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1
Stordy, Peter. "Undergraduates' Internet literacies". Thesis, University of Sheffield, 2012. http://etheses.whiterose.ac.uk/14997/.
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This study explores information management undergraduates' and their teachers' perceptions of being Internet literate, of Internet literacy and their Internet-related practices, with the aim of identifying implications for information departments' pedagogy and curriculum. In particular, it explores the extent to which popular digital native narratives surrounding students' use of the Internet, coincide with the outcomes of this study. Following a constructivist qualitative methodology, focus groups and interviews were conducted with a cohort of 24 undergraduates at the beginning and end of their Information Management studies. Interviews were also conducted with the 17 academics who taught these undergraduates. The information collected was analysed using techniques developed from Naturalistic Inquiry and Constructivist Grounded Theory. This enabled the reconstruction of the multiple realities that exist within the school in relation to the study's aims. Academics perceived that being Internet literate involved the development of a set of competencies, capabilities and qualities that spanned the entire range of Bloom's cognitive and affective taxonomy. They were critical of students' academic-related Internet skills, particularly to find authoritative sources, but aligned themselves with the digital native rhetoric when talking about students' non-academic Internet use. This contrasted with undergraduates, who had an information searching centric perceptions of being Internet literate, both at the beginning and end of their studies, and were highly confident in the areas they associated with being Internet literate, including being able to find Internet sources. Furthermore, students felt they had 'picked-up' their Internet-related skills, as opposed to have been taught them. This study concludes that undergraduates' Internet literacies, coupled with their perception of their own Internet-related abilities and how they became Internet literate, are potentially at odds with academics' understandings of undergraduates' Internet literacies and their role in facilitating students' Internet literacies. This study suggests that unless this divide is bridged, the effective development of undergraduates' Internet literacies within many information schools and departments may be hindered.
2
Li, Ting. "A study of metadiscourse in English academic essays : similarities and differences among Chinese undergraduates, 2+2 Chinese undergraduates and English native undergraduates". Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/34599/.
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Pullan, Marie. "Support Services for Millennial Undergraduates". NSUWorks, 2013. http://nsuworks.nova.edu/gscis_etd/277.
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Education has changed as a result of technological advances. Distance learning, particularly online learning, has rapidly increased its presence in higher education. Millennials, a new generation of students who have grown up with the Internet, are college-age. They expect access to the Internet to manage their daily lives. However, as they enter college, many discover that support services that are requisite to a successful college experience, are available on-campus but not online. The goal was to determine what contemporary college-aged students expect as online student support services so that institutions will know what to provide.
Data gathered through interviews with administrative support staff were used to modify a published survey and to guide construction of new questions. The modified instrument was validated by three experts and revised accordingly. All current students at Farmingdale State College were invited to respond to the web-based instrument that examined the current status of online support services. Following full-scale implementation, the data were analyzed. Results were used to create recommendations and considerations for the implementation of online support services at the college reviewed by the Vice President of Student Affairs and Enrollment Management.
The final report is a comprehensive resource for college administrators who serve millennial undergraduates. It contains valuable information and guidance for the development and implementation of student support services in the 21st century. A serendipitous finding was that many non-traditional, older students expressed comparable needs for online support services.
4
Acra, Erin E. "Assessing Genetic Literacy in Undergraduates". University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1155217000.
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Nivens, Ryan Andrew, i Rosalind Raymond Gann. "Teaching Undergraduates How to Analyze". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/229.
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Analysis is typically the first of the higher functions listed in taxonomies of higher order thinking. Academics consider these upper categories extremely worthwhile, but they are hard to teach and we are apt to ignore them. Today higher education is being criticized for “dumbing down” curriculum or lowering standards. To rectify this, many policies at the state or national level are requiring higher education institutions to change. In K‐12 education, Race to the Top and Common Core requirements are placing new demands on K‐12 teacher preparation, which include evaluation of the analysis skills of pre‐service teachers. But professors do not always view their disciplines as the proper place for teaching analytical skills. Others become frustrated when trying to teach analysis. But if we do not teach these skills, our teacher candidates will be poorly prepared for successful teaching, a problem which will cascade throughout our society, rendering our citizens less educated. In this paper, we describe our efforts to teach analysis in two courses from widely differing subject areas, literacy and mathematics education. We are now requiring pre‐service teachers to analyze simulated or actual samples of student work. We have developed a sequenced process of analysis education that we designate with the acronym CODE. It includes Compilation of information, Organization of data, Determination of patterns, and Explanation of understanding. We believe this technique can be generalized to many courses in where students’ ability to analyze poses a problem.
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Nivens, Ryan Andrew, i Rosalind Raymond Gann. "Teaching Undergraduates How to Analyze". Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/295.
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Analysis is typically listed in taxonomies of higher order thinking. Academics consider these taxonomies worthwhile, but they are hard to teach and we are apt to ignore them. Today higher education is criticized for “dumbing down” curriculum or lowering standards. To rectify this, many policies at the state or national level are requiring higher education institutions to change. In K-12 education, Race to the Top and Common Core requirements are placing new demands on K-12 teacher preparation, which include evaluation of the analysis skills of pre-service teachers. But professors do not always view their disciplines as the proper place for teaching analytical skills. Others become frustrated when trying to teach analysis. But if we do not teach these skills, our teacher candidates will be poorly prepared for success, a problem which will cascade throughout our society, rendering our citizens less educated. In this paper, we describe our efforts to teach analysis in two courses from widely differing subject areas, literacy and mathematics education. We are now requiring teacher candidates to analyze simulated or actual samples of student work. We have developed a sequenced process of analysis education that we believe can be generalized to many other courses
7
Howell, Simon. "Exploring Employability Development in Engineering Undergraduates". Thesis, Griffith University, 2021. http://hdl.handle.net/10072/419720.
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The purpose of this study was to explore how undergraduate engineering students understand employability, the activities they link to employability, and how students perceive their own employability development over the span of their degree. The intention is to use the findings to inform curricular strategies to improve graduate outcomes for engineering students.
The study used a mixed-method approach combining use of a self-perceived employability scale with open-ended survey questions, followed by focus groups, to explore student perceptions of employability and how it changes over time. The results showed that students have a range of perspectives on the meaning of employability, with most seeing employability as being about having the right skills, attributes and competencies that are needed by employers. Participants also noted a range of activities that build employability, highlighting the importance of work experience and developing relevant skills. It was also found that perceived employability drops as students progress through the year levels of their degree. Although final year students were aware of their professional and personal development through their studies, the need to compete to find a graduate position is a source of anxiety and stress, which negatively impacts on how they perceive their own employability.
The study presents three significant implications for universities considering implementing employability development strategies. First, universities should ensure there is a shared understanding of employability within their student cohort, and consider reframing employability as being about becoming a professional through explicit use of relevant industry competencies. Secondly, universities need to implement strategies to assist students develop a job application “toolkit” so they can apply for work experience and industry placements. Lastly, as competing for jobs is a stressful process, universities need to ensure students are prepared for job interviews where they need to articulate their skills to demonstrate their worthiness for employment.Thesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
Arts, Education and Law
Full Text
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Hendley, Alicia Margaret. "Attitudes toward eating disorders among university undergraduates". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/MQ30908.pdf.
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Peelo, M. T. "Marginality of the experience of women undergraduates". Thesis, Lancaster University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.234616.
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Taulke-Johnson, Richard. "Living differently : gay male undergraduates' student experiences". Thesis, Cardiff University, 2009. http://orca.cf.ac.uk/54881/.
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In this thesis I present a snapshot of the university lives and experiences of 17 gay male undergraduate students attending an institution in the UK. I draw upon thematic analysis of data obtained from individual, in-depth, face-to-face, semi-structured interviews. My main focus of investigation is the ways in which participants' higher education biographies compare and contrast with dominant accounts of the gay student experience, which are characterised by intolerance, harassment, victimisation, heterosexism and homophobia. My theoretical framework is derived from university space being, like all non-gay-speciflc space, pervaded by discourses of compulsory heterosexuality (Rich 1980) and the workings of the heterosexual matrix (Butler 1990). I am interested in how participants produced, expressed, managed and negotiated their alternative identities in these higher education settings. I therefore interrogate the role and importance participants ascribed their gayness at university, the effect and influence of their sexuality on their university choices and on their relationships with flatmates, their coming out narratives and experiences in higher education, and their behavioural management and performative expressions of identity within university spaces. This range of analysis is informed by a variety of disciplines and fields of study, including sociology, sexuality, gender, psychology, and human geography. Findings often contrast with those typically reported in academic literature, both in participants' marked decentralisation of their non-heterosexuality in self-identification, and in portrayals of gay students as other than as victims of harassment, discrimination and persecution. Although participants are very much aware of the regulatory heteronormative mechanisms of straight discourses operating within university spaces, they are highly sensitive and skilled in expressing, monitoring, adapting, asserting and negotiating their identities in these environments. In fact, participants framed university as a generally positive, tolerant, accepting and happy place in which to be gay. I therefore argue that these 'new' stories and ways of 'living differently' should be acknowledged to enrich and further understanding of this population's experiences within higher education.
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Marshall, Patricia Marie. "Older women undergraduates : identities, motivations and experiences". Thesis, Keele University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423430.
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Holman, David John. "The experience of skill development in undergraduates". Thesis, Manchester Metropolitan University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296149.
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Bradley, Justin, i Breton Prall. "AN UNMANNED AERIAL VEHICLE PROJECT FOR UNDERGRADUATES". International Foundation for Telemetering, 2006. http://hdl.handle.net/10150/604143.
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ITC/USA 2006 Conference Proceedings / The Forty-Second Annual International Telemetering Conference and Technical Exhibition / October 23-26, 2006 / Town and Country Resort & Convention Center, San Diego, CaliforniaBrigham Young University recently introduced a project for undergraduates in which a miniature unmanned aerial vehicle system is constructed. The system is capable of autonomous flight, takeoff, landing, and navigation through a planned path. In addition, through the use of video and telemetry collected by the vehicle, accurate geolocation of specified targets is performed. This paper outlines our approach and successes in facilitating this accomplishment at the undergraduate level.
14
Grigg, Penny. "Interactivity, computers and orthodontic training for undergraduates". Thesis, Open University, 2005. http://oro.open.ac.uk/54862/.
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This phenomenological study investigates the interactivity taking place when students use computer-assisted-learning (CAL) in orthodontics and what can be inferred about why these interactions occur. CAL has been proposed in orthodontics because it provides an opportunity to follow a case through to completion. This training is needed if only to give all dentists sufficient knowledge to identify and refer cases for treatment. Two programs have been developed for the pilot: an introductory e-book and a narrative case study based on real records that takes students through a series of decisions relating to case assessment, treatment planning and appliance design. The mixed-methodology approach of the main study uses activity theory to provide a. framework combining qualitative and quantitative data to analyse the interactivity of 48 students as they work through the case study. Observations and transcripts of recordings of conversations between pairs of students, together with post-session interviews, facilitate a deeper understanding of students' conceptions of orthodontics particularly when they explain their reasoning in negotiations over answers, clarified where necessary by data recorded by computer activity log-files. The linear sequence of questions in the program allows students'interactions to be compared on a "like-for-like" basis. Activity systems are used to identify various tensions in students' responses whilst using CAL, facilitating a deeper understanding of the observed interactivity. A phenomenological profile of the students has been developed based on these interactions, particularly in response to the unexpected caused by the complex reality of the case. Further supporting quantitative data is obtained from a questionnaire survey and end-of-year examination results used to provide contextual background material particularly when presenting the results to a domain heavily dominated by a scientific epistemology. Throughout the program many students seem to ignore features not in their immediate focus. Students' reactions to the unexpected (extraction of 7s) indicates about half of the students are so reliant on simplified taught procedure they are unable to relate the extractions to these "hidden" features. Other students adopt a deeper approach and are able to identify reasons why the unexpected occurs. The program has been found to promote an active approach to learning in most students, whether their approach is surface or deep. Most students learn from the feedback provided by the program, even when this feedback is not explicit on a point. Students also benefit from working with a partner. The deeper understanding of students' misconceptions afforded by the adopted research methodology enables the development of guidelines for the future design of CAL in dentistry.
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Ho, Alan. "Risk Factors of Emotional Eating among Undergraduates". Case Western Reserve University School of Graduate Studies / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=case1402059723.
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Foste, Zak. "Narrative Constructions of Whiteness Among White Undergraduates". The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492645306608684.
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Gorman, Brian Jacob. "Retaining at-risk undergraduates through mandatory interaction /". View online, 2009. http://repository.eiu.edu/theses/docs/32211131566305.pdf.
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Axelson, Sara. "The use and value of student support services a survey of undergraduate students in online classes /". Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1338910041&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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French, A. A. "The experiences of college undergraduates : degrees of transformation". Thesis, Cranfield University, 1997. http://dspace.lib.cranfield.ac.uk/handle/1826/3376.
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Following discussions with staff (7), successive and progressive individual interviews were held throughout their course with a small group of undergraduates (8) taking a combined studies degree in a college of higher education. Data were not confined to the course but took a broad view, including their formal and informal lives and the interplay between them. What the informants faced and how they changed are all clearly illustrated. The students' experiences are described and analysed using a concept of transformation as achievement and process. This concept is compared with other theories of transformation in the educational literature. It is argued that the students faced three phases of exposure: social exposure, the need to be accepted in a new setting; academic exposure, having to take seriously the formal judgements of tutors and sustain the will to study; and the 'final' phase of personal exposure, self- awareness and letting go of dependence. Commitment, routine and support were central to success. Although the concept of education which informs it must reflect the values of the writer, the argument is firmly grounded in the data. To obtain an authentic portrayal, the critical incident technique was deployed in an extended way, through a form of questioning, which, it is suggested, could itself have a part to play in the tutorial role. The study contributes to a fuller understanding of students' college careers by offering an holistic perspective and filling a gap in higher education research. It was based on data from a few informants in a small distinctive college at a particular time, but its possible wider relevance for theory and practice are discussed.
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French, A. A. "The experience of college undergraduates : degrees of transformation". Thesis, Cranfield University, 1997. http://hdl.handle.net/1826/3376.
Pełny tekst źródłaStreszczenie:
Following discussions with staff (7), successive and
progressive individual interviews were held throughout
their course with a small group of undergraduates (8)
taking a combined studies degree in a college of higher
education. Data were not confined to the course but took
a broad view, including their formal and informal lives
and the interplay between them. What the informants
faced and how they changed are all clearly illustrated.
The students' experiences are described and analysed
using a concept of transformation as achievement and
process. This concept is compared with other theories of
transformation in the educational literature. It is
argued that the students faced three phases of exposure:
social exposure, the need to be accepted in a new
setting; academic exposure, having to take seriously the
formal judgements of tutors and sustain the will to
study; and the 'final' phase of personal exposure, self-
awareness and letting go of dependence. Commitment,
routine and support were central to success.
Although the concept of education which informs it must
reflect the values of the writer, the argument is firmly
grounded in the data. To obtain an authentic portrayal,
the critical incident technique was deployed in an
extended way, through a form of questioning, which, it
is suggested, could itself have a part to play in the
tutorial role.
The study contributes to a fuller understanding of
students' college careers by offering an holistic
perspective and filling a gap in higher education
research. It was based on data from a few informants in
a small distinctive college at a particular time, but
its possible wider relevance for theory and practice are
discussed.
21
Kuo, Kwannin. "A study of engineering undergraduates' English reading comprehension". Thesis, Queen's University Belfast, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.602355.
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This study aims to investigate engineering undergraduates' English reading comprehension within a non-western EFL context. Specifically, the researcher conducted a study to examine various cognitive factors affecting Taiwanese engineering undergraduates' English reading comprehension on expository texts in English. Four variables were considered in this study, namely vocabulary, L 1 (Chinese) reading ability, prior knowledge and strategy awareness. A two-phase study was conducted. At the first stage, general English reading comprehension was highlighted, whereas chemistry English reading comprehension was targeted in the second phase. The instruments used in this study were a battery of tests consisting of vocabulary levels test, Chinese reading test, chemistry test, general and chemistry English reading comprehension test and a strategy questionnaire. A total of 634 chemical engineering undergraduates from three universities of technology in the northern Taiwan participated in the first main study. Among them, only 291 participants who completed the entire data collection process were involved in the second main study. Findings from the quantitative data indicated that English vocabulary knowledge is the most salient factor in predicting general English reading comprehension, whereas chemistry knowledge is the most important factor in affecting chemistry English reading comprehension. Most of these engineering students were a dearth of English vocabulary knowledge. As a result, vocabulary deficits constrained these engineering undergraduates from transferring their L 1 reading skills and strategies to comprehending texts in English. In other words, to some degree, the study provided empirical evidence of the linguistic threshold hypothesis. However, a striking finding of this study is that these engineering subjects partially compensated their L2 reading comprehension by strengths in prior knowledge regardless of the linguistic threshold. The results yielded pedagogical implications including the importance of vocabulary instruction within a non-western EFL context and the advantage of content-based instructions because it is likely that even for unskilled L2 readers, background knowledge may partially compensate their vocabulary deficiency.
22
Peckham, Gary. "Individual differences in the transcription skills of undergraduates". Thesis, University of Bristol, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400419.
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Jacknis, Michael L. 1975. "Introductory educational laboratory experience for computer engineering undergraduates". Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/80643.
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Thesis (M.Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, June 2001.Includes bibliographical references (leaf 68).
by Michael L. Jacknis.
M.Eng.
24
Alsumait, Dalal Saoud Fahad. "The epistemological beliefs of undergraduates towards Information Science". Thesis, Brunel University, 2015. http://bura.brunel.ac.uk/handle/2438/10699.
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In the past four decades considerable efforts have been taken by higher education to understand learner’s differences and learning. Learners have different levels of learning ability associated with their different learning motivations, attitudes and thoughts which are built through years of studying at university. The more the researchers understand the learner's differences the better results they will achieve in covering all levels of learning abilities providing the effective learning for learners. The focus of this study is about studying learning thoughts of academic learners which are scientifically called as the epistemological beliefs. Studying the epistemological beliefs from different angles is important to explore its vital role in learning development. The main aim of this study is to investigate the general and specific epistemological beliefs of undergraduates who study information literacy modules as part of information science. The study focuses on the influence of the independent variables (gender, major and academic level) and the interactions between the independent variables and information literacy on undergraduates’ epistemological beliefs. Two questionnaires are used to measure the general and specific epistemological beliefs of the undergraduates; the Schommer Epistemological-Beliefs Questionnaire (SEQ) and the Discipline-Focused Epistemological Belief Questionnaire (DFEBQ). The participants in the study are undergraduates from the College of Education at Kuwait University. SPSS is used to test the internal consistency of the data against the questionnaires. Analysis of variance (ANOVA) is used in order to analyse the data. The study confirms that undergraduates hold both general and specific-domain beliefs while they hold more general beliefs in their first year in the college they develop toward more specific domain beliefs in the fourth year. A final result shows that the undergraduates specific domain beliefs – rather than their general beliefs – are more affected by the variable of previous knowledge of information literacy, as well as a clear impact of the interaction between the independent variables but is not so clear on the general beliefs.
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Best, Avril Christine. "Online Academic Support Peer Groups for Medical Undergraduates". NSUWorks, 2012. http://nsuworks.nova.edu/gscis_etd/89.
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As advances in information and communication technologies give way to more innovative opportunities for teaching and learning at a distance, the need to provide supporting structures for online students similar to those offered to on-campus students is becoming more significant. Although a range of support services has been proposed in the past, there is a need for a comprehensive system which education specialists can use to provide online academic support for medical students working in peer groups. The goal of the investigation was to provide such a system, which has the potential to foster knowledge construction, through high levels of sociocognitive processing, ultimately resulting in enhanced academic achievement.
The multi-dimensional approach to investigating this problem necessitated utilizing a combination of qualitative and quantitative methods. The design and development of the system were guided by results of a review of the relevant literature which revealed the necessary considerations for supporting students online. Implementation followed instructional design principles geared at success for online environments. To assess the impact of the use of the system, the following analyses were carried out: to assess the level of sociocognitive processing that took place, discourse analysis and group interaction analysis were carried out; to assess impact on academic achievement, a quasi-experimental approach was carried out, controlling for select variables between the two groups which were used; and to garner the lessons which were learned, observation and survey methodology were employed. The results revealed that students did not interact at high levels of sociocognitive processing and that there was no significant difference in the academic achievement between the treatment and control groups. Survey results provided reasons for lack of participation/interaction and recommendations were proposed for alternative implementations to encourage participation in this particular group which is medical students.
The recent developments in social and mobile technologies have provided education specialists with a rich evolving field in which to harvest innovative methods of supporting students in online learning environments. It would be interesting to investigate how these new technologies can encourage active participation in support groups and the impact this support structure would have on academic achievement.
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Jacobsen, Christopher David. "College Stop-Out Among Rural Undergraduates: A Phenomenology". Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109075.
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Thesis advisor: Heather T. Rowan-KenyonRural undergraduates lag behind urban and suburban undergraduates across many measures of college success, even though they graduate from high school at a higher rate. While a small but growing body of research literature addresses the challenges and barriers rural students face during the college process, few, if any, studies have focused specifically on the experience of rural undergraduates who withdraw from college before completing a degree.This qualitative phenomenological study examines the experiences of rural, low-income, first-in-family undergraduates who stop out of college. Study participants (n=13) attended high school in different rural communities and geographic regions across the United States. After participating in an Upward Bound program during high school, they each enrolled in a two- or four-year, undergraduate degree program at an accredited, non-profit college or university and then withdrew prior to completing a degree. Following in the tradition of Edmund Husserl (1859-1938) and using the framework provided by Clark Moustakas (1994), I engaged study participants in open ended, semi-structured interviews. After those conversations, participants submitted independently recorded voice memos about their experience stopping out of college. The rural backgrounds of study participants manifested in many aspects of how and what they experienced when they withdrew from college. The phenomenon was described as an intense and devastating period of time, characterized by feelings of failure, shame, confusion, and disappointment. The distinct influence of rural families, communities, and schools shaped participants’ decisions before, during, and after their time at college. While the reasons students withdrew varied widely and may be similar to those of non-rural students, all participants perceived their rural background as deeply implicated in the stop-out experience. This study offers a new orientation on the topic of college stop-out among rural undergraduates and presents a working persistence model for this underserved student group. The three theoretical perspectives presented in this study – transcendental phenomenology, ecological systems theory, and community cultural wealth – expose broader meaning about both the objective and subjective qualities of the stop-out experience, adding a depth to findings that has broad implications for scholars and practitioners. This study concludes with practical insights for educators, policymakers, and institutions that serve rural undergraduates
Thesis (PhD) — Boston College, 2021
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
27
Sutton, Brian Ward. "Undergraduates writing research papers : twenty-four case studies". The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1287423358.
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Canter, David Edward. "Self-Appraisals, Perfectionism, and Academics in College Undergraduates". VCU Scholars Compass, 2008. http://scholarscompass.vcu.edu/etd/1375.
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The influences on perfectionism and procrastination of race, gender, cognitive-affective and academic self-appraisals, and academic performance expectations were studied. The sample consisted of 155 Introductory Psychology students (57 African Americans, 41 Asian Americans, and 57 European Americans; 51.6% women) with a mean age of 19.4 years (SD = 3.6). Data were collected during the final week of the Fall 2007 semester. Consistent with previous research indicating that men are more likely to procrastinate than women, men were over-represented in this sample. Self-esteem, measured with the Rosenberg (1965) Self-Esteem Scale, was conceptualized as having two components: self-liking and self-competence (Tafarodi & Milne, 2002). Guilt- and shame-proneness were measured with the Test of Self-Conscious Affect, Version 3, Short-form (TOSCA-3S; Tangney & Dearing, 2002). Academic self-confidence was measured with the Personal Evaluation Inventory (Shrauger & Schohn, 1995). A number of single-item questions concerning aspects related to students' Grade Point Average (GPA) were included. The High Standards and Discrepancy scales of the Almost Perfect Scale-Revised (APS-R; Slaney, Rice, Mobley, Trippi, & Ashby, 2001) represented the criterions of adaptive (AP) and maladaptive perfectionism (MP), respectively. The Aitken (1982) Procrastination Inventory was used as the criterion for procrastination. Components of self-esteem differentially predicted perfectionism. African Americans were significantly lower in shame-proneness. While there were non-perfectionists and AP's/MP's in each race and gender, African Americans were significantly higher in AP and Asian Americans were significantly higher in MP. Additionally, Asian American men were more likely to procrastinate. These results counter the "model minority" stereotype of Asian Americans, showing that they are at higher risk for personal and academic distress than their Black and White classmates. While women had higher GPA's and were more likely to be AP's, men had higher levels of academic self-confidence and expected to achieve higher GPA's. Regardless of race or gender, students with GPA's of 3.5 or higher (on a 4.0 scale) were more likely to be both types of perfectionists. Academic self-confidence was a significant positive predictor of AP and a negative predictor for MP and procrastination. This suggests that helping students improve their academic self-confidence could have many benefits.
29
Durón, Kelly M. "Acculturation, Acculturative Stress, and Anxiety Among Hispanic Undergraduates". Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc68072/.
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First generation college students face some unique challenges in the pursuit of higher education. Aside from academic stressors, there are stressors related to social and cultural transitions which may exacerbate pre-existing emotional or psychological distress. Research suggests that acculturation influences psychological well-being and development. The current study examined the relationships between acculturation, acculturative stress, socio-economic status, and symptoms of anxiety among first-generation college students of Hispanic origin. Participants (N = 125) included those who were first in their family to attend college and were primarily female, of traditional college age, and of Mexican heritage. All measures were self-report and were completed online. Overall, this study was inconclusive as most analyses were underpowered. The present study failed to support a relationship between style of acculturation and symptoms of anxiety, although, experiencing Anglo marginality was related to high levels of acculturative stress and anxiety. Finally, regression analysis revealed that acculturative stress, age, and Anglo marginalization were significant predictors of anxiety and accounted for 31% of variance in anxiety. Implications of the present study were discussed. Further study with adequate power is highly recommended.
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Moneypenny, Michael. "Evaluating professionalism, teamwork and leadership in medical undergraduates". Thesis, University of Liverpool, 2015. http://livrepository.liverpool.ac.uk/2013920/.
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The complexity of healthcare is increasing due to new discoveries in the treatment of disease, the multiple pathologies of an ageing population and changes in working patterns and job roles. In addition, an increase in professional, regulatory and public scrutiny has led to revelations of poor care leading to preventable disability and death. Inquiries into sub-standard care have uncovered a number of professional lapses, in particular failures in teamwork and leadership. Medical undergraduates are future doctors. Their ability to work effectively within teams and to lead when necessary will therefore have a significant impact on the health of the population. In order to improve leadership and teamwork abilities we must be able to assess them. A literature review searching for a tool to assess teamwork and leadership in the medical undergraduate was carried out. As a consequence of an unsuccessful search, a tool was developed and evaluated, using data from existing tools and from a series of focus groups with medical undergraduates. The focus groups and an examination of the reasoning of assessment participants also informed a study on the justifications for failing to challenge poor performance by a more senior member of staff. The tool data showed adequate validity and reliability for formative assessments in a simulated environment. The focus groups and examination of reasoning highlighted the continued existence of the medical hierarchy, with steep authority gradients. This tool can be used in formative assessments, but further research is required before it is used outside the simulated environment and consideration must be given to psychometrics, feasibility and cost. The teaching and assessment of teamwork and leadership, should be given more time in the undergraduate curriculum and medical schools, regulatory bodies, deaneries and trusts should collaborate on minimising the unprofessional behaviours of senior healthcare personnel.
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Smith, Laura J. "Alcohol Use and Drinking Motives in Bereaved Undergraduates". VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5900.
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This study examined the effect of the experience of a loss on alcohol use and drinking motives in a college sample. Participants for this study were drawn from the “Spit for Science” project (Dick et al., 2014). The sample included 3,013 students (31.8% men, 68.2% women; 44.3% White, 21.1% Black, 19.6% Asian, 6.0% Latinx; mean age = 18.96; 16.2% bereaved) from Virginia Commonwealth University. Data were collected from participants’ freshman spring and sophomore spring time points on the Life Events Checklist, Alcohol Consumption items, and Drinking Motives Questionnaire-Revised. Participants who were bereaved between the freshman and sophomore timepoint did not significantly differ in their alcohol consumption, coping drinking motives, or conformity drinking motives compared to their non-bereaved counterparts. Limitations and future directions for research are reviewed.
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Caudwell, Kimberley Mitchell. "Alcohol consumption and pre-drinking in Australian undergraduates". Thesis, Curtin University, 2017. http://hdl.handle.net/20.500.11937/54063.
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This thesis reports research on the application of psychological theory to predict, understand and change pre-drinking behaviour (i.e., consuming alcohol prior to attending a subsequent event). Three studies investigate the motivational and social-cognitive predictors of pre-drinking intentions and alcohol consumption. Two further studies based on these findings report the development and implementation of an online intervention to reduce pre-drinking alcohol consumption and related harm. Participants in the intervention reported reductions in these variables at follow-up.
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Thompson, Ross A. G. "Affective, demographic and educational predictors of numeracy performance in undergraduate students". Thesis, Queen's University Belfast, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.676611.
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Zamon, Mary E. "Undergraduate critical thinking assessment processes and effects in a public university case study". Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3352.
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Thesis (Ph.D.)--George Mason University, 2008.Vita: p. 201. Thesis director: Martin Ford. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed Jan. 11, 2009). Includes bibliographical references (p. 190-200). Also issued in print.
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Fletcher, Margaret Anne, i n/a. "Undergraduate Assignment Writing: An Experiential Account". Griffith University. School of Cognition, Language and Special Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040625.165808.
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The purpose of this study was to examine assignment writing as a phenomenon of academic writing. This was done through exploring the experiential accounts of members of a university writing community. Their accounts described the community's perceptions and experiences of literacy practices needed to write assignments, of how students developed these practices, and, of what constituted success in the writing. A multi-method, embedded, case-study approach was used. Quantitative data were derived from first-year, second-year, and fourth-year respondents' perceptions and experiences related to assignment writing. A cross-sectional comparison of groups showed consistent year-level effects. Fourth-year students were more confident as writers than first-year and second-year students, and had less difficulty with declarative and procedural aspects of writing assignments. These findings were replicated in a repeated-measures study using a sub-group of first-year and fourth-year students. However, when students contextualised their responses by nominating a subject and referring to their completion of its written assignment, first-year students reported less difficulty with the declarative aspects while fourth-year students were more positive in the procedural aspects. Year-level effects were found for what they reported as helpful in acquiring declarative and procedural knowledge of writing. First-year students reported a wider range of sources as helpful than fourth-year students did, with two exceptions. More of the latter had found information gained in consultations helpful in understanding an assignment question. Additionally more had found friends helpful. Second-year students generally were more positive than first-year and fourth-year students about the usefulness of information in helping them understand an assignment question and in writing it in an academic genre. Knowing how to write predicted success more strongly and consistently than any other factor. Qualitative data informed findings from the quantitative analyses by providing experiential accounts about students' perceptions of themselves as assignment writers, their experiences when writing assignments, and how these experiences developed literacy practices that contributed to success. Additionally, qualitative data were collected from lecturers who convened first-year subjects and those who convened fourth-year subjects. The qualitative data indicated students' strong reference to experiences of writing and of seeking help. Both had shaped their self-perceptions as writers and these had changed over time. First-year students believed that knowing what lecturers wanted in writing assignments was an important factor in success. They described their efforts to access this information and to give lecturers what they thought was wanted. Fourth-year students recognised the same factor, but were more self-reliant in approaching an assignment task. The change to greater internal control appeared to be an outcome of encountering inconsistent and confusing information from external sources over their four years of writing assignments. For their part, lecturers of first-year students said that successful students knew what to write and how to write it. However, lecturers of fourth-year students believed knowing what to write should be subsumed by knowing how to write, and concentrated on the procedural aspect. They believed a coherent assignment resulted when students conceptualised subject matter in ways that enabled them to write academically. Findings in this study extend recent reconceptualisations of literacy as 'literacies' and socio-cultural, socio-cognitive theories about literacy as social practice. They demonstrate limitations of an apprenticeship model for acculturation and suggest a more agentic role for novice members in accounting for learning outcomes as students develop as assignment writers. The experiential accounts reported by members of the academic writing community described their shared and idiosyncratic perceptions of literacy practices and relations of these practices with success in assignment writing. Their descriptions enhance our understanding of the complexity and consequences of these experiences. They also account for why calls for the community to be more visible and explicit in sharing communal expectations of what is privileged and valued in academic assignment writing generally may not be a solution. Based on findings here, this is not a solution. Expectations need to be co-constructed within the community, among students, and lecturers within the context of the writing task. An outcome of understandings reported here is the development of a model from which factors, conditions and critical events that situate learning within a rhetorical conundrum may be described and predicted. This model offers a framework for members of a writing community to explicate individual experiences and expectations in ways that help everyone make sense of those critical events that contribute to a rhetorical conundrum and shape encultured knowledge.
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Fletcher, Margaret Anne. "Undergraduate Assignment Writing: An Experiential Account". Thesis, Griffith University, 2004. http://hdl.handle.net/10072/365389.
Pełny tekst źródłaStreszczenie:
The purpose of this study was to examine assignment writing as a phenomenon of academic writing. This was done through exploring the experiential accounts of members of a university writing community. Their accounts described the community's perceptions and experiences of literacy practices needed to write assignments, of how students developed these practices, and, of what constituted success in the writing. A multi-method, embedded, case-study approach was used. Quantitative data were derived from first-year, second-year, and fourth-year respondents' perceptions and experiences related to assignment writing. A cross-sectional comparison of groups showed consistent year-level effects. Fourth-year students were more confident as writers than first-year and second-year students, and had less difficulty with declarative and procedural aspects of writing assignments. These findings were replicated in a repeated-measures study using a sub-group of first-year and fourth-year students. However, when students contextualised their responses by nominating a subject and referring to their completion of its written assignment, first-year students reported less difficulty with the declarative aspects while fourth-year students were more positive in the procedural aspects. Year-level effects were found for what they reported as helpful in acquiring declarative and procedural knowledge of writing. First-year students reported a wider range of sources as helpful than fourth-year students did, with two exceptions. More of the latter had found information gained in consultations helpful in understanding an assignment question. Additionally more had found friends helpful. Second-year students generally were more positive than first-year and fourth-year students about the usefulness of information in helping them understand an assignment question and in writing it in an academic genre. Knowing how to write predicted success more strongly and consistently than any other factor.
Qualitative data informed findings from the quantitative analyses by providing experiential accounts about students' perceptions of themselves as assignment writers, their experiences when writing assignments, and how these experiences developed literacy practices that contributed to success. Additionally, qualitative data were collected from lecturers who convened first-year subjects and those who convened fourth-year subjects. The qualitative data indicated students' strong reference to experiences of writing and of seeking help. Both had shaped their self-perceptions as writers and these had changed over time. First-year students believed that knowing what lecturers wanted in writing assignments was an important factor in success. They described their efforts to access this information and to give lecturers what they thought was wanted. Fourth-year students recognised the same factor, but were more self-reliant in approaching an assignment task. The change to greater internal control appeared to be an outcome of encountering inconsistent and confusing information from external sources over their four years of writing assignments. For their part, lecturers of first-year students said that successful students knew what to write and how to write it. However, lecturers of fourth-year students believed knowing what to write should be subsumed by knowing how to write, and concentrated on the procedural aspect. They believed a coherent assignment resulted when students conceptualised subject matter in ways that enabled them to write academically. Findings in this study extend recent reconceptualisations of literacy as 'literacies' and socio-cultural, socio-cognitive theories about literacy as social practice. They demonstrate limitations of an apprenticeship model for acculturation and suggest a more agentic role for novice members in accounting for learning outcomes as students develop as assignment writers. The experiential accounts reported by members of the academic writing community described their shared and idiosyncratic perceptions of literacy practices and relations of these practices with success in assignment writing. Their descriptions enhance our understanding of the complexity and consequences of these experiences. They also account for why calls for the community to be more visible and explicit in sharing communal expectations of what is privileged and valued in academic assignment writing generally may not be a solution. Based on findings here, this is not a solution. Expectations need to be co-constructed within the community, among students, and lecturers within the context of the writing task. An outcome of understandings reported here is the development of a model from which factors, conditions and critical events that situate learning within a rhetorical conundrum may be described and predicted. This model offers a framework for members of a writing community to explicate individual experiences and expectations in ways that help everyone make sense of those critical events that contribute to a rhetorical conundrum and shape encultured knowledge.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Cognition, Language and Special Education
Full Text
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Bassam, Loubna. "Gender Differences in SMS Code-Switching by Lebanese Undergraduates". Doctoral thesis, Universitat Rovira i Virgili, 2017. http://hdl.handle.net/10803/461983.
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Aquest estudi investiga les diferències de gènere en l'alternança lingüística (code-switching) entre l'àrab i l'anglès en els missatges SMS d'estudiants libanesos de diferents universitats, diferents classes socials i diferents religions. Un corpus de 1680 missatges SMS es va recollir de 58 estudiants: 34 dones i 24 homes, amb 1013 missatges de dones i 667 d'homes. Es van dur a terme anàlisis qualitatives i quantitatives, i també es van administrar qüestionaris i entrevistes.
Els resultats indiquen que l'alternança lingüística s'utilitza àmpliament en aquests missatges SMS i que les diferències de gènere s'entrellacen amb un conjunt de variables sociolingüístiques. Es detecten diferències significatives de gènere en relació amb la classe social i la religió del emissor, l'edat del receptor, i la naturalesa intra- o inter-gènere de la comunicació. A més, les diferències de gènere interactuen amb la freqüència de l'alternança, el percentatge de diferents idiomes en els missatges amb alternança, i el percentatge d'idiomes utilitzats en els missatges que no tenen alternança.
En tots aquests aspectes, les dones són més actives que els homes. Les dones no només utilitzen l'alternança lingüística significativament més en diferents entorns, sinó també el percentatge d'alternances tendeix a ser més gran quan es tracta de les dones, ja sigui com a emissors o com a receptors. L'estudi també mostra que les dones són innovadores en el sentit que són les usuàries més freqüents de noves variables lingüístiques i són més creatives en la forma en que fan servir el llenguatge per produir certs efectes lingüístics.Esta investigación estudia las diferencias de género que se manifiestan en la alternancia lingüística (code-switching) entre el árabe y el inglés en los mensajes SMS de estudiantes libaneses de diferentes universidades, diferentes clases sociales y diferentes religiones. Se recolectó un corpus de 1680 mensajes SMS de 58 estudiantes universitarios: 34 mujeres y 24 hombres. Del total, 1013 mensajes fueron enviados por mujeres y 667 por hombres. Se realizaron análisis cualitativos y cuantitativos, y también se administraron cuestionarios y entrevistas. Los resultados indican que la alternancia lingüística se utiliza ampliamente en estos mensajes SMS y que las diferencias de género se entrelazan con un conjunto de variables sociolingüísticas. Se detectan significativas distinciones de género con respecto a la clase social y la religión del emisor, la edad del receptor y la naturaleza intra- o inter-género de la comunicación. Además, las diferencias de género interactúan con la frecuencia de las alternaciones, el porcentaje de idiomas diferentes en los mensajes con alternancia y con el porcentaje de idiomas utilizados en los mensajes que no tienen alternancia. En todos estos aspectos, las mujeres son más activas que los hombres. No sólo las mujeres cambian de idioma significativamente más en diferentes entornos, sino que también el porcentaje de alternancias tiende a ser mayor cuando las mujeres participan, ya sea como emisores o como receptores. El estudio también demuestra que las mujeres son innovadoras en el sentido de que son usuarias más frecuentes de nuevas variantes lingüísticas y son más creativas en la forma en que usan el lenguaje para producir ciertos efectos lingüísticos.
This study investigates gender differences in code-switching between Arabic and English in the SMS messages of Lebanese undergraduates from different universities, social classes and religions. A corpus of 1680 SMS messages was collected from 58 undergraduates: 34 women and 24 men; there were 1013 messages from women and 667 from men. Qualitative and quantitative analyses were conducted; a questionnaire and an interview were administered. The results indicate that code-switching is used extensively in these SMS messages and that gender differences are interwoven with a set of sociolinguistic variables. There are significant gender distinctions with regard to the social class and religion of the sender, the age of the recipient, and the intra- or inter-gender nature of the communication. In addition, gender differences interact with the frequency of switches, the percentage of different languages in the messages with code-switching, and the percentage of languages used in the messages that have no code-switching. In all of these respects, women are more active than men. Not only do women code-switch significantly more in different settings, but also the percentage of code-switching tends to be higher whenever women are involved, either as senders or as receivers. The study also shows that women are innovators in the sense that they are more frequent users of new linguistic variables and are more creative in the way they use language to produce certain linguistic effects.
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Lan, Yu-ling. "Exploring Taiwanese undergraduates' self-concepts : validity and cultural relevance /". Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7547.
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Xu, Jie, i Yang Dan Yang. "Undergraduates’ learning management by the usage of Social Media". Thesis, Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-11087.
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With the rapid revolution within networks as well as social media, today people face areal well-rounded and colorful high-tech world. Indeed, the technology of socialmedia changes the way that people socialize and communicate. What is more, thepotential of the social media is limitless, because we can see the combination betweenthe classroom and networks for the communication within a group chatting on acourse discussion. This is really used in our life, especially in western countries. Bycomparison, the model or pattern of learning by using social media in China is quitedifferent. This is why this paper focuses on the perspective of undergraduates’attitudes as well as behaviors when they use Hatcheck during their studying life.Hatcheck is the biggest application for socializing in China and is seen as a ChineseFacebook. How can it change Chinese students’ manners to learn and how canstudents manage their learning process self-regulatory? This will be discussed withinthis paper.
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Lupton, Mandy, i n/a. "Researching an essay: Undergraduates' ways of experiencing information literacy". University of Canberra. Professional Communication, 2003. http://erl.canberra.edu.au./public/adt-AUC20050530.091245.
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This thesis presents a study of students' ways of experiencing information literacy when
researching an essay in a first year university course. The aims of the study were to
contribute to an understanding and awareness of information literacy from the students'
experience, and to inform curriculum design for information literacy education.
The study involved semi-structured interviews with 20 undergraduate students enrolled
in a first year environmental studies course at the Australian National University in
2002. A phenomenographic approach was used as the methodological and theoretical
basis for the study. This research was modelled on Limberg's (1998) study of Year 12
students researching an assignment. It is positioned between Limberg's study and
Bruce's (1997) study of higher educators' conceptions of information literacy.
The experience of information literacy included the interrelationship between the essay,
information and learning. The way in which students experienced a focus on learning,
focus on the essay task, use of information in the course, use of information in the
essay, use of contrasting perspectives and development of argument formed the
qualitative differences in experience. Students experienced information literacy when
researching an essay as: looking for evidence to backup an existing argument; using
background information to develop an argument; and applying learning to help solve
environmental problems. A further outcome of the study is that information literacy is
framed as a learning approach. These outcomes may have significance for students,
teachers, librarians, academic skills advisors, academic developers, policy makers and
administrators in higher education.
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Wunderle, Marcus S. "Investigating in-service educators' and undergraduates' mental tectonic models". Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1172000546.
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Grigor, Ian Edward. "The career and course choices of biomedical sciences undergraduates". Thesis, University of Leeds, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.496540.
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Barrett, Michelle C. Sterk. "Fostering the spiritual development of undergraduates through service-learning". Thesis, University of Massachusetts Boston, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3706486.
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By integrating spiritual development theories with Sanford's theory of challenge and support and study findings, this mixed methods study examines how spiritual development may be occurring through service-learning. The relationship between service-learning participation and spiritual growth is analyzed by addressing the following research questions: 1) Does spiritual growth occur among undergraduates participating in service-learning? 2) Which aspects of the service-learning experience relate to the occurrence of spiritual growth? 3) What role do "challenge" and "support" play in the process of spiritual growth?
The 272 study participants are drawn from the Boston College PULSE Program, a service-learning program that requires 10-12 hours of weekly service for the full academic year while students simultaneously take an interdisciplinary philosophy and theology course entitled, Person and Social Responsibility. The quantitative strand of this study sought to objectively understand the components of the PULSE program that may relate to spiritual development among undergraduates through a pre-test/post-test survey adapted from the College Student Beliefs and Values instrument created by Astin, Astin, & Lindholm (2011). The qualitative strand consisted of semi-structured, one-on-one interviews with eleven study participants whose quantitative survey results demonstrated particularly high or low levels of spiritual change.
Study findings indicate that nearly 80% of study participants grew spiritually during the service-learning experience. Consistent with Sanford's (1962, 1966,1967) theory of college student development and the spiritual development theories of Fowler (1981) and Daloz Parks (2000), spiritual growth was most likely to occur when students experienced significant challenge balanced with support. Qualitative and quantitative results found that challenge was related to the eye opening experience of witnessing injustice at service sites while simultaneously being exposed to diverse perspectives through course assignments and discussions. This eye opening experience led students to struggle spiritually as they questioned prior assumptions and beliefs. Support was found in relationships and effective integration of course content with the service experience.
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Pigden, Norman David. "Career decision making by undergraduates : a small-scale study". Thesis, University of Newcastle Upon Tyne, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324787.
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Pina, Kyle (Kyle Richard). "Career path analysis of professionals selected by MIT undergraduates". Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/119943.
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Thesis: S.B., Massachusetts Institute of Technology, Department of Mechanical Engineering, 2018.Cataloged from PDF version of thesis.
For current MIT undergrads, life after graduation can seem daunting. With uncertainty about job duration, graduate school, and career paths in general, many undergraduates enter the real world unsure of what the future holds, or if what they have decided to do post-graduation is the "best" option. As such, MIT undergraduates in the Undergraduate Practice Opportunities Program (UPOP) were asked to interview professionals that they believed had jobs they would one day also like to have. This resulted in a large dataset of career paths for an extremely diverse group of individuals, all with their own unique stories and time-lines. This data was filtered, cleaned, and analyzed to gain insight into life after graduation. From the analyzed data it was found that the distributions of durations spent at graduate school, in companies, or in specific job titles were all not significantly different, and the average duration spent in each of these options was 2-6 years, with some noticeable outliers. Overall these analyses showed that there are many options for students in the first 10 years after completing their BS, and there is no clear "correct" option to choose from.
by Kyle Pina.
S.B.
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Tripodi, Michael A. "An electropneumatic teststand for teaching control to engineering undergraduates". Thesis, Virginia Tech, 1990. http://hdl.handle.net/10919/42224.
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Agricultural operations such as harvesting and sorting typify controlled processes. Engineering students who wish to specialize in automatic control often do not get sufficient experience in the integration of the three areas of a complete control system: sensors, computing, and actuation. A teststand was designed and built for laboratory exercises which illustrate the inter-relationship of sensors, computing, and actuation in a sorting operation.
Black, gray, and white blocks were placed on a conveyor and moved past two sensors which provided color and position information to a control program. Based upon the information provided by the sensors, the control algorithm activated pneumatic cylinders that sorted the blocks. Two algorithms, identified as open-loop and closed-loop, were tested. For the open-loop tests, the conveyor moved at constant velocity, and for the closed-loop tests, conveyor velocity was cycled. The algorithms calculated the delay between the time a block passed the position sensor and the point where the block was struck by a cylinder, and adjusted the actuation time accordingly.
Tests were run at conveyor speeds between 10 and 80 cm/s. Using the open-loop algorithm, 99.7% of the blocks were identified and struck by the correct cylinder, and for the closed-loop algorithm the accuracy was 98.6%. The control program was written in C and executed on an IBM PC. Three laboratory exercises at various levels of difficulty were developed for the teststand.Master of Science
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Bridges, S. J. "Evaluating and supporting the interculural capabilities of pharmacy undergraduates". Thesis, University of Nottingham, 2014. http://eprints.nottingham.ac.uk/14095/.
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The thesis takes a human development approach to the potential value of international higher education. It evaluates the intercultural capabilities of UK and international pharmacy students in one university. As graduates and professional pharmacists these students will serve a diverse population of patients and work in multi-professional, multi-skilled and multi-cultural teams. Despite internationalised higher education offering a multicultural space in which students could forge a more global outlook, the reality found was that the potential is not realised in the case of many students. The notion of ‘cosmopolitanism’, conceptualised by Kwame Anthony Appiah as an obligation to value, respect and seek understanding of others who are different from us, was used as a basis for imagining the goals of the internationalised university. The capability approach, founded by Amartya Sen and developed by Martha Nussbaum, was employed to frame and evaluate the development of students’ cosmopolitan values. In this approach, social justice is served by promoting individuals’ freedoms - termed ‘capabilities’- to be, to do and to achieve what they themselves consider to be of value. The original capability sets referred to the whole of human living, as a way of reconceptualising poverty reduction and subsequently it was taken up in education to express educational goals in terms of the development of capabilities. Drawing on this work, for the purposes of this thesis, a novel intercultural capability set that identifies the key attributes of being more cosmopolitan-aware was formulated. The framework was constructed iteratively by first drawing up a set suggested by reading and then testing and modifying it as interview data was analysed. The four final overarching capabilities are: Social Relations and Participation; Respect, Dignity and Recognition; Mind and Imagination and Enquiry and Reflection. Each capability has a number of attributes that allowed the building up of a nuanced picture of the intercultural capability of the students who were the focus of the study. A series of 42 semi-structured interviews with 44 home and international pharmacy students explored their experiences and perceptions of an international educational environment. Analysis revealed a spectrum of intercultural capability amongst the students, in terms of the extent and type of capabilities and in terms of their functioning as people with cosmopolitan values. While some students had flourished through having been able to maximise opportunities in the internationalised environment to use and expand their capabilities to a significant extent, others were less able, either because of their initial capabilities or because of the constraining circumstances in which they found themselves. It was evident that the development of intercultural capability was effortful, but those students who were willing to make the effort appeared to connect its value with their own and other’s well-being. The possession of the capability and functioning of Social Relations and Participation was fundamental to enabling the development of other intercultural capabilities. Further analysis, taking case studies of two individual students who appeared to possess little intercultural capability and two who appeared to possess high levels of intercultural capability, revealed the personal and situational factors which allowed students to experience intercultural contact and friendships as transformative and enriching, while others found themselves disempowered, frustrated and limited by social and pedagogical arrangements; there were barriers to their freedom to develop and flourish as more intercultural beings. Social and educational arrangements can have a significant effect upon capability development and functioning. It was found that group working can act to support or hinder intercultural capability. The creation of a curricular space which provided the opportunity for collaboration and exchange, for some students had a profound effect upon the development of their personal and professional outlook and values, through exploration and development of a more cosmopolitan-aware self. The thesis concludes by proposing that an intercultural capability set provides a powerful theoretically and empirically informed tool for evaluating the extent to which home and international students are and can become interculturally capable within the higher education environment and for identifying factors which enable or constrain their capabilities. Such an evaluation is a step towards understanding how higher education might enrich the student experience and produce professionals and global citizens of value to society as a whole.
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White, Beth. "Interdisciplinary Research Experiences For Undergraduates: Two Mixed-Methods Studies". ScholarWorks @ UVM, 2017. http://scholarworks.uvm.edu/graddis/675.
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Despite the demand for a diverse STEM-educated population and workforce, college students have consistently turned away from these disciplines in large numbers, creating a persistent problem that many are trying to address. The aim of the National Science Foundation's Research Experiences for Undergraduates (REU) program is to inspire, attract, and retain STEM majors. Funding supports undergraduate STEM students' engagement in real-world research alongside STEM mentors. As colleges and universities compete for funding for REUs, it is important to understand the mechanisms within summer research programs that resonate most deeply with undergraduate STEM researchers. While many studies reveal strong correlations between research experiences and STEM aspirations, less is known about the mechanisms within REU programs that support these gains. My research used quantitative and qualitative self-reported data from 20 REU students, 18 of whom were underrepresented minorities in STEM. Over two summers, these students, in cohorts of ten, came to the University of Vermont to participate in a team-oriented, 10-week REU: Interdisciplinary Research on Human Impacts in the Lake Champlain Ecosystem.
Two mixed-methods studies, guided by the frameworks of the theory of possible selves, theory of self-efficacy for research, and social cognitive career theory, revealed four important program mechanisms that gave rise to gains in research skills, confidence and self-efficacy for research, and STEM career aspirations, particularly for individuals from underrepresented minority groups in STEM. Findings suggest that the program fostered student capacity building within a safe, inclusive, and positive setting where students experienced what it feels like to be an active participant in the world of research. Within this context, critical mechanisms that gave rise to gains in research skills, confidence and self-efficacy for research, and STEM career aspirations included: (1) experiential education through interdisciplinary research experiences, (2) student independence and ownership balanced with expert researcher guidance and support, (3) formal and informal mentoring networks where students were mentored and where they mentored others, and (4) the establishment of an intentional learning community that advanced leadership, research skill building, perseverance, and reflection.
Results from this research cannot be generalized beyond the context of the Lake Champlain REU, however, findings are in alignment with the body of literature that highlights the positive effects of REUs on STEM majors' research skills, confidence and self-efficacy for research, and STEM career aspirations. Using mixed methods to identify and understand the within-program mechanisms that support student gains is a valuable new research approach for this field. Recognizing programmatic mechanisms across REU programs can lead to expansion, replication, and application of these models beyond one institution, resulting in more positive gains for more undergraduate STEM researchers.
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Chantry, Brian N. "Research Experiences for Undergraduates: An Evaluation of Affective Impact". Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3323.pdf.
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Gámez, Laura Patricia. "Evaluation of a Scholarship Retention Program for Hispanic Undergraduates". Thesis, The University of Arizona, 2011. http://hdl.handle.net/10150/144351.
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