Artykuły w czasopismach na temat „Undergraduate”
Kliknij ten link, aby zobaczyć inne rodzaje publikacji na ten temat: Undergraduate.
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Sprawdź 50 najlepszych artykułów w czasopismach naukowych na temat „Undergraduate”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Przeglądaj artykuły w czasopismach z różnych dziedzin i twórz odpowiednie bibliografie.
1
Aikens, Melissa L., Sona Sadselia, Keiana Watkins, Mara Evans, Lillian T. Eby i Erin L. Dolan. "A Social Capital Perspective on the Mentoring of Undergraduate Life Science Researchers: An Empirical Study of Undergraduate–Postgraduate–Faculty Triads". CBE—Life Sciences Education 15, nr 2 (czerwiec 2016): ar16. http://dx.doi.org/10.1187/cbe.15-10-0208.
Pełny tekst źródłaStreszczenie:
Undergraduate researchers at research universities are often mentored by graduate students or postdoctoral researchers (referred to collectively as “postgraduates”) and faculty, creating a mentoring triad structure. Triads differ based on whether the undergraduate, postgraduate, and faculty member interact with one another about the undergraduate’s research. Using a social capital theory framework, we hypothesized that different triad structures provide undergraduates with varying resources (e.g., information, advice, psychosocial support) from the postgraduates and/or faculty, which would affect the undergraduates’ research outcomes. To test this, we collected data from a national sample of undergraduate life science researchers about their mentoring triad structure and a range of outcomes associated with research experiences, such as perceived gains in their abilities to think and work like scientists, science identity, and intentions to enroll in a PhD program. Undergraduates mentored by postgraduates alone reported positive outcomes, indicating that postgraduates can be effective mentors. However, undergraduates who interacted directly with faculty realized greater outcomes, suggesting that faculty interaction is important for undergraduates to realize the full benefits of research. The “closed triad,” in which undergraduates, postgraduates, and faculty all interact directly, appeared to be uniquely beneficial; these undergraduates reported the highest gains in thinking and working like a scientist.
2
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 źródłaStreszczenie:
Financial literacy is becoming increasingly important not only for investors but also for individual in planning his or her day to day budget. Hence, recent development in financial education has highlighted the increasingly important to be financial healthy. Hence, the objectives of this study are (i) to investigate the level of UUM undergraduates’ in financial literacy and (ii) to assess UUM undergraduates’ preferable method in learning financial education. Questionnaires were distributed to 400 undergraduate in UUM, age ranging 20 to 28 years old in 2017. The finding of this study revealed that female have a better saving knowledge compare to male respondents. Furthermore, this study concluded that first year undergraduate’s saving knowledge is slightly better. Meanwhile, final year undergraduates are better in spending and budgeting knowledge. Besides, business programme undergraduate showcase a good financial literacy knowledge. This study also find that preference method in learning financial knowledge are website / internet / online followed by workshop / seminar / talks / conferences and finally social network / social media. Meanwhile, preferable personal financial topic that undergraduate would like to enroll and learn are budget planning or expenses management, followed by debt management and lastly about insurance.
3
Giuliano, Traci A., Isham E. Kimbell, Emily S. Olson i Jennifer L. Howell. "High impact: Examining predictors of faculty-undergraduate coauthored publication and presentation in psychology". PLOS ONE 17, nr 3 (31.03.2022): e0265074. http://dx.doi.org/10.1371/journal.pone.0265074.
Pełny tekst źródłaStreszczenie:
Despite the increasing popularity of faculty-undergraduate research, a dearth of research has investigated factors that predict the professional outcomes of these collaborations. We sought to address this gap by examining a wide range of institutional (e.g., institution type, selectivity, course load) and faculty variables (e.g., rank, years of experience, enjoyment of mentoring) potentially related to coauthored undergraduate publication and conference presentation in psychology. Negative binomial regressions were used to analyze online survey data from 244 faculty members from both graduate-serving institutions (i.e., doctoral, master’s) and primarily undergraduate institutions. The results showed that, after controlling for overall research productivity, faculty at primarily undergraduate institutions were more likely to publish journal articles with undergraduates, whereas faculty at graduate-serving institutions were more likely to coauthor conference presentations with undergraduates. Institutions with higher selectivity, more support for faculty-undergraduate research, and lower course loads produced higher numbers of undergraduate publications. Faculty characteristics were even more strongly related to undergraduate research outcomes. Specifically, publication was most likely with faculty who are of higher rank, have more years of experience, spend more time on research, foster close collaborative relationships with undergraduates, and/or perceive their students as high quality and well trained. By contrast, conference presentation was most likely with faculty who work with more undergraduate students on more projects per year and/or who enjoying mentoring undergraduates. Our findings suggest ways that institutions can facilitate undergraduate publication, which we argue is an increasingly common and achievable outcome.
4
Conway, 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 źródłaStreszczenie:
Abstract This teacher education self-study examined music teacher and music teacher educator development through the formal and informal interactions of undergraduate and doctoral students designed to facilitate community. Research questions included: (a) how do undergraduate students describe their interactions with music education PhD students; (b) how do music education PhD students describe their interactions with music education undergraduate students; and (c) how can the researchers change their practices to better meet the needs of the undergraduate students? Data included: a questionnaire from sophomore, junior and senior undergraduate students (N = 34); PhD student journals; a teacher education faculty journal; 12 undergraduate student interviews; an undergraduate student focus group; and six "self study" team focus group meetings. Findings suggest that: (a) interactions were positive but it was sometimes difficult to navigate the interactions; (b) undergraduates specifically value the stories of recent teaching experience that the PhD students can provide; and (c) undergraduates seem to change their views of the PhD students as they (the undergraduates) mature as teachers. Other findings address development of the PhD students as teacher educators. Suggestions for teacher education and research conclude the paper.
5
Dolan, Erin L., i Deborah Johnson. "The Undergraduate–Postgraduate–Faculty Triad: Unique Functions and Tensions Associated with Undergraduate Research Experiences at Research Universities". CBE—Life Sciences Education 9, nr 4 (grudzień 2010): 543–53. http://dx.doi.org/10.1187/cbe.10-03-0052.
Pełny tekst źródłaStreszczenie:
We present an exploratory study of how undergraduates' involvement in research influences postgraduates (i.e., graduate and postdoctoral researchers) and faculty. We used a qualitative approach to examine the relationships among undergraduates, postgraduates, and the faculty head in a research group. In this group, undergraduates viewed postgraduates as more approachable than the faculty head both literally and figuratively. Mentorship by postgraduates presented unique challenges for undergraduates, including unrealistic expectations and varying abilities to mentor. The postgraduates and faculty head concurred that undergraduates contributed to the group's success and served as a source of frustration. Postgraduates appreciated the opportunity to observe multiple approaches to mentoring as they saw the faculty head and other postgraduates interact with undergraduates. The faculty head viewed undergraduate research as important for propagating the research community and for gaining insights into undergraduates and their postgraduate mentors. These results highlight how the involvement of undergraduates and postgraduates in research can limit and enhance the research experiences of members of the undergraduate–postgraduate–faculty triad. A number of tensions emerge that we hypothesize are intrinsic to undergraduate research experiences at research universities. Future studies can focus on determining the generalizability of these findings to other groups and disciplines.
6
Geoghegan, Kate, December R. Payne, Matthew A. Myers, Samuel Hall, Ahmad Elmansouri, William J. C. Parton, Charlotte H. Harrison i in. "The National Undergraduate Neuroanatomy Competition: Lessons Learned from Partnering with Students to Innovate Undergraduate Neuroanatomy Education". Neuroscientist 25, nr 3 (21.07.2018): 271–80. http://dx.doi.org/10.1177/1073858418788000.
Pełny tekst źródłaStreszczenie:
Undergraduates often perceive neuroscience to be a challenging discipline. As the scope of neuroscience continues to expand, it is important to provide undergraduates with sufficient opportunities to develop their knowledge and skills with the aim of encouraging the future generation of basic and clinical neuroscientists. Through our experience of developing the National Undergraduate Neuroanatomy Competition (NUNC), we have accrued an extensive volume of performance data and subjective insight into the delivery of undergraduate neuroanatomy education, which has the potential to inform how to better engage students within this field. More broadly, our group has implemented a technology enhanced learning platform alongside a peer-assisted teaching program. These achieve the dual purpose of compensating for the reduction in dedicated neuroanatomy teaching hours and encouraging undergraduates to develop an interest in the neurosciences. Here, we consider how improving the learning experience at an undergraduate level encourages further engagement in the neurosciences and the importance of this within the wider neuroscience community.
7
Lopatto, David. "Undergraduate Research Experiences Support Science Career Decisions and Active Learning". CBE—Life Sciences Education 6, nr 4 (grudzień 2007): 297–306. http://dx.doi.org/10.1187/cbe.07-06-0039.
Pełny tekst źródłaStreszczenie:
The present study examined the reliability of student evaluations of summer undergraduate research experiences using the SURE (Survey of Undergraduate Research Experiences) and a follow-up survey disseminated 9 mo later. The survey further examines the hypothesis that undergraduate research enhances the educational experience of science undergraduates, attracts and retains talented students to careers in science, and acts as a pathway for minority students into science careers. Undergraduates participated in an online survey on the benefits of undergraduate research experiences. Participants indicated gains on 20 potential benefits and reported on career plans. Most of the participants began or continued to plan for postgraduate education in the sciences. A small group of students who discontinued their plans for postgraduate science education reported significantly lower gains than continuing students. Women and men reported similar levels of benefits and similar patterns of career plans. Undergraduate researchers from underrepresented groups reported higher learning gains than comparison students. The results replicated previously reported data from this survey. The follow-up survey indicated that students reported gains in independence, intrinsic motivation to learn, and active participation in courses taken after the summer undergraduate research experience.
8
Catanzaro, C. J., C. L. Fenderson i R. J. Sauve. "Consolidation of Agricultural Programs at Tennessee State University". HortScience 31, nr 4 (sierpień 1996): 650d—650. http://dx.doi.org/10.21273/hortsci.31.4.650d.
Pełny tekst źródłaStreszczenie:
The Dept. of Agricultural Sciences currently offers degrees at both the undergraduate and graduate levels. Undergraduate programs in Plant Science, Animal Science, and Rural Development were consolidated within the Dept. of Agricultural Sciences in the late 1980s due to the declining number of graduates. However, no personnel turnover or course changes occurred due to consolidation. Enrollment at the undergraduate level has doubled within the past 5 years. Student enrollment for Fall 1995 included 127 undergraduates and 31 graduate students. Graduation figures projected for 1995–96 include 26 undergraduates and 8 graduate students. Horticulture and Agronomy are now two of the concentrations available for the BS degree in Agricultural Sciences, and Plant Science is an option for the MS degree in Agricultural Sciences. Presently in the plant sciences there are approximately 30 undergraduates and 20 MS students. Faculty and professional staff affiliated with the Cooperative Agricultural Research Program are encouraged to submit teaching proposals to the 1890 Institution Capacity Building Grants Program, a USDA-funded competitive program for the agricultural sciences. Awards enable grantee institutions to attract more minority students into the agricultural sciences, expand institutional linkages, and strengthen education in targeted need areas. The Grants Program supports teaching projects related to curricula design, materials development, and faculty and student enhancement. Current teaching grants address graduate and undergraduate education in molecular biology and undergraduate education in soil sciences.
9
Zhao, Ge, Guo Chun Wan i Mei Song Tong. "On the Significance and Measures of Improving Literature Reading Ability for Undergraduates". Journal of Educational Research and Reviews 9, nr 8 (14.08.2021): 208–13. http://dx.doi.org/10.33495/jerr_v9i8.20.208.
Pełny tekst źródłaStreszczenie:
At present, the curriculum and training objectives of Chinese undergraduates pay less attention to the cultivation of their literature reading ability. More attention is paid to the study of textbook knowledge. This paper has studied the importance of literature reading ability for undergraduates, graduates and employees and the status quo of undergraduate education in China. This paper has also proposed measures to improve the literature reading ability of undergraduates by setting up literature reading training classes for undergraduates, adding literature reading links after specialized courses and offering paper writing courses. The improvement of the literature reading ability of undergraduates will have a positive impact on their future. Keywords: Literature reading ability, training classes, undergraduate education.
10
Ebenezer, Omolafe. "Primary Education Undergraduates’ Awareness and Perception on the Utilization of Open Educational Resources for Learning in University of Ilorin". Indonesian Journal of Primary Education 6, nr 1 (29.06.2022): 32–42. http://dx.doi.org/10.17509/ijpe.v6i1.42443.
Pełny tekst źródłaStreszczenie:
The use of Open Educational Resources (OER) in this present dispensation is considered to be very essential. It is indicated that students use a limited range of technologies for learning, with established technologies such as VLEs, Google and Wikipedia being the most frequently used, based on the previous findings it is observed that utilization of OER is not common among primary education undergraduates. Therefore, this study investigated the awareness and perception on the utilization of OER for learning among primary education undergraduates in University of Ilorin.The study adopted the descriptive research of survey type. This study was limited to the primary education undergraduate students in Adult and Primary Education Department, University of Ilorin. 150 undergraduate were randomly selected from the department. Structured questionnaires was used to elicit response from the respondents. The finding of this study shows that undergraduate students are aware of OERs learning tools. Primary education undergraduate students’ perception towards OERs tool for learning is positive, there are factors inhibiting effective use of OER for learning among students, undergraduate students used OERs site for learning, and there was no significant difference between male and female undergraduates’ perception of OER tools for learning.Based on the findings of this research, the following recommendation were made. Lecturers should endeavor to put their scholarstic publications in the public domain of their institutions, as this will help student layhands on more quality materials and the government should provide fund to ensure the stability of OER movement.
11
Sulaiman, Kabir Alabi. "Socio-Psychological Factors as Determinants to Information-Seeking Behavior of LIS Undergraduates in Kwara State". Insaniyat: Journal of Islam and Humanities 5, nr 1 (28.11.2020): 49–62. http://dx.doi.org/10.15408/insaniyat.v5i1.15979.
Pełny tekst źródłaStreszczenie:
This study examines socio-psychological factors as determinants to information-seeking behaviour of LIS undergraduates in Kwara state. A descriptive survey method was adopted. A questionnaire was used to collect data for the study. The total population for the study is 2392. From which the sample size of 333 was selected using Raosoft size calculator. The study revealed that most of LIS undergraduate have fear during information searching process. The study also revealed that LIS undergraduates are of opinions that having access to the internet improves their ability to search for information. It was also found out that most of LIS undergraduates were helped with internet to have access to various sources of information simultaneously. In conclusion, there is a significant relationship between computer/internet and information-seeking behaviour of LIS undergraduates in Kwara state. This research recommends that LIS undergraduate should improve confidence in the use of internet/computer to seek information with ease and LIS undergraduate should develop a mechanism for self-confidence while seeking for information
12
Mok, Wai Yin, Jonathan Rex Mok i Kit Yee Cheung. "On Effort and Achievement of Business Undergraduate and Graduate Students under a Disastrous Event". International Education Studies 9, nr 9 (29.08.2016): 230. http://dx.doi.org/10.5539/ies.v9n9p230.
Pełny tekst źródłaStreszczenie:
<p class="apa">The 2011 tornado event in Alabama left college students with a choice to be exempt of their final examinations or participate in an attempt to improve their overall grades. This incident provided an opportunity to conduct an observational study with the goal of measuring the academic effort of business undergraduate and graduate students. The observation methodology utilized total enrollment of 3804 with an undergraduate enrollment of 3298 and a graduate enrollment of 506 for the spring term of 2011 which included 969 undergraduates and 276 graduates. A stratified random sampling was used to collect enrollment data according to 8 disciplines within the business college. Findings of this study suggest graduate students outperform undergraduate students in grade improvement. In fact, the eligibility rate and successful rate for obtaining a higher grade after taking a final examination for both undergraduates and graduates were statistically insignificant. However, the participation rate for taking the final examination between undergraduates and graduates was statistically different.</p>
13
Tu, Yun-Fang, Gwo-Jen Hwang, Shu-Yen Chen, Chiulin Lai i Chuan-Miao Chen. "Differences between LIS and non-LIS undergraduates’ conceptions of smart libraries: a drawing analysis approach". Electronic Library 39, nr 6 (25.10.2021): 801–23. http://dx.doi.org/10.1108/el-07-2021-0129.
Pełny tekst źródłaStreszczenie:
Purpose This study aims to compare similarities and differences in library and information science (LIS) and non-LIS undergraduates’ conceptions and perceptions of smart libraries via drawing analysis. Design/methodology/approach In this study, a total of 156 undergraduate students described their perceptions of smart libraries as drawings and textual descriptions. A modified coding scheme with 8 categories and 51 subcategories was used to analyse the undergraduate students’ drawings. Findings Most of the undergraduate students’ conceptions of smart libraries still involve self-checkout and learning/reading, focusing on information appliances, technical services, activities and objects. The differences are that the LIS undergraduates’ drawings showed smart libraries with robots, interactive book borrowing with technology tools, intelligent services, location-aware services or mobile applications, whereas non-LIS undergraduates presented smart libraries as readers (learners), other activities and no smart technology services. LIS undergraduates focused on providing patron services with technologies. Non-LIS undergraduates were more likely to draw a complex space with immediate access to books or digital resources, quiet reading and the freedom to engage in library activities. Originality/value The results provide a baseline for future research on the topic and provide preliminary evidence of using the methods to discern LIS and non-LIS undergraduates’ conceptions of smart libraries.
14
Vevere, Velga, i Arturs Mons. "Applying behavioural economics in education: study of undergraduate practices of selecting higher educational institutions". SHS Web of Conferences 74 (2020): 01035. http://dx.doi.org/10.1051/shsconf/20207401035.
Pełny tekst źródłaStreszczenie:
Behavioural economics have become hot topic in research and debate in last few decades. In the context of behavioural economics, it is possible to summarize resemblances and create a system based on predication and regularities of errors, by analysing consumer’s behaviour, which allows to solve issues of future process development. In paper “Applying behavioural economics in education: study of undergraduate practices of selecting educational institutions” the authors identify key factors which influence undergraduates to choose higher education institution. The purpose of this paper is therefore to identify key elements of the behavioural economics that can be used to influence undergraduate selection development in favour of higher education institution. Additionally, within the framework of the study are applied insights of behaviour economics, which help guidance general understanding of undergraduate decision making. Particularly focusing on heuristics, that undergraduates are using to ease the complexity of decision making, which can lead to systematic errors and bias. This study per se synopsizes the definite findings of developing behavioural economics, which allows to apply this knowledge to study undergraduate choice in selecting higher educational institution. In this study were used numerous methods, including literature review, interviews with representatives of higher education and behavioural economics experts and surveying undergraduates.
15
Sens, Donald A., Mikhail Bobylev, Karen L. Cisek, Scott H. Garrett, Seema Somji, Mary A. Sens i Van A. Doze. "Postbaccalaureate terminal degree and career choices of students who performed undergraduate research". Advances in Physiology Education 45, nr 2 (1.06.2021): 418–25. http://dx.doi.org/10.1152/advan.00217.2020.
Pełny tekst źródłaStreszczenie:
This study analyzed terminal degree and career choices of students who performed undergraduate research. In one analysis, the study compared terminal degree and career choices between a course-based undergraduate research experience (CURE) and traditional non-course-based undergraduate research experiences at one primarily undergraduate institution (PUI). Students who pursued postbaccalaureate programs chose terminal degrees at levels exceeding 75%, with no significant difference between a CURE experience and a traditional research experience. Analysis of terminal degree and career choices at four PUIs providing traditional research experiences showed a marked difference in the number of students pursuing terminal degrees. Two PUIs showed rates > 75%, whereas students at the other two PUIs pursued terminal degrees <50% of the time. The majority of students not pursuing terminal degrees chose M.S. degrees in education and healthcare. An analysis was also performed among students participating in traditional summer undergraduate research on a research-intensive university (RIU) campus with a medical school. Students were accepted from two programs, an NIH IDeA Network of Biomedical Research Excellence (INBRE) program recruiting students from the RIU and an NSF Research Experiences for Undergraduates (REU) program recruiting undergraduates from rural PUIs and minority-serving institutions, particularly tribal colleges. Analysis showed that >70% of the students who pursued postbaccalaureate programs chose terminal degrees. INBRE undergraduates displayed a marked preference for the M.D. degree (73.9% vs. 17.4%), whereas the REU students chose the Ph.D. degree (75.0% vs. 22.9%). American Indian students were also analyzed separately for career choice and showed an equal preference for the M.D. and Ph.D. degrees when pursuing postbaccalaureate education. Overall, the results provide evidence that undergraduate student research stimulates student careers in areas needed by the nation’s citizen stakeholders.
16
Miller, Chad T., Merritt Drewery, Tina M. Waliczek, Ryan N. Contreras i Chieri Kubota. "Engaging Undergraduate Students in Research". HortTechnology 33, nr 1 (luty 2023): 1–7. http://dx.doi.org/10.21273/horttech05130-22.
Pełny tekst źródłaStreszczenie:
A primary goal of undergraduate education is to provide a comprehensive and diverse educational experience to prepare and promote student success in their professional and personal pursuits. Increased academic success and program connectivity have been demonstrated when undergraduate students are engaged in research early in their degree programs. Despite the known benefits of undergraduates engaging in research, there are challenges associated with conducting undergraduate research programs. Reported barriers include the lack of student knowledge about research methods, lack of preparedness, and lack of student identification and understanding of their specific interests which may not facilitate research ideas and affinity to conduct research. Additional challenges are related to the lack of faculty resources (e.g., time, specific equipment, research space, etc.), the ability to train and supervise undergraduates who may have very limited or no research experience and those students who are true beginners lacking foundational skills. Moreover, involving, engaging, and supporting underrepresented students (e.g., first-generation college students, females, ethnic minorities) in undergraduate research experiences can require different approaches for mentors to be effective. The “Engaging Undergraduate Students in Research” workshop was organized by the Vice Presidents of the American Society for Horticultural Science (ASHS) Research and Education Divisions at the ASHS 2022 Annual Conference in Chicago, IL, USA. The workshop featured three speakers who described their experiences engaging undergraduate students in research. After each speaker provided comments for ≈5 minutes, the workshop attendees self-selected into three breakout groups with the speakers for roundtable discussions related to engaging students in research through coursework, engaging students via formal research projects, and engaging underrepresented students in research. After the breakout group discussions, a summary was given by each group, and whole group discussions and comments were facilitated. This is a summary of the information discussed and shared during the workshop, along with information that can assist faculty with developing and implementing undergraduate research experiences.
17
Amato, Cyndi, Shelley Cohen Konrad, Lane W. Clarke, Caryn Husman, Audrey Bartholomew i Caroline Beals. "Jumpstarting Cross-Discipline Collaboration in Undergraduate Social Work Education". Advances in Social Work 20, nr 2 (10.09.2020): 473–96. http://dx.doi.org/10.18060/23654.
Pełny tekst źródłaStreszczenie:
This paper examines the integration of undergraduate teacher education students into interprofessional activities with social work and pre-occupational therapy undergraduates. Like health professionals, school-based professionals work across disciplines daily and come together for critical decision-making on behalf of vulnerable and special needs students. Although evidenced-based pedagogy in interprofessional education (IPE) has become common in graduate and professional health education, less is known about its implementation in undergraduate education and with non-health-related disciplines. This article describes a 2-year interprofessional undergraduate simulation project with social work, teacher education, and pre-occupational studies students working prospectively in a K-12 school setting. Survey data found that students gained confidence in their disciplinary roles as well as in their abilities to communicate and collaborate effectively as a result of participation in the school-based simulation and related activities. The project highlighted the benefits of situating theory-driven undergraduate interprofessional learning in settings beyond healthcare and the need for developing assessment tools inclusive of undergraduates and relevant to a range of workforce environments.
18
Sravani, Thatiparthi, Srinivasa Rao Madala i Sk HeenaKauser. "College students’ Network behavior Using data mining and feature analysis". Journal of Physics: Conference Series 2089, nr 1 (1.11.2021): 012075. http://dx.doi.org/10.1088/1742-6596/2089/1/012075.
Pełny tekst źródłaStreszczenie:
Abstract Teachers may use advanced analytics to rapidly and correctly understand undergraduate behavior trends, especially when it comes to identifying undergraduate groupings that need to be focused on at a later time. This study uses data mining cluster analysis to analyze the constituent behavior of 3,245 undergraduates in a specific level ‘B’ institution’s college network. According to the data, there are four different undergraduate groups with different Web access features, with 350 participants using the accomplishments and other variables of their success have an influence on these students. As a result of this research, we were able to collect data on undergraduate college network activity, which may be used to aid in the development of academic advising management.
19
Borges, Aurélio Ferreira, Clever Reis Stein, Raquel Nogueira de Moraes i Marco Túlio Silva Borges. "Environmental training and management at Federal Institute of Education". LAPLAGE EM REVISTA 7, nr 3A (6.09.2021): 176–85. http://dx.doi.org/10.24115/s2446-6220202173a1391p.176-185.
Pełny tekst źródłaStreszczenie:
The objective was to characterize the Environmental Formation received by undergraduate students from the Federal Institute of Education. The adaptation of the Environmental Training Questionnaire (ETQ) was developed, translated into Portuguese. The ETQ was administered to a sample of 166 undergraduates. In this, the reliability and sociodemographic variables were evaluated. The psychometric properties found attest to the quality of the Environmental Training measurement instrument. The results revealed that the Environmental Education of students, in the curricula of undergraduate courses, varies according to the undergraduate course and the age of the university students.
20
Teo, Tang Wee, Kim Chwee Daniel Tan, Yaw Kai Yan, Yong Chua Teo i Leck Wee Yeo. "How flip teaching supports undergraduate chemistry laboratory learning". Chem. Educ. Res. Pract. 15, nr 4 (2014): 550–67. http://dx.doi.org/10.1039/c4rp00003j.
Pełny tekst źródłaStreszczenie:
In this paper, we define flip teaching as a curricular platform that uses various strategies, tools, and pedagogies to engage learners in self-directed learning outside the classroom before face-to-face meetings with teachers in the classroom. With this understanding, we adopted flip teaching in the design and enactment of one Year 1 and one Year 2 undergraduate chemistry laboratory session at a higher education institution. The undergraduates viewed videos demonstrating the practical procedures and answered pre-laboratory questions posted on the institution's mobile device application before the laboratory lessons. Analyses of the lesson videos, interviews with the undergraduates and instructors, and undergraduate artefacts showed that the undergraduates had developed a better understanding of the theory undergirding the procedures before they performed the practical, and were able to decipher the complex practical procedures. They also experienced less anxiety about the complex practical steps and setup, and subsequently, improved work efficiency. The findings of this study have implications for chemistry educators looking for ways to improve on the design and enactment of the laboratory curriculum to enhance the undergraduates' self-directed learning.
21
Sethia, Renu, Gaurav Sharma, Kirti Shekhawat, Aarti Aacharya, Rekha Acharya i Ratti Ram Meena. "Study of perceived stress and stressors among undergraduate medical students". International Journal Of Community Medicine And Public Health 6, nr 4 (27.03.2019): 1690. http://dx.doi.org/10.18203/2394-6040.ijcmph20191406.
Pełny tekst źródłaStreszczenie:
Background: Recently there is growing concern about stress during undergraduate’s medical training. Undue stress may cause adverse health consequences and lowered academic performance. Objective of the study was to know perceived level of stress and its causes among undergraduate medical students.Methods: A cross sectional survey, using self-structured questionnaire, was conducted among 65 third year medical students. Questionnaires were related to socio-demographic profile, perceived stress scale [PSS] and 32 item list of stressors (grouped as health related, academic and psycho-social). Student’s responses were recorded on five point Likert scale.Results: Mean PSS score was 25.53±5.55 and was significantly higher for females. Psycho-social stressors occurred most frequently, followed by the academic causes.Conclusions: Medical undergraduates face high level of stress and the causes may be varied. They need more interaction, counselling and support from faculty to relieve their stress.
22
Ferdows, Jannatul, i S. M. Zabed Ahmed. "An empirical investigation of information skills among undergraduate students at Dhaka University". Library Review 64, nr 4/5 (6.07.2015): 274–84. http://dx.doi.org/10.1108/lr-11-2014-0132.
Pełny tekst źródłaStreszczenie:
Purpose – The aim of this paper is to empirically investigate the information skills of undergraduate students at the University of Dhaka, Bangladesh. Design/methodology/approach – A questionnaire-based survey was administered to obtain data about undergraduates’ information skills. The questionnaire consisted of demographic information, computer and Internet experiences, and a set of ten questions relating to information skills. A total of 199 undergraduate students responded to the survey. Findings – The results indicate that undergraduates’ information skills were poor. Only a few of them were successful in answering some of the questions correctly. There are significant differences in information skills among respondents in terms of gender, age, possession of personal computers and computer and Internet experience. The main reasons for these differences and the general failure in answering the task questions correctly are mostly attributed to the absence of information literacy instruction within the university, lack of online information resources and inadequate information and communication technology facilities. Practical implications – The findings of this study will help universities in Bangladesh and other developing countries to develop appropriate information literacy instruction at undergraduate level. Originality/value – This is the first time an effort has been made to assess task-based information skills of undergraduate students in Bangladesh. The findings of this study will help universities in Bangladesh and elsewhere in the developing world to introduce information literacy instruction at undergraduate level.
23
Clement, Richard W. "Editor's Note". RBM: A Journal of Rare Books, Manuscripts, and Cultural Heritage 7, nr 2 (1.09.2006): 92–93. http://dx.doi.org/10.5860/rbm.7.2.262.
Pełny tekst źródłaStreszczenie:
Integrating rare books into the undergraduate curriculum has been a challenging enterprise for many of us. Not too long ago undergraduates were distinctly unwelcome in many university special collections, which were considered to be the preserve of senior professors and researchers. Graduate students were carefully vetted and lucky to be admitted. But such exclusivity has become a thing of the past almost everywhere, and we are now working hard to engage both undergraduates and their instructors in making use of our collections. In the first article in this issue, Pablo Alvarez discusses several approaches to using rare books in undergraduate . . .
24
Morales, Danielle X., Sara E. Grineski i Timothy W. Collins. "Increasing Research Productivity in Undergraduate Research Experiences: Exploring Predictors of Collaborative Faculty–Student Publications". CBE—Life Sciences Education 16, nr 3 (wrzesień 2017): ar42. http://dx.doi.org/10.1187/cbe.16-11-0326.
Pełny tekst źródłaStreszczenie:
Little attention has been paid to understanding faculty–student productivity via undergraduate research from the faculty member’s perspective. This study examines predictors of faculty–student publications resulting from mentored undergraduate research, including measures of faculty–student collaboration, faculty commitment to undergraduate students, and faculty characteristics. Generalized estimating equations were used to analyze data from 468 faculty members across 13 research-intensive institutions, collected by a cross-sectional survey in 2013/2014. Results show that biomedical faculty mentors were more productive in publishing collaboratively with undergraduate students when they worked with students for more than 1 year on average, enjoyed teaching students about research, had mentored Black students, had received more funding from the National Institutes of Health, had a higher H-index scores, and had more years of experience working in higher education. This study suggests that college administrators and research program directors should strive to create incentives for faculty members to collaborate with undergraduate students and promote faculty awareness that undergraduates can contribute to their research.
25
Schmid, Kelly M., i Jason R. Wiles. "Call Her a Scientist". American Biology Teacher 84, nr 5 (1.05.2022): 273–78. http://dx.doi.org/10.1525/abt.2022.84.5.273.
Pełny tekst źródłaStreszczenie:
Mentorship plays an important role in the experiences of undergraduate researchers, and students may interact with multiple potential mentors in laboratory settings. Using qualitative methods, we explored the relationships between undergraduate students engaged in research and their mentors in faculty-led laboratories, with particular attention to the roles that mentors play in the enculturation of undergraduates into science. Students rarely considered faculty as their primary mentors, rather whomever they spent the most time or worked most closely with—usually a graduate student or postdoc. There was a large disparity between women and men students identifying as scientists, and in the criteria by which they claim science identity. However, nearly all faculty members considered undergraduate researchers as scientists. This suggests that faculty members might boost the science identity of undergraduate women by simply calling them scientists.
26
Yancey, George B., i Raymond L. Eastman. "Comparison of Undergraduates with Older Adults on Love Styles and Life Satisfaction". Psychological Reports 76, nr 3_suppl (czerwiec 1995): 1211–18. http://dx.doi.org/10.2466/pr0.1995.76.3c.1211.
Pełny tekst źródłaStreszczenie:
In a previous study, sex differences were noted in the correlation of 215 undergraduates' ratings on Lee's love styles and their ratings on their satisfaction with life, work, and personal relationships. For example, game-playing love was positively related to life satisfaction for the 42 undergraduate men but was negatively related to life satisfaction for the 98 undergraduate women. In the current study, 215 adults over the age of 29 years were surveyed to examine whether the previous differences between the sexes held up in an older sample. Values for the older sample of 215 were similar to those for the 98 undergraduate women but not for the 42 undergraduate men. For example, game-playing love was negatively related to life satisfaction for both the 130 older women and the 85 older men.
27
Bossart, Jean, i Neelam Bharti. "Women In Engineering: Insight Into Why Some Engineering Departments Have More Success In Recruiting And Graduating Women". American Journal of Engineering Education (AJEE) 8, nr 2 (1.12.2017): 127–40. http://dx.doi.org/10.19030/ajee.v8i2.10070.
Pełny tekst źródłaStreszczenie:
Universities across the United States (U.S.) are perplexed as to why fewer women than men study engineering and why even fewer complete the curriculum and earn an undergraduate degree in engineering. The percentage of undergraduate engineering degrees awarded annually to women in the U.S. since 2000 has remained relatively constant at around 20%. However, some engineering disciplines have had much greater success in graduating women, with some programs awarding 50% or more of their bachelor’s degrees to women. The purpose of this research was to gain a better understanding of why women preferred certain engineering disciplines over others. Up to 17 years of undergraduate engineering department data from the University of Florida (UF) and national averages from the National Science Foundation (NSF) were reviewed to evaluate graduation rates for women in engineering. The total number of graduates at the undergraduate level were compared to the number of undergraduates who identified themselves as women. Linear regression of the data was used to identify trends. In the last 17 years, there has been little change in the overall percentage of women engineering undergraduates, but there is a great disparity between the engineering disciplines. Women earn larger proportions of undergraduate degrees in engineering disciplines where they perceive a societal benefit. How can engineering departments improve their enrollment and retention of women? One way is by providing early-on specific real life examples of how engineers solve society’s most challenging problems.
28
Denise Piotto Leonardi, Flares Baratto-Filho, Gisele Aihara Haragushiku, Flávia Sens Fagundes Tomazinho, Maria da Graça Kfouri Lopes i Alexandre Moro. "Undergraduates’ opinion after 5-year experience with rotary endodontic instruments". RSBO 8, nr 1 (30.03.2012): 68–74. http://dx.doi.org/10.21726/rsbo.v8i1.1041.
Pełny tekst źródłaStreszczenie:
Introduction: Dentistry evolution in the past few years has revolutionized daily practice in some specialties. One of these revolutions has occurred in Endodontics due to the advancement of rotary techniques for root canal preparation and its subsequent incorporation into the teaching of Dentistry undergraduates. Objective: The aim of this study was to report a 5-year experience on the undergraduate laboratorial and clinical use of rotary endodontic preparation at a private university. Material and methods: Data survey was performed by using a questionnaire composed of nine objective questions; the questionnaire was answered by the undergraduates. Results: The results showed a positive acceptance regarding the undergraduate teaching of the rotary technique (94.7%). The following advantages were highlighted: faster root canal preparation (91.6%) and reduction of patient’s stress (80.9%). Conclusion: It can be concluded that the experience with the two undergraduate groups was excellent due to the high acceptance level of the new technique by the students.
29
Tella, Adeyinka. "Use of Online Public Access Catalogue (OPAC) By Undergraduates in Selected Nigerian Universities". International Journal of Web Portals 11, nr 1 (styczeń 2019): 39–55. http://dx.doi.org/10.4018/ijwp.2019010103.
Pełny tekst źródłaStreszczenie:
This article examines the use of the online public access catalogue (OPAC) among undergraduates in selected universities in Nigeria. A sample was drawn from among undergraduate students in five selected Universities. Survey design was adopted in the conduct of the study while data was collected through a self-designed/administered questionnaire. A total of 2,240 undergraduates were initially sampled and administered the questionnaire, but only two thousand copies were properly filled in and good for data analysis representing an 89.3% return rate. This 2000 represent the sample for the study. The results revealed that the majority of undergraduate students used the OPAC on a weekly basis while the majority of respondents (57.5%) spent fewer hours (between 0-3) using the OPAC. Places of accessing the OPAC identified include the school library, respondents' homes, cyber cafés and lecture rooms. The major uses of the OPAC by the undergraduate students include: to locate books and other materials; and to find non-print materials.
30
Venkatraman Natarajan, Diwakar Thiagarajan, Iniyan Selvamani i Raman K. "Comparison of attitude towards Psychiatry as a speciality between undergraduate students and interns in a Tertiary Care Teaching Hospital". International Journal of Research in Pharmaceutical Sciences 12, nr 2 (24.05.2021): 1471–77. http://dx.doi.org/10.26452/ijrps.v12i2.4717.
Pełny tekst źródłaStreszczenie:
Nowadays, a declining interest in psychiatry as well in the professional arena is seen. This attitude is significant for Interns and an important study phase of medical UGs for extreme care of psychiatric patients. The aim was to study and compare the attitude of undergraduate students and medical interns towards psychiatry. It was a cross-sectional study done at Saveetha Medical College and Hospital, Thandalam, Chennai, where a comparison between medical interns and undergraduate students weremade. The study sample consisted of about 100 interns and 200 medical undergraduates who gave their consent for this study. The Attitude towards psychiatry (ATP) questionnaire consisting of 30 questions was given and from the data collected, the mean scores were calculated and analyzed using the Student t-test by SPSS version20. The medical undergraduates exhibited a more positive attitude towards psychiatry than interns (P-value estimated was 0.001). However, only 15% of interns and 7% of medical undergraduates strongly agreed and wanted to pursue psychiatry as their profession. Interns showing negative attitude in psychiatry may be due to strange stereotypic remarks made by peers, existing stigma towards psychiatry, less clinical rotations and less hours of teaching during the undergraduate days.
31
Lopatto, David. "Survey of Undergraduate Research Experiences (SURE): First Findings". Cell Biology Education 3, nr 4 (grudzień 2004): 270–77. http://dx.doi.org/10.1187/cbe.04-07-0045.
Pełny tekst źródłaStreszczenie:
In this study, I examined the hypothesis that undergraduate research enhances the educational experience of science undergraduates, attracts and retains talented students to careers in science, and acts as a pathway for minority students into science careers. Undergraduates from 41 institutions participated in an online survey on the benefits of undergraduate research experiences. Participants indicated gains on 20 potential benefits and reported on career plans. Over 83% of 1,135 participants began or continued to plan for postgraduate education in the sciences. A group of 51 students who discontinued their plans for postgraduate science education reported significantly lower gains than continuing students. Women and men reported similar levels of benefits and similar patterns of career plans. Ethnic groups did not significantly differ in reported levels of benefits or plans to continue with postgraduate education.
32
Anderson, Dana D., Colleen Buren Gundersen, Daniel M. Banken, Jonathan V. Halvorson i Denise Schmutte. "Undergraduate Role Players as “Clients” for Graduate Counseling Students". Teaching of Psychology 16, nr 3 (październik 1989): 141–42. http://dx.doi.org/10.1207/s15328023top1603_11.
Pełny tekst źródłaStreszczenie:
We describe two exercises using undergraduates from abnormal psychology courses to act as role-play clients for graduate counselor–trainees. The first exercise involves mock counseling sessions; the second is a mock case conference. We grade graduates on their counseling and case-conceptualization skills. Undergraduates participate as ungraded volunteers. We believe that graduate students benefit from the challenge and honest feedback that undergraduate role players provide. Undergraduates reported academic benefits and increased empathy for the characters they played. The exercises seem to be educationally beneficial and may also help decrease undergraduates' negative stereotyping of persons with psychological problems.
33
Bury, Sophie, Dana Craig i Sarah Shujah. "Celebrating Undergraduate Students’ Research at York University". Journal of Information Literacy 11, nr 2 (3.12.2017): 4. http://dx.doi.org/10.11645/11.2.2219.
Pełny tekst źródłaStreszczenie:
This article analyses the information literacy (IL) competencies of high-achieving undergraduate students through the lens of undergraduate research celebrations in a North American University. This article focuses on York University’s Undergraduate Research Fair, and shares findings from an analysis of students’ IL award submissions including lower-year (first and second year of university) and upper-year (third and fourth year of university) applicants. Submissions are analysed using a qualitative content analysis approach. The study’s findings point to the positive value of both IL and reference help in building high-achieving undergraduate students’ IL skills. Results indicate important future directions for IL instruction, such as the role of the flipped classroom, and the critical importance of embracing the Association of College and Research Libraries’ (ACRL) Framework for Information Literacy for Higher Education to engage undergraduates with high-order IL concepts.
34
Oniyangi, Shuaib Olanrewaju, i AbdulQudus Tosin Jamiu. "Knowledge of the perceived influence of nutritional supplements on sexual performance of male undergraduates in university of Ilorin, Nigeria". Ghana Journal of Health, Physical Education, Recreation, Sports and Dance (GJOHPERSD) 9, nr 1 (1.06.2016): 34–50. http://dx.doi.org/10.47963/gjohpersd.v9i1.549.
Pełny tekst źródłaStreszczenie:
This study investigated on Knowledge of the perceived influence of food supplements on sexual performance of male Undergraduates in University of Ilorin. Nutritional supplements are products intended to make up for a poor diet or to support our health in the same way that nutritious food will perform. This study investigated (i) influence of ginger as a nutritional supplement on sexual performance among male Undergraduates, University of Ilorin (ii) influence of watermelon as a nutritional supplement on sexual performance among male Undergraduates, University of Ilorin (iii) influence of banana as nutritional supplement on sexual performance among male Undergraduates, University of Ilorin. A descriptive research design of survey type was employed for this study. The population consists of all male undergraduates in University of Ilorin. A multistage sampling technique was used for the study. Simple random sampling technique was used to select four hundred and twenty seven (427) respondents for the study. Researcher’s designed structured questionnaire which was validated by four experts from the Department of Health Promotion and Environmental Health Education; University of Ilorin was used for data collection. A correlation co-efficient of .82r was obtained through test retest method using Pearson Product Moment Correlation .Data collection was conducted by the researcher and four trained research assistants. The three postulated null hypotheses were tested using the inferential statistics of chi-square @0.05 alpha level. The findings from this study reveal that; ginger as a nutritional supplement significantly influences sexual performance of male undergraduate with the calculated chi-square (ᵪ2) value of 311.010 is greater than the table chi-square (ᵪ2) value of 16.92 at the freedom (df) 9 @ 0.05 alpha level; Watermelon as a nutritional supplement significantly influences sexual performance of male undergraduate with the calculated chi-square (ᵪ2) value of 543.013 is greater than the table chi-square (ᵪ2) value of 21.03 at the freedom (df) 12 @ 0.05 alpha level and Banana as a nutritional supplement significantly influences sexual performance of male undergraduate in University of Ilorin with the calculated chi-square (ᵪ2) value of 629.021 is greater than the table chi-square (ᵪ2) value of 25.00 at the freedom (df) 15 @ 0.05 alpha level. Based on the findings of the study, it was concluded that ginger, watermelon and banana as a nutritional supplement influenced sexual performance among undergraduates, University of Ilorin. Therefore, it was recommended that male undergraduate students should be encouraged on the consumption of ginger which will serve a body building stimulant and increases the production of sperm motility, regular intake of watermelon which serves as hormone regulator and inhibitor to sexual performance should be taking more often among male undergraduate and knowledge of the consumption of banana intake as a treatment of intestinal disorders and erectile dysfunction should be intensified among male undergraduate students.
35
Soomro, Muhammad Arif, Insaf Ali Siming, Syed Hyder Raza Shah, Mukhtiar Ali Rajper, Sadia Naz i Mansoor Ahmed Channa. "An Investigation of Anxiety Factors During English Oral Presentation Skills of Engineering Undergraduates in Pakistan". International Journal of English Linguistics 9, nr 3 (20.04.2019): 203. http://dx.doi.org/10.5539/ijel.v9n3p203.
Pełny tekst źródłaStreszczenie:
This study aims to investigate the factors affecting oral presentation skills of undergraduate-learners of English that influence their academic performance which potentially can affect professional career. The study has used quantitative instrument as questionnaire partially adopted from McCroskey (1982) for data collection among 100 undergraduate-participants on factors affecting oral communication skills at one Public Sector University. Purposive sampling method was used since participants were selected on specific criteria of only first year engineering undergraduates. The data were analysed through SPSS, v.20 for obtaining percentage, mean, median, standard deviation, and standard error of mean to be measured. The findings revealed that oral presentation skills as the most problematic for engineering undergraduates. The results also revealed that the several factors affected engineering undergraduates’ oral presentations.
36
Davis, Shannon N. "Individual and institutional predictors of faculty mentoring undergraduate researchers: Findings from a multi-institutional research collaboration". Innovations in Teaching & Learning Conference Proceedings 8 (15.07.2016): 2. http://dx.doi.org/10.13021/g8z31q.
Pełny tekst źródłaStreszczenie:
Undergraduate research is an experience that cultivates creative and intentional learners in and out of the classroom. Using unique data from an online survey of faculty members at three diverse colleges and universities, we investigate the individual and institutional factors that facilitate or inhibit faculty members’ willingness to provide undergraduates with research opportunities. We focus our analysis on individual and institutional explanations for faculty participation or non-participation as a research mentor to one or more undergraduates. We examine the influence of demographic (e.g., gender, race, tenure status, discipline) and institutional characteristics (e.g., type of institution, perceived institutional supports) to statistically model the likelihood that faculty members had previously mentored undergraduates in independent research projects. We draw upon these findings to discuss implications for institutions desiring to increase student (and therefore faculty) undergraduate research experience.
37
Schoem, David. "Transforming Undergraduate EducationMoving Beyond Distinct Undergraduate Initiatives". Change: The Magazine of Higher Learning 34, nr 6 (listopad 2002): 50–55. http://dx.doi.org/10.1080/00091380209605569.
Pełny tekst źródła
38
Mohamed, Amaal Fadhlini Binti, i Radzuwan Bin Ab Rashid. "The Metadiscourse Markers in Good Undergraduate Writers’ Essays Corpus". International Journal of English Linguistics 7, nr 6 (11.10.2017): 213. http://dx.doi.org/10.5539/ijel.v7n6p213.
Pełny tekst źródłaStreszczenie:
Good student writers are often seen as a benchmark to the weaker writers. In the area of metadiscourse in students’ writing, previous studies show that good undergraduate writers use more metadiscourse markers as compared to the weaker writers. However, there are limited previous studies which observe the use of metadiscourse among Malaysian ESL undergraduate writers whose Bahasa Malaysia is their first language. Therefore, further studies involving undergraduate writers from this particular setting is significant to add more literature to the field of metadiscourse among ESL undergraduates. This paper aims to present the metadiscourse markers found in a corpus of good undergraduate writers’ essays (GUWE corpus). These metadiscourse markers are classified in the main categories and sub-categories based on Hyland’s (2005) interpersonal model of metadiscourse. Using a concordance software, this study aims to reveal the frequency of the metadiscourse markers use in good essays produced by 269 Malaysian undergraduate writers. The findings presented in this paper are hoped to be useful for other researchers who are interested in the same field of metadiscourse among ESL student writers especially among Malaysian undegraduates.
39
Brown, Daniel A., Nina B. Wright, Sylvia T. Gonzales, Nicholas E. Weimer i Julio G. Soto. "An Undergraduate Research Approach That Increased Student Success at a Hispanic-Serving Institution (HSI): The SURE Program at Texas State University". Scholarship and Practice of Undergraduate Research 4, nr 1 (13.11.2020): 52–62. http://dx.doi.org/10.18833/spur/4/1/18.
Pełny tekst źródłaStreszczenie:
The STEM Undergraduate Summer Research Experience (SURE) Program provides a holistic approach to undergraduate summer student research to increase student success at the Hispanic-serving Texas State University. Re the 2017–2019 cohorts (composed of 62 undergraduates), 97 percent persisted after the summer program. After the SURE Program, overall and STEM GPAs were higher in the 2017–2019 cohorts as compared to the control group. Thirty-nine percent are attending graduate or professional programs.
40
Miskam, Nuraqilah Nadjwa, i Aminabibi Saidalvi. "Investigating English Language Speaking Anxiety among Malaysian Undergraduate Learners". Asian Social Science 15, nr 1 (28.12.2018): 1. http://dx.doi.org/10.5539/ass.v15n1p1.
Pełny tekst źródłaStreszczenie:
Malaysian graduates have a serious lacking in speaking English and this situation has raised an alarming concern in securing employment in the future. Many Malaysian graduates perceive speaking in a foreign language as an intimidating task. This is due to the existence of foreign language anxiety that serves as a hindrance for the undergraduate learners to speak in a foreign language. This study aims to determine the level of speaking anxiety among Malaysian undergraduate learners. The Foreign Language Speaking Anxiety Scale (FLSAS) by (Balemir, 2009; Huang, 2004) was adapted and administered to measure the level of students’ speaking anxiety. 42 undergraduate learners from one of the public universities in Malaysia have been selected to participate in this study. Data collected through questionnaire was analysed using statistical analysis. The result from the study showed that undergraduates have English language speaking anxiety to a certain level. The findings of this study will assist both undergraduates and educators to be more aware of the level of English language speaking anxiety in order to overcome this perturbing issue.
41
Sumarsono, Anne Yustica Pramesti, i Concilianus Laos Mbato. "Undergraduate Students’ Self-Efficacy Strategies in Writing Academic Papers". Language Circle: Journal of Language and Literature 16, nr 1 (10.10.2021): 21–30. http://dx.doi.org/10.15294/lc.v16i1.29476.
Pełny tekst źródłaStreszczenie:
This study explored the writing self-efficacy of English education undergraduates at Sanata Dharma University, Yogyakarta. Nowadays, many students still have not used self-efficacy in their studies. Consequently, they may encounter difficulties when working on tasks. As a result, the scores obtained are not the highest. Which may make them lack the motivation to learn. The purpose of this research was to determine the application of self-efficacy in writing works for the undergraduate course of English Education at Sanata Dharma University. The research question was: How can undergraduate students of the English Education Study Program manage self-efficacy and writing anxiety to complete the academic writing class? This research adopted qualitative methods making use of the Likert scale and interviews. The questionnaire was distributed to Sanata Dharma University’s undergraduates who had received English courses in reading literary works. The results show that undergraduates have a high sense of self-efficacy, can complete academic writing on time, and we are motivated by their internal and surrounding environments.
42
Wang, Xia, Lan Yu i Zhonglei Wang. "Design of Learning Environment for Undergraduate Comprehensive Literacy Education under Blended Learning Environment". Journal of Environmental and Public Health 2022 (25.09.2022): 1–10. http://dx.doi.org/10.1155/2022/9602876.
Pełny tekst źródłaStreszczenie:
Blended learning has become the dominant teaching approach in colleges and universities as they evolve. A good learning environment design can represent college and university teaching quality, improve undergraduates’ literacy, and boost talent training. This paper introduces the data mining method of undergraduate comprehensive literacy education, discovers the association rules of the evaluation data, and introduces the undergraduate comprehensive literacy evaluation model and BP neural network model driven by theory and technology in a mixed learning environment, which promotes students’ comprehensive literacy evaluation and builds a good learning environment. The results demonstrate that undergraduate classification prediction accuracy is similar by data mining, and most reach 99.58 percent. So, whether it is the training sample or the test sample, the prediction result of undergraduate comprehensive literacy is acceptable, which illustrates the validity of the data mining algorithm model and has strong application importance for developing a better learning environment.
43
Mayer, A. W., K. A. Smith i S. Carrie. "A survey of ENT undergraduate teaching in the UK". Journal of Laryngology & Otology 134, nr 6 (czerwiec 2020): 553–57. http://dx.doi.org/10.1017/s0022215120000936.
Pełny tekst źródłaStreszczenie:
AbstractBackgroundENT presentations are prevalent in clinical practice but feature little in undergraduate curricula. Consequently, most medical graduates are not confident managing common ENT conditions. In 2014, the first evidence-based ENT undergraduate curriculum was published to guide medical schools.ObjectiveTo assess the extent that current UK medical school learning outcomes correlate with the syllabus of the ENT undergraduate curriculum.MethodTwo students from each participating medical school independently reviewed all ENT-related curriculum documents to determine whether learning outcomes from the suggested curriculum were met.ResultsSixteen of 34 curricula were reviewed. Only a minority of medical schools delivered teaching on laryngectomy or tracheostomy, nasal packing or cautery, and ENT medications or surgical procedures.ConclusionThere is wide variability in ENT undergraduate education in UK medical schools. Careful consideration of which topics are prioritised, and the teaching modalities utilised, is essential. In addition, ENT learning opportunities for undergraduates outside of the medical school curriculum should be augmented.
44
Aderogba, Onojah Adenike, Adedokun Shittu, Nafisat Afolake, Onojah Amos Ochayi i Aderoju Adekola Musiliu. "Accessibility of Google Classroom by Undergraduates for Learning". Indonesian Journal of Teaching in Science 1, nr 2 (10.12.2021): 69–78. http://dx.doi.org/10.17509/ijotis.v1i2.37704.
Pełny tekst źródłaStreszczenie:
Availability that lacks accessibility is nothing different from unavailability. The aftermath of COVID19 had forced most schools to employ several learning technologies with Google classroom inclusive. This study thus investigates undergraduate access to Google classroom for learning. This study employs the survey method and 250 undergraduates were purposively sampled. The findings established that undergraduate students have adequate access to google classroom for learning vocational and entrepreneurship courses and there was significant relationship between undergraduate access and utilization of google classroom for learning. The study concluded that access to Google classroom was directly proportional to its utilization. It was however recommended that lecturers should use the Google classroom to facilitate their instructional process.
45
Campbell, Elizabeth L., Kenzie Davidson i Spencer M. Davidson. "Effectiveness of LifeRAFT undergraduate helping skills training model". Psychology Teaching Review 23, nr 2 (2017): 32–41. http://dx.doi.org/10.53841/bpsptr.2017.23.2.32.
Pełny tekst źródłaStreszczenie:
LifeRAFT, a helping skills training model for undergraduate paraprofessionals, addresses training needs for applied psychology skills for undergraduate psychology majors. LifeRAFT draws from three empirically supported psychotherapy treatmentsto introduce counselling theory and encourage helping skill progression. Trainees learn practical helping strategies appropriate for paraprofessional use that are drawn from cognitive, behavioural, and emotion–focused therapies and are taught to work interactively with thoughts, actions, and feelings to promote client exploration and transformation. In a study of LifeRAFT’s training effectiveness, 18 undergraduate students received LifeRAFT training. Training effectiveness was explored pre– and post–training using client, counsellor, and observer rating forms. Resultssuggest that LifeRAFT is an effective method for training undergraduates in helping skills
46
Che Wahab, Azila Amirah, Nurul Izzani Zulkifle, Khairul Bariah Chi Adam i Nabilah Rashida Jamali. "Minor oral surgery on impacted lower third molar done by IIUM Undergraduates: a retrospective study". IIUM Journal of Orofacial and Health Sciences 3, nr 1 (4.03.2022): 84–94. http://dx.doi.org/10.31436/ijohs.v3i1.103.
Pełny tekst źródłaStreszczenie:
Minor oral surgery (MOS) is one of the important requirements for dental undergraduates to perform in Kulliyyah of Dentistry, IIUM. However, no assessment has been done on the suitability of the cases received by the students. Thus, this study was aimed to describe type of cases and level of difficulty in relation to undergraduate year of study. This study consisted of 97 subjects who had undergone MOS by IIUM undergraduate from September 2014 to October 2015. Data was collected from patient’s documentation and orthopantomogram. Pederson index and relationship to inferior dental nerve were used to determine the difficulty index level. Statistical analysis was done using Chi-square test with statistical significance set at p? 0.05. The mean age of the patients was 24 years old, with male to female ratio 1:1.9. 52.6% of the cases were indicated for surgery due to recurrent pericoronitis. The types of cases mostly received by undergraduates were Class IA (30.9%) and Class IIA (48.5%) with mesioangular impaction (39.2%). Year 4 students received more difficult cases compared to Year 5 (p = 0.504) with less complications postoperatively. Dental undergraduates received simple to moderate cases for MOS, and no significant association was found between year of undergraduate study and difficulty level of the cases.
47
Morales, Danielle X., Sara E. Grineski i Timothy W. Collins. "Influences on Faculty Willingness to Mentor Undergraduate Students from Another University as Part of an Interinstitutional Research Training Program". CBE—Life Sciences Education 15, nr 3 (wrzesień 2016): ar35. http://dx.doi.org/10.1187/cbe.16-01-0039.
Pełny tekst źródłaStreszczenie:
In 2014, the National Institutes of Health invested $31 million in 10 primary institutions across the United States through the Building Undergraduate Infrastructure Leading to Diversity (BUILD) program; one requirement of BUILD is sending undergraduate trainees from those primary institutions to partner institutions for research experiences. Mechanisms like BUILD are designed to broaden research opportunities for students, especially those from underrepresented backgrounds. However, to our knowledge, no studies have examined faculty willingness to mentor undergraduates from other institutions through structured training programs. Survey data from 536 faculty members at 13 institutions were collected in Fall 2013 and analyzed using multiple statistical techniques. Results show that faculty who valued the opportunity to increase diversity in the academy and those who believed that mentoring undergraduates benefited their own research expressed greater willingness to serve as research mentors to visiting undergraduates, and faculty who perceived that they did not have the ability to accommodate additional students expressed less willingness to do so. Most respondents viewed student and faculty incentives as motivating factors in their willingness to mentor, but their perspectives on different types of incentives varied based on faculty career stage, discipline, and research funding status. Results have important implications for designing multi-institutional undergraduate research training programs.
48
Luckie, Douglas B., Benjamin W. Mancini, Noor Abdallah, Ali K. Kadouh, Alisha C. P. Ungkuldee i Ashley A. Hare. "Undergraduate teaching assistants can provide support for reformed practices to raise student learning". Advances in Physiology Education 44, nr 1 (1.03.2020): 32–38. http://dx.doi.org/10.1152/advan.00090.2019.
Pełny tekst źródłaStreszczenie:
Graduate students who serve as teaching assistants are a critical part of STEM (science, technology, engineering, mathematics) education and research at large universities in the U.S. Yet just like faculty, graduate students are not immune to the publish or perish paradigm, which can compete with one's dedication to teaching. While in recent years many STEM faculty members have become aware of how well undergraduates can assist instructors in their teaching, many, if not most, university faculty still teach in traditional settings, where graduate students are the norm and use of undergraduates is a completely unexploited opportunity. Undergraduates can serve as effective teaching assistants and may bring unique skills and experience to undergraduate instruction not held by graduate students. Undergraduate teaching assistants (UTAs) can provide additional support for reformed practices, which raise student learning. Based on cost, prior experience and success as students in same course, and shared vision with professors, a number of institutions have initiated UTA programs and reported increased student learning. The audience of this paper is faculty who are not familiar with the use of UTAs in university teaching, and the purpose is to review the literature on UTAs, contrast the contributions of UTAs and graduate teaching assistants, and examine the potential value of UTAs in undergraduate education.
49
Cleland, Corey L. "INTEGRATING RECENT ADVANCES IN NEUROSCIENCE INTO UNDERGRADUATE NEUROSCIENCE AND PHYSIOLOGY COURSES". Advances in Physiology Education 26, nr 4 (grudzień 2002): 271–77. http://dx.doi.org/10.1152/advan.00044.2002.
Pełny tekst źródłaStreszczenie:
Neuroscience has enjoyed tremendous growth over the past 20 years, including a substantial increase in the number of neuroscience departments, programs, and courses at the undergraduate level. To meet the need of new neuroscience courses, there has also been growth in the number of introductory neuroscience textbooks designed for undergraduates. However, textbooks typically trail current knowledge by five to ten years, especially in neuroscience where our understanding is increasing rapidly. Consequently, it is often important to supplement neuroscience and physiology textbooks with information about recent findings in neuroscience. To design supplementary educational material, it is essential first to identify the educational objectives of the program and the characteristics of the learners, which can differ dramatically between undergraduate and graduate or professional students. Four principles that may serve the selection and design of supplementary material for undergraduate neuroscience and physiology courses are that 1) material must be interesting to the undergraduates, 2) material should reinforce previously learned concepts, 3) students must be adequately prepared, and 4) the teacher and student must have sufficient appropriate resources.
50
Moghe, Saili, Katelyn Baumgart, Julie J. Shaffer i Kimberly A. Carlson. "Female mentors positively contribute to undergraduate STEM research experiences". PLOS ONE 16, nr 12 (2.12.2021): e0260646. http://dx.doi.org/10.1371/journal.pone.0260646.
Pełny tekst źródłaStreszczenie:
The positive influence of undergraduate research and mentoring on student success in STEM fields has been well-established. However, the role that the gender of a research mentor may play in the undergraduate research experience warrants further investigation. This is an especially critical issue to address, since the lack of female role models in STEM fields is acknowledged as an impediment to the success and progress of women pursuing STEM-careers. To evaluate how the gender of undergraduate research mentors influences the research experience of students, we collected and analyzed surveys from undergraduates and alumni who had completed undergraduate research at the University of Nebraska at Kearney. We found that even though students did not select mentors based on gender, there were differences in how students perceived their mentors, depending on the gender of their mentors. Interestingly, students with female mentors were more likely than students with male mentors to report that their research experience had prepared them for a career in science. Further, our gender-pairing analyses revealed that students who expressed that the gender of their mentor had contributed to their relationship with their mentor were more likely to have a female mentor. Our data indicate that female mentors favorably influence the undergraduate research experience of both male and female students. Finally, our study reinforces the conclusions of previous studies demonstrating that undergraduate research and mentoring are beneficial for students. Overall, our findings support that, for students to fully benefit from their undergraduate research experience, undergraduate research opportunities for students should include an equitable representation of female mentors.