place and providing students assistance with applying information to their unique situations.
Temple University--Theses

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Valentine-Cobb, Linda Denice. "African American Male College Students' Experience of College Preparation". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4260.

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African American male students have a high risk of not completing high school and not going to college. Students receive some college preparation as early as middle school, yet it is not enough to increase the number of African American male high school or college graduates. The purpose of this phenomenological study was to describe what 18-24-year-old African American male college students recalled from middle school and high school about college preparation, college planning, and college attendance. Critical race theory was used to reveal how outside factors such as oppression, racism, or socioeconomic status prevent African American male students from attending college. The research questions sought to understand (a) college preparation experiences in high school, (b) influential decisions they made to attend college, and (c) the characteristics of a successful pathway to college for African American males. Data were collected from 7 participants who answered in-depth questions via in-person or phone interviews, which resulted in 4 major themes. Results showed that African American male students experienced inequalities and barriers during their school years, and they were aware of segregation between schools. Predominately White Schools had better opportunities for students' success; opposed to predominately Black schools, which had less opportunities for student success. Participants described the inequalities they saw or felt regarding the differences in schools, their teachers' behaviors, and perceptions from society. This study has the potential to make a positive social change in society with specific focus on educational institutes. Therefore, if educational institutes at the district and state levels advocate for African American male students, they can become college graduates.

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ROBERTSON, SHELITA BALLARD SHARON. "SEXUAL BEHAVIORS OF COLLEGE STUDENTS". [Greenville, N.C.] : East Carolina University, 2010. http://hdl.handle.net/10342/2782.

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Beveridge, Richard W. "Assessing College Students' Mathematical Disposition". Fogler Library, University of Maine, 2004. http://www.library.umaine.edu/theses/pdf/BeveridgeRW2004.pdf.

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Smitley, Leigh. "College students' perceptions of dialects". Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5324.

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Thesis (M.S.)--West Virginia University, 2007.
Title from document title page. Document formatted into pages; contains viii, 76 p. : ill. Includes abstract. Includes bibliographical references (p. 39-42).

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Peper, Alan R. "Successful African-American college students /". view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1421603351&sid=7&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 247-264). Also available for download via the World Wide Web; free to University of Oregon users.

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Książki na temat "Interchange of College Students"

W, Hall James. Algebra for college students. Wyd. 2. Boston, MA: PWS Pub. Co., 1994.

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R, Steffensen Arnold. Algebra for college students. New York, N.Y: HarperCollins, 1992.

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Herman, Joan, i Margaret Hilton, red. Supporting Students' College Success. Washington, D.C.: National Academies Press, 2017. http://dx.doi.org/10.17226/24697.

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Kaufmann, Jerome E. Algebra for college students. Wyd. 3. Boston: PWS-KENT Pub. Co., 1989.

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Weyandt, Lisa L., i George J. DuPaul. College Students with ADHD. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-5345-1.

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Peter, Gilbert M. Algebra for college students. Minneapolis/St. Paul: West Pub. Co., 1996.

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Hall, James W. Algebra for college students. Boston: PWS-KENT Pub. Co., 1988.

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Blitzer, Robert. Algebra for college students. Wyd. 2. Englewood Cliffs, N.J: Prentice Hall, 1995.

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Wesner, Terry H. Algebra for college students. Wyd. 3. Dubuque, IA: W.C. Brown Publishers, 1993.

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Group for the Advancement of Psychiatry. Committee on the College Student., red. Psychotherapy with college students. New York: Brunner/Mazel, 1990.

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Części książek na temat "Interchange of College Students"

Rinn, Anne N., i Jonathan A. Plucker. "College Students". W Critical Issues and Practices in Gifted Education, 103–12. Wyd. 3. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233961-9.

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Fang, Wei-Ta. "College Students". W Envisioning Environmental Literacy, 221–52. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7006-3_9.

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Soto, Lourdes Diaz. "Undocumented College Students". W Latina/o Hope, 53–62. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0504-3_6.

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Du, Fenglian, Wenbin Wang i Xiaoyuan Dong. "“Happy” College Students". W Chinese People’s Time Use and Their Quality of Life, 159–75. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-5526-8_9.

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Terzian, Sevan G., i Leigh Ann Osborne. "International College Students". W Multiculturalism on Campus, 232–55. Wyd. 2. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003446101-14.

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Hernández, Susana, i Anna M. Ortiz. "Latinx College Students". W Multiculturalism on Campus, 83–111. Wyd. 2. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003446101-8.

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MacKinnon, Fiona J. D., i Rosiline D. Floyd. "Adult College Students". W Multiculturalism on Campus, 309–27. Wyd. 2. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003446101-17.

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White, Leigh Anne. "Working with LGBTQ Students". W College Psychiatry, 71–84. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69468-5_5.

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Harrison, Laura M. "Making College Better". W Teaching Struggling Students, 97–118. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13012-1_6.

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Ortiz, Anna M., i Silvia J. Santos. "Latino/a Students". W Ethnicity in College, 130–94. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003444633-5.

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Streszczenia konferencji na temat "Interchange of College Students"

Majorana, Jennifer. "Bilingual Students' College Choice". W 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1890135.

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Huang, Suhua. "College Students' Reading Motivation". W 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2008783.

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Yu, Peichang, i Qiang Chen. "The Exploration of College Students’ Innovative Training Plan to Cultivate College Students". W 2020 3rd International Conference on Humanities Education and Social Sciences (ICHESS 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201214.637.

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Xu, Bin. "College Students' Health Education and College Sports Environment". W 2nd International Conference on Civil, Materials and Environmental Sciences. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/cmes-15.2015.80.

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Zhao, Ning. "Education Management among College Students". W 2010 International Conference on E-Product E-Service and E-Entertainment (ICEEE 2010). IEEE, 2010. http://dx.doi.org/10.1109/iceee.2010.5661616.

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PEDRAZA, ILHUIYOLITZIN, Bryan Ponzio, Julio Saucedo-Morales, Andrew Padilla, John Floyd, Shane Prugh i Francisco Carreto-Parra. "MOLECULAR SPECTROSCOPY FOR COLLEGE STUDENTS". W 2020 International Symposium on Molecular Spectroscopy. Urbana, Illinois: University of Illinois at Urbana-Champaign, 2020. http://dx.doi.org/10.15278/isms.2020.tb10.

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Maksyutova, Nadezhda, i Natalia Zolotyh. "DIGITAL COMPETENCE OF COLLEGE STUDENTS". W WIELOKIERUNKOWOSC JAKO GWARANCJA POSTĘPU NAUKOWEGO. European Scientific Platform, 2020. http://dx.doi.org/10.36074/21.02.2020.v2.29.

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Jeon, Grace YoungJoo, Nicole B. Ellison, Bernie Hogan i Christine Greenhow. "First-Generation Students and College". W CSCW '16: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2818048.2820074.

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Jang, Hee-jung, i Sun-yeun Hong. "Contraception Behavior in College Students". W Healthcare and Nursing 2016. Science & Engineering Research Support soCiety, 2016. http://dx.doi.org/10.14257/astl.2016.128.25.

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Wang, Xiao. "On College Students' Entrepreneurship Education". W 2016 International Conference on Contemporary Education, Social Sciences and Humanities. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/iccessh-16.2016.61.

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Raporty organizacyjne na temat "Interchange of College Students"

Lichtenstein, Sarah. Factual Knowledge of Oregon College Students. Fort Belvoir, VA: Defense Technical Information Center, czerwiec 1990. http://dx.doi.org/10.21236/ada225412.

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Aucejo, Esteban, Jacob French i Basit Zafar. Estimating Students' Valuation for College Experiences. Cambridge, MA: National Bureau of Economic Research, luty 2021. http://dx.doi.org/10.3386/w28511.

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Edwards, Katie, i Kateryna Sylaska. Intimate partner violence among LGBTQ+ college students. University of New Hampshire Libraries, 2014. http://dx.doi.org/10.34051/p/2020.210.

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Nelson, Matthew, Christine N. Jensen i Michael Lazere. Bridging College Students and K–12 Students Together Through High Altitude Ballooning. Ames (Iowa): Iowa State University. Library. Digital Press, styczeń 2011. http://dx.doi.org/10.31274/ahac.8150.

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Lee, Juyoung, i Carla Jagger. Increasing Intercultural Sensitivity through Cosplay for College Students. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-326.

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Burman, Ritika, Yizhuo Chen i Yingjiao Xu. Exploring College Students’ Shopping Motivation for Secondhand Clothing. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-484.

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Kremer, Michael, i Dan Levy. Peer Effects and Alcohol Use Among College Students. Cambridge, MA: National Bureau of Economic Research, lipiec 2003. http://dx.doi.org/10.3386/w9876.

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DeSimone, Jeffrey. Binge Drinking and Risky Sex among College Students. Cambridge, MA: National Bureau of Economic Research, kwiecień 2010. http://dx.doi.org/10.3386/w15953.

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Hoxby, Caroline, i Sarah Turner. What High-Achieving Low-Income Students Know About College. Cambridge, MA: National Bureau of Economic Research, styczeń 2015. http://dx.doi.org/10.3386/w20861.

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Cowan, Benjamin, i Zhuang Hao. Medicaid Expansion and the Mental Health of College Students. Cambridge, MA: National Bureau of Economic Research, czerwiec 2020. http://dx.doi.org/10.3386/w27306.

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