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Artykuły w czasopismach na temat "Undergraduate education"
Murugiah, Logasvathi, . i . "Malaysian Undergraduates Financial Literacy and Financial Education: a Study in Universiti Utara Malaysia". International Journal of Engineering & Technology 7, nr 3.30 (24.08.2018): 325. http://dx.doi.org/10.14419/ijet.v7i3.30.18271.
Pełny tekst źródłaHowe, Amanda. "Undergraduate education". British Journal of General Practice 58, nr 555 (1.10.2008): 730.1–730. http://dx.doi.org/10.3399/bjgp08x342426.
Pełny tekst źródłaThompson, P. W. "Undergraduate education." Annals of the Rheumatic Diseases 50, Supplement 3 (1.06.1991): 445–48. http://dx.doi.org/10.1136/ard.50.suppl_3.445.
Pełny tekst źródłaJackson, A. D. M. "Undergraduate Education". Medical Education 3, nr 4 (29.01.2009): 291–93. http://dx.doi.org/10.1111/j.1365-2923.1969.tb02106.x.
Pełny tekst źródłaConway, Colleen, John Eros, Kristen Pellegrino i Chad West. "The Role of Graduate and Undergraduate Interactions in the Development of Preservice Music Teachers and Music Teacher Educators: A Self-Study in Music Teacher Education". Bulletin of the Council for Research in Music Education, nr 183 (1.01.2010): 49–64. http://dx.doi.org/10.2307/27861472.
Pełny tekst źródłaNeller, Todd W. "AI education matters". AI Matters 6, nr 3 (grudzień 2020): 8–10. http://dx.doi.org/10.1145/3446243.3446247.
Pełny tekst źródłaSlack, Marion Kimball. "Comment: Undergraduate Education". DICP 23, nr 9 (wrzesień 1989): 715–16. http://dx.doi.org/10.1177/106002808902300925.
Pełny tekst źródłaDuthie, R. B. "Undergraduate orthopaedic education". Medical Education 21, nr 1 (styczeń 1987): 63–70. http://dx.doi.org/10.1111/j.1365-2923.1987.tb00516.x.
Pełny tekst źródłaRITSON, E. B. "UNDERGRADUATE ALCOHOL EDUCATION". Alcohol and Alcoholism 26, nr 3 (1991): 273–75. http://dx.doi.org/10.1093/oxfordjournals.alcalc.a045112.
Pełny tekst źródłaRaicu, Daniela Stan, i Jacob David Furst. "Enhancing undergraduate education". ACM SIGCSE Bulletin 41, nr 1 (4.03.2009): 468–72. http://dx.doi.org/10.1145/1539024.1509027.
Pełny tekst źródłaRozprawy doktorskie na temat "Undergraduate education"
Foster, Jason. "Understanding and Improving Undergraduate Engineering Education". Thesis, University of Waterloo, 2001. http://hdl.handle.net/10012/849.
Pełny tekst źródłaBateman, James. "Virtual patient design in undergraduate education". Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/62110/.
Pełny tekst źródłaGonzalez, Reyes Mata. "Improving undergraduate higher education through curriculum reform". Thesis, University of Pennsylvania, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3721035.
Pełny tekst źródłaEmployers, parents, legislators and researchers have expressed concerns that students are graduating from college at low rates, take too long to graduate, and do not possess the proper knowledge or skills to be successful at work or wherever life may take them. Many claim that the curriculum at colleges and universities no longer meets the needs of the students, employers, graduate programs, and society at large. One of the many potential solutions is reforming the undergraduate curriculum.
This research examines the factors that motivated two institutions to reform their curricula in efforts to improve student success. Both of the institutions are relatively small liberal arts educational organizations, one public and the other private. Each institution has differing missions and goals and is at a different point in its development. The study attempts to describe what was important enough to motivate them to change their curricula and why it mattered.
This research investigates the reforms of the two institutions in a case study manner, drawing upon published information and personal interviews to analyze what took place. The inquiry centered upon six basic questions. 1. What was the impetus for changing the curriculum? 2. What was the process used in changing the curriculum? 3. What changes were made to the curriculum? 4. What student outcomes were achieved? 5. How did the curriculum reform impact the institution? 6. What lessons were learned through the reform process?
Reforming a curriculum is a long, complex process, requiring input and consensus from many stakeholders, especially faculty. The manner in which each organization gained faculty endorsement for the reform is analyzed. Actual changes made to the curricula are documented. The research explores student outcomes and the impact that the reform had on the faculty and institutions. Then the researcher attempts to obtain indications that the improvements made by the institutions are achieving the intended goals. Learning is a complex phenomenon to assess, and every organization is challenged to find a way to assess learning effectively.
The research reports on what took place, what was learned, and what other potential curriculum reformers can expect if they, too, embark upon reform. The study shows that faculty and strong faculty leaders (often cited in the literature as causes of ineffectual curricula) are crucial to the reform process and without adequate assessment, the true results of a reform cannot be known. Much remains to be learned about the extent to which curriculum reform can improve higher education and in fact be a cure of societal maladies. Opportunities for improvement abound. The researcher attempts to identify similarities and differences, seeking fundamental conclusions. In this manner the study proposes to be used as a resource for other educational organizations interested in either improving or completely revamping their curricula.
Talberg, Heather. "Investigating professional identity in undergraduate physiotherapy education". Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/12016.
Pełny tekst źródłaIncludes bibliographical references.
Clinical practice remains an integral part of the training of physiotherapy students. It is seen as an effective way of socialising students into the profession. By placing students in a clinical setting where under the guidance of clinicians and clinical educators, they are able to put their classroom taught procedures into practice it is believed that they then start to develop an understanding of what being a physiotherapist entails. Drawing on Lave and Wenger's model of situated learning, this research sets out to understand how final year physiotherapy students begin to develop their identity as physiotherapists. The research looks at the positioning of students within specific communities of practice and the nature of the learning that occurs within these communities.
Stoots, J. M., i Robert P. Pack. "Undergraduate Education at ETSU: the Anti-MOOC". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1354.
Pełny tekst źródłaBeins, Anton B., C. Blair-Broeker, C. Brewer, B. Buskist, B. Casad, Wallace E. Jr Dixon, Y. Harper i in. "Principles for Quality Undergraduate Education in Psychology". Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4888.
Pełny tekst źródłaGallo, Katarzyna Zaruska. "Scaling Undergraduate Scientific Writing via Prominent Feature Analysis". Thesis, Mississippi State University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10974642.
Pełny tekst źródłaProminent Feature Analysis (PFA) is a reliable and valid writing assessment tool, derived from the writing it is used to assess. PFA, used to assess on-demand expository essays in Grades 3–12, uncovers positive and negative characteristics of a sample. To extend PFA to a new academic level and genre, I assessed scientific writing of 208 undergraduates, identifying 35 linguistic and 20 scientific prominent features. An essay could earn up to 28 positive (24 linguistic and four scientific), and up to 27 negative marks (11 linguistic and 16 scientific). The minimum prominent features number in a paper was 3, the maximum was 25 (M = 12.45, SD = 3.88). The highest positive and negative prominent features numbers noted were 17 (M = 4.11, SD = 3.96), and 16 (M = 8.34, SD = 3.25) respectively.
Rasch analysis revealed a good data-model fit, with item separation of 5.81 (.97 reliability). The estimated feature difficulty of items spanned over 10 logits; common errors were easier to avoid than “good writing” characteristics to exhibit. Significant correlations among linguistic, but not between linguistic and scientific features, suggest writing proficiency does not assure excellence in scientific writing in novices. Ten linguistic features significantly strongly and moderately inter-correlated with each other, appearing to represent writing proficiency. Student GPA correlated significantly with the raw prominent features scores (r = .37; p < .01), and negatively with the sum of negative linguistic features (r = –.40, p < .01), providing support for scale’s validity, and suggesting that good students are better at avoiding common writing errors than less able learners. Additionally, PFA scores positively significantly correlated with composite ACT scores.
To investigate PFA’s ability to track change in writing over time, I compared 2 sets of prominent features scores of 25 students. In comparison with earlier essays, later (longer) essays exhibited significantly more positive, and more negative features. Prominent features scores did not correlate significantly between the sets. This suggests, that while PFA is a valid and appropriate tool for analysis of undergraduate scientific writing, it was not suitable for tracking change in writing ability in this small sample.
Rassool, Goolam Hussein. "Predictors of educational outcomesof undergraduate nursing students in alcohol and drug education". Thesis, St George's, University of London, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511956.
Pełny tekst źródłaStanley, Ethel D. Karash Rhodes Dent. "A problem based approach to undergraduate biology education". Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276406041&SrchMode=1&sid=7&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1202156244&clientId=43838.
Pełny tekst źródłaTitle from title page screen, viewed on February 4, 2008. Dissertation Committee: Dent M. Rhodes (chair), Barbara Nourie, Kenneth F. Jerich. Includes bibliographical references and abstract. Also available in print.
He, Xingxi. "Haptics augmented undergraduate engineering education implementation and evaluation /". Ohio : Ohio University, 2003. http://www.ohiolink.edu/etd/view.cgi?ohiou1175092399.
Pełny tekst źródłaKsiążki na temat "Undergraduate education"
University of Illinois at Urbana-Champaign. Office of Admissions and Records. Undergraduate education, 1989. Urbana, Ill.]: [Office of the Associate Chancellor for Public Affairs/Office of Publications for the Office of Admissions and Records], 1988.
Znajdź pełny tekst źródłaUniversity of Illinois at Urbana-Champaign. Office of Admissions and Records. Undergraduate education, 1988. Urbana, Ill.]: [Office of the Associate Chancellor for Public Affairs/Office of Publications for the Office of Admissions and Records], 1987.
Znajdź pełny tekst źródłaAssociation of Veterinary Teachers and Research Workers. Veterinary undergraduate education. Liverpool: University of Liverpool, 1995.
Znajdź pełny tekst źródłaL, Emans Robert, i University of South Dakota. School of Education., red. Understanding undergraduate education. Vermillion, S.D: University of South Dakota Press, 1990.
Znajdź pełny tekst źródłaUniversity of Illinois at Urbana-Champaign. Office of Admissions and Records. Undergraduate education, 1990. Urbana, Ill.]: University of Illinois at Urbana-Champaign, Office of Admissions and Records, 1989.
Znajdź pełny tekst źródłaNational Research Council (U.S.). Panel on Undergraduate Engineering Education., red. Engineering undergraduate education. Washington, D.C: National Academy Press, 1986.
Znajdź pełny tekst źródłaUndergraduate education, 1988. Urbana, Ill.]: [Office of the Associate Chancellor for Public Affairs/Office of Publications for the Office of Admissions and Records], 1987.
Znajdź pełny tekst źródłaPacheco, Kimberly, Richard W. Schwenz i Wayne E. Jones. Nanotechnology in undergraduate education. Washington DC: American Chemical Society, 2009.
Znajdź pełny tekst źródłaPacheco, Kimberly. Nanotechnology in undergraduate education. Redaktor American Chemical Society. Division of Chemical Education. Washington, DC: American Chemical Society, 2009.
Znajdź pełny tekst źródłaHamidullah, Madinah F. Undergraduate Public Affairs Education. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003227120.
Pełny tekst źródłaCzęści książek na temat "Undergraduate education"
Gu, Jianmin, Xueping Li i Lihua Wang. "Undergraduate Education". W Higher Education in China, 117–44. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0845-1_6.
Pełny tekst źródłaFry, John. "Undergraduate Education". W The Beecham Manual for Family Practice, 109–11. Dordrecht: Springer Netherlands, 1985. http://dx.doi.org/10.1007/978-94-011-6361-3_11.
Pełny tekst źródłaLipps, Jonathan, i Lori Meyers. "Undergraduate Medical Education". W Comprehensive Healthcare Simulation: Anesthesiology, 129–41. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26849-7_13.
Pełny tekst źródłaBahner, David P., i Nelson A. Royall. "Undergraduate Ultrasound Education". W Ultrasound Program Management, 69–90. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63143-1_7.
Pełny tekst źródłaLaverick, DeAnna M. "Mentoring Undergraduate Students". W SpringerBriefs in Education, 59–69. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39217-2_5.
Pełny tekst źródłaKhairat, Saif, i Sue S. Feldman. "Undergraduate Health Informatics Education". W Health Informatics, 75–84. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53813-2_6.
Pełny tekst źródłaDearing, Bruce. "Goals of Undergraduate Education". W ASA Special Publications, 81–85. Madison, WI, USA: American Society of Agronomy, Crop Science Society of America, and Soil Science Society of America, 2015. http://dx.doi.org/10.2134/asaspecpub12.c12.
Pełny tekst źródłaWeinberg, Stephen. "Accelerated Undergraduate Degree Programs". W Undergraduate Public Affairs Education, 43–62. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003227120-4.
Pełny tekst źródłaAdams, Chris. "Undergraduate Degrees and Specializations". W Undergraduate Public Affairs Education, 8–24. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003227120-2.
Pełny tekst źródłaWraae, Birgitte. "Setting the Scene: The Student-Process-Educator Nexus in Entrepreneurship Education". W Theorising Undergraduate Entrepreneurship Education, 15–32. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-87865-8_2.
Pełny tekst źródłaStreszczenia konferencji na temat "Undergraduate education"
Raicu, Daniela Stan, i Jacob David Furst. "Enhancing undergraduate education". W the 40th ACM technical symposium. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1508865.1509027.
Pełny tekst źródłaMayoral-Peña, K., A. Hambleton-Fuentes i E. Caloca-Lafont. "UNDERGRADUATE STUDENTS' INVOLVEMENT IN DIGITAL PATIENT-EDUCATION STRATEGY AMID COVID-19 PANDEMIC". W The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7163.
Pełny tekst źródłaKnight, John C., Jane C. Prey i Wm A. Wulf. "Undergraduate computer science education". W the twenty-fifth SIGCSE symposium. New York, New York, USA: ACM Press, 1994. http://dx.doi.org/10.1145/191029.191093.
Pełny tekst źródłaFleischmann, Corinna M. "Sustaining Undergraduate Sustainability Education". W Geo-Chicago 2016. Reston, VA: American Society of Civil Engineers, 2016. http://dx.doi.org/10.1061/9780784480168.064.
Pełny tekst źródłaSaad, Ashraf, Travis Shuff, Gabriel Loewen i Kyle Burton. "Supporting undergraduate computer science education using educational robots". W the 50th Annual Southeast Regional Conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2184512.2184596.
Pełny tekst źródłaGarza-Olivares, X., RN Cavazos-Montemayor i M. Lopez. "GLOBAL CLASSROOM: INTERNATIONALIZATION FOR UNDERGRADUATE STUDENTS AMID THE PANDEMIC". W The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7106.
Pełny tekst źródłaBatarseh, I., i D. A. Kemnitz. "Undergraduate education in power electronics". W Proceedings of SOUTHCON '94. IEEE, 1994. http://dx.doi.org/10.1109/southc.1994.498101.
Pełny tekst źródłaXiaoming, Li, i Barry M. Lunt. "Undergraduate computing education in China". W the 7th conference. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1168812.1168823.
Pełny tekst źródłaJahan, Kauser, Jess W. Everett, Joseph Orlins, Yusuf Mehta, Robert P. Hesketh, Stephanie Farrell, Kathryn Hollar, Mariano Savelski, Robi Polikar i Marianne Cinaglia. "Undergraduate Education in Pollution Prevention". W World Water and Environmental Resources Congress 2003. Reston, VA: American Society of Civil Engineers, 2003. http://dx.doi.org/10.1061/40685(2003)32.
Pełny tekst źródłaLiu, Hwai-Shen. "Process Intensification in Undergraduate Education". W 14th Asia Pacific Confederation of Chemical Engineering Congress. Singapore: Research Publishing Services, 2012. http://dx.doi.org/10.3850/978-981-07-1445-1_763.
Pełny tekst źródłaRaporty organizacyjne na temat "Undergraduate education"
Ford, Gary. A Progress Report on Undergraduate Software Engineering Education. Fort Belvoir, VA: Defense Technical Information Center, maj 1994. http://dx.doi.org/10.21236/ada280940.
Pełny tekst źródłaFord, Gary. 1990 SEI Report on Undergraduate Software Engineering Education. Fort Belvoir, VA: Defense Technical Information Center, marzec 1990. http://dx.doi.org/10.21236/ada533782.
Pełny tekst źródłaTripp, Brie. From Theory to Practice: Interdisciplinary Science in Undergraduate Education. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.7360.
Pełny tekst źródłaFord, Gary. SEI Report on Undergraduate Software Engineering Education for 1990. Fort Belvoir, VA: Defense Technical Information Center, marzec 1990. http://dx.doi.org/10.21236/ada223881.
Pełny tekst źródłaSchafer, Joseph, Daniel J. Ragsdale, John R. Surdu i Curtis A. Carver. The IWAR Range: A Laboratory for Undergraduate Information Assurance Education. Fort Belvoir, VA: Defense Technical Information Center, listopad 2000. http://dx.doi.org/10.21236/ada408301.
Pełny tekst źródłaLang, Kevin, i Erez Siniver. Why Is an Elite Undergraduate Education Valuable? Evidence from Israel. Cambridge, MA: National Bureau of Economic Research, styczeń 2011. http://dx.doi.org/10.3386/w16730.
Pełny tekst źródłaSocolovsky, E. A. Hampton University Undergraduate Computational Science Education Program. Final performance report. Office of Scientific and Technical Information (OSTI), wrzesień 1999. http://dx.doi.org/10.2172/765664.
Pełny tekst źródłaSikes, Robert A. Minority Undergraduate Research in Prostate Cancer: Bridging Opportunities for Postbaccalaureate Education. Fort Belvoir, VA: Defense Technical Information Center, marzec 2012. http://dx.doi.org/10.21236/ada573893.
Pełny tekst źródłaStange, Kevin. Differential Pricing in Undergraduate Education: Effects on Degree Production by Field. Cambridge, MA: National Bureau of Economic Research, czerwiec 2013. http://dx.doi.org/10.3386/w19183.
Pełny tekst źródłaCrawford, Claire, i Jack Britton. Estimating the Cost to Government of Providing Undergraduate and Postgraduate Education. IFS, marzec 2015. http://dx.doi.org/10.1920/re.ifs.2015.0105.
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