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Artigos de revistas sobre o assunto "Undergraduate Division"
Knight, Melinda. "Writing and Other Communication Standards in Undergraduate Business Education: A Study of Current Program Requirements, Practices, and Trends". Business Communication Quarterly 62, n.º 1 (março de 1999): 10–28. http://dx.doi.org/10.1177/108056999906200102.
Texto completo da fonteBurnett, L. E. "Integrating undergraduate laboratories into the curriculum." Advances in Physiology Education 260, n.º 6 (junho de 1991): S25. http://dx.doi.org/10.1152/advances.1991.260.6.s25.
Texto completo da fonteCox, Ryan M., Andrew D. Sobel, Alison Biercevicz, Craig P. Eberson e Mary K. Mulcahey. "Geographic Trends in the Orthopedic Surgery Residency Match". Journal of Graduate Medical Education 10, n.º 4 (1 de agosto de 2018): 423–28. http://dx.doi.org/10.4300/jgme-d-17-00633.1.
Texto completo da fonteAlkhateeb, Haitham M., e Randall Nichols. "Undergraduate Students' Understanding of Division of Fractions". Psychological Reports 88, n.º 3_suppl (junho de 2001): 974–78. http://dx.doi.org/10.2466/pr0.2001.88.3c.974.
Texto completo da fonteALKHATEEB, HAITHAM M. "UNDERGRADUATE STUDENTS' UNDERSTANDING OF DIVISION OF FRACTIONS". Psychological Reports 88, n.º 3 (2001): 974. http://dx.doi.org/10.2466/pr0.88.3.974-978.
Texto completo da fonteALKHATEEB, HAITHAM M. "UNDERGRADUATE STUDENTS' UNDERSTANDING OF DIVISION OF FRACTIONS". Psychological Reports 88, n.º 4 (2001): 974. http://dx.doi.org/10.2466/pr0.88.4.974-978.
Texto completo da fonteZiegler, Troy J., e David M. Koch. "Undergraduate Research: A Pedagogical Experiment". Proceedings of the Human Factors Society Annual Meeting 32, n.º 7 (outubro de 1988): 490–94. http://dx.doi.org/10.1177/154193128803200709.
Texto completo da fonteHamlet, Leigh C., Arkajyoti Roy, Giovanna Scalone, Regina Lee, Cristina Poleacovschi e Jessica Kaminsky. "Gender and Engineering Identity among Upper-Division Undergraduate Students". Journal of Management in Engineering 37, n.º 2 (março de 2021): 04020113. http://dx.doi.org/10.1061/(asce)me.1943-5479.0000876.
Texto completo da fonteCook, David M. "Computational Exercises for the Upper-Division Undergraduate Physics Curriculum". Computers in Physics 4, n.º 3 (1990): 308. http://dx.doi.org/10.1063/1.4822915.
Texto completo da fonteHixson, Susan H., e Curtis T. Sears. "Projects supported by the nsf division of undergraduate education." Journal of Chemical Education 72, n.º 2 (fevereiro de 1995): 158. http://dx.doi.org/10.1021/ed072p158.
Texto completo da fonteTeses / dissertações sobre o assunto "Undergraduate Division"
Poltavtchenko, Elena. "Engineering design reports in upper-division undergraduate engineering courses and in the workplace". Thesis, Northern Arizona University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3562160.
Texto completo da fonteThe workplace success of new engineering graduates is ultimately affected by their oral and written communication skills. However, engineering students' academic preparation for industry's needs in terms of written communication has been widely acknowledged as inadequate. The present study is intended to improve our understanding of a prominent engineering genre, the engineering design report (EDR), and provide support for students learning to write this genre. The goals of this study are to (a) conduct a corpus-based register comparison between student and professional EDRs and (b) provide a more detailed description of professional EDRs, by determining their rhetorical organization and identifying linguistic features associated with this organization.
This research is based on two EDR corpora (N of texts=262, with approximately 1,119,186 words), one with upper-division engineering students' EDRs and the other with professional engineers' EDRs. The study examines both non-linguistic and linguistic features of student and professional EDRs. First, non-linguistic characteristics of EDRs are examined using the EDR situational framework developed for the study. Then, corpus-based methodologies are used to analyze core grammatical features and features associated with grammatical complexity in both corpora. Finally, to determine conventional discourse structures of professional EDRs, the study draws on the English for Specific Purposes tradition of genre analysis and then uses register analysis to investigate linguistic features associated with particular rhetorical structures.
The register analyses revealed complex patterns of linguistic variation, frequently influenced by the registers' situational characteristics. The results of these analyses indicate that two EDR registers fill different positions on the spoken-to-written continuum, with reports produced in the workplace being closer to professional written registers and student reports using more speech-like features. The genre analysis of professional EDRs uncovered the highly variable nature of this genre. Despite considerable variation in EDR rhetorical organization, 12 common moves were identified that cluster in specific ways to form EDR organizational units and rely on particular sets of linguistic features. A streamlined template of the EDR genre is introduced as are linguistic features associated with its organization. Study results may have pedagogical implications for teaching features of professional EDRs to students.
Tabano, James G. "How Former Division I Student-Athletes Experienced Their Dual Undergraduate Roles| The Internal Competition for an Identity". Thesis, The George Washington University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557698.
Texto completo da fonteIdentity research requires a multidisciplinary approach for a comprehensive understanding. Even with acceptance of multiple perspectives, one is left with ambiguous terminology and indiscrete concepts (Ashmore, Deaux, & McLaughlin-Volpe, 2004).
The inquiry into the identity of a nontraditional college population such as student-athletes is no less complicated and challenging (Gohn & Albin, 2006). The role development and role demands confronting these students make for a unique undergraduate experience (Greer & Robinson, 2006). The identity balance achieved through role salience necessitates that these students learn self-regulation and self-management skills in order to perform both academic and athletic roles effectively (Adler & Adler, 1987; Killeya-Jones, 2005; Melendez, 2009). Nonetheless, proficiency at these roles does not preclude the inevitable role foreclosures that all these student-athletes face at the end of their undergraduate experience (Ogilvie & Taylor, 1993; Pearson & Petitpas, 1990).
This dissertation is a three-part examination of this dual identity phenomenon. It explores the experiences of seven former NCAA Division I student-athletes who participated in the revenue-producing sports of basketball or football. All three of the analyses utilize a phenomenological methodology and rely on both an interview and projective stimulus. The interviews consist of three sets of open-ended questions, and the projective data instrument utilizes Card 1 (Boy with violin) of the Thematic Apperception Test (TAT) (Murray, 1943).
The initial inquiry looks at the developmental process of the student-athlete, including how the two identities are formed, sustained, and foreclosed. Many college student-athlete studies examine identity issues while the students are enrolled as undergraduates, but this inquiry focuses on those former NCAA Division I athletes who successfully navigated the dual role dynamic. The reports of those who have been able to play and graduate give insight to particular problems and the solutions these athletes developed. The results reveal a pre-collegiate dual identity development that is sustained through college by role salience strategies and role foreclosure recognition.
The second inquiry identifies those individual identity elements that may be active in the formation of the dual role identities for these former student-athletes. The dominant identity themes for the interviews were framed by Ashmore, Deaux, and McLaughlin-Volpe (2004). The narratives were scrutinized for identity themes from the participants’ high school and college experiences. The narratives consisted of the following identity elements: self-categorization, evaluation, importance, affective commitment, and content and meaning. The assessment of the TAT projections was grounded in McClelland, Atkinson, Clark, and Lowell’s (1953) achievement motivation scoring criteria. High-achievement content was found in five of the seven stories. Implications of the findings are discussed for future research into the complexity of college student-athlete identity.
The final inquiry examines the motivational and self-regulatory underpinning of these former student-athletes. Delay of gratification (DOG) has been recognized as a psychological trait involving both ego control and ego resiliency (Funder & Block, 1989). It is also recognized as an important psychological condition for academic success (Bembenutty & Karabenick, 1998).
The same two data collection instruments were used: an open-ended question interview and Card 1 (Boy with violin) of the TAT. The interview yielded recall data concerning DOG in both the high school and college experiences of these participants. The TAT gave a projective story and fictional response to the structured stimulus in the TAT picture card. There were similar responses between the data sets alluding to DOG when the narratives were assessed according to Academic Delay of Gratification strategies (Bembenutty & Karabenick, 1998). Implications for further research, policy, and practice as well as a need for more expansive qualitative inquiry into this studentathlete subpopulation are discussed.
Modir, Bahar. "Problem solving in physics: undergraduates' framing, procedures, and decision making". Diss., Kansas State University, 2017. http://hdl.handle.net/2097/36258.
Texto completo da fonteDepartment of Physics
Eleanor C. Sayre
In this dissertation I will start with the broad research question of what does problem solving in upper division physics look like? My focus in this study is on students' problem solving in physics theory courses. Some mathematical formalisms are common across all physics core courses such as using the process of separation of variables, doing Taylor series, or using the orthogonality properties of mathematical functions to set terms equal to zero. However, there are slight differences in their use of these mathematical formalisms across different courses, possibly because of how students map different physical systems to these processes. Thus, my first main research question aims to answer how students perform these recurring processes across upper division physics courses. I break this broad question into three particular research questions: What knowledge pieces do students use to make connections between physics and procedural math? How do students use their knowledge pieces coherently to provide reasoning strategies in estimation problems? How do students look ahead into the problem to read the information out of the physical scenario to align their use of math in physics? Building on the previous body of the literature, I will use the theory family of Knowledge in Pieces and provide evidence to expand this theoretical foundation. I will compare my study with previous studies and provide suggestions on how to generalize these theory expansions for future use. My experimental data mostly come from video-based classroom data. Students in groups of 2-4 students solve in-class problems in quantum mechanics and electromagnetic fields 1 courses collaboratively. In addition, I will analyze clinical interviews to demonstrate how a single case study student plays an epistemic game to estimate the total energy in a hurricane. My second research question is more focused on a particular instructional context. How do students frame problem solving in quantum mechanics? I will lay out a new theoretical framework based in epistemic framing that separates the problem solving space into four frames divided along two axes. The first axis models students' framing in math and physics, expanded through the second axis of conceptual problem solving and algorithmic problem solving. I use this framework to show how students navigate problem solving. Lastly, I will use this developed framework to interpret existing difficulties in quantum mechanics.
Donlin, Ayla A. "Vocational identity and well-being among diverse, upper-division health science undergraduates in the United States". Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3584961.
Texto completo da fonteThe purpose of this quantitative study was to examine, from a constructivist career development perspective, the factors of well-being and vocational identity that emerged among a diverse sample of upper-division undergraduate students. This study also examined which factors of vocational identity predicted well-being and which factors of well-being predicted vocational identity. Participants included 411 diverse, upper-division health science students from a public university in Southern California. The first two research questions that guided this study were designed to explore emergent factors of well-being and vocational identity using items from the PERMA Well-Being Profiler (PERMA) and the Vocational Identity Status Assessment. The final two research questions were designed to examine the best predictors of well-being among the factors of vocational identity and the best predictors of vocational identity among the factors of well-being. To address the research questions, data obtained from surveys was analyzed using exploratory factor analysis and multiple linear regression analysis.
The findings of this study demonstrated that PERMA theory and Vocational Identity Status theory explained the constructs of well-being and vocational identity among the diverse sample with few exceptions. Further, the PERMA and VISA instruments proved valid and reliable among the diverse sample. In-depth career exploration, identification with career commitment, and career self-doubt were the vocational identity factors that best predicted well-being. Meaning, accomplishment, and engagement were the well-being factors that best predicted vocational identity.
Recommendations based on the findings of this study included revisiting performance based funding policies to incorporate the measurement of well-being and vocational identity as metrics of student success alongside more objective measures like retention, GPA, and time to graduation. Further, recommendations were offered for integrating well-being and vocational identity enhancing activities and interventions into current practices in classroom, counseling, and advising settings. Recommendations for qualitative, experimental, and longitudinal research designs were offered based on the findings of this study.
"African-American Male Student-Athletes in Division I Collegiate Sports: Expectations and Aspirations for Undergraduate Degree Attainment". Doctoral diss., 2012. http://hdl.handle.net/2286/R.I.14696.
Texto completo da fonteDissertation/Thesis
Ed.D. Higher and Postsecondary Education 2012
(6326255), Stefan M. Irby. "Evaluation of a Novel Biochemistry Course-Based Undergraduate Research Experience (CURE)". Thesis, 2019.
Encontre o texto completo da fonteCourse-based Undergraduate Research Experiences (CUREs) have been described in a range of educational contexts. Although various learning objectives, termed anticipated learning outcomes (ALOs) in this project, have been proposed, processes for identifying them may not be rigorous or well-documented, which can lead to inappropriate assessment and speculation about what students actually learn from CUREs. Additionally, evaluation of CUREs has primarily relied on student and instructor perception data rather than more reliable measures of learning.This dissertation investigated a novel biochemistry laboratory curriculum for a Course-based Undergraduate Research Experience (CURE) known as the Biochemistry Authentic Scientific Inquiry Lab (BASIL). Students participating in this CURE use a combination of computational and biochemical wet-lab techniques to elucidate the function of proteins of known structure but unknown function. The goal of the project was to evaluate the efficacy of the BASIL CURE curriculum for developing students’ research abilities across implementations. Towards achieving this goal, we addressed the following four research questions (RQs): RQ1) How can ALOs be rigorously identified for the BASIL CURE; RQ2) How can the identified ALOs be used to develop a matrix that characterizes the BASIL CURE; RQ3) What are students’ perceptions of their knowledge, confidence and competence regarding their abilities to perform the top-rated ALOs for this CURE; RQ4) What are appropriate assessments for student achievement of the identified ALOs and what is the nature of student learning, and related difficulties, developed by students during the BASIL CURE? To address these RQs, this project focused on the development and use of qualitative and quantitative methods guided by constructivism and situated cognition theoretical frameworks. Data was collected using a range of instruments including, content analysis, Qualtrics surveys, open-ended questions and interviews, in order to identify ALOs and to determine student learning for the BASIL CURE. Analysis of the qualitative data was through inductive coding guided by the concept-reasoning-mode (CRM) model and the assessment triangle, while analysis of quantitative data was done by using standard statistical techniques (e.g. conducting a parried t-test and effect size). The results led to the development of a novel method for identifying ALOs, namely a process for identifying course-based undergraduate research abilities (PICURA; RQ1; Irby, Pelaez, & Anderson 2018b). Application of PICURA to the BASIL CURE resulted in the identification and rating by instructors of a wide range of ALOs, termed course-based undergraduate research abilities (CURAs), which were formulated into a matrix (RQs 2; Irby, Pelaez, & Anderson, 2018a,). The matrix was, in turn, used to characterize the BASIL CURE and to inform the design of student assessments aimed at evaluating student development of the identified CURAs (RQs 4; Irby, Pelaez, & Anderson, 2018a). Preliminary findings from implementation of the open-ended assessments in a small case study of students, revealed a range of student competencies for selected top-rated CURAs as well as evidence for student difficulties (RQ4). In this way we were able to confirm that students are developing some of the ALOs as actual learning outcomes which we term VLOs or verified learning outcomes. In addition, a participant perception indicator (PPI) survey was used to gauge students’ perceptions of their gains in knowledge, experience, and confidence during the BASIL CURE and, therefore, to inform which CURAs should be specifically targeted for assessment in specific BASIL implementations (RQ3;). These results indicate that, across implementations of the CURE, students perceived significant gains with large effect sizes in their knowledge, experience, and confidence for items on the PPI survey (RQ3;). In our view, the results of this dissertation will make important contributions to the CURE literature, as well as to the biochemistry education and assessment literature in general. More specifically, it will significantly improve understanding of the nature of student learning from CUREs and how to identify ALOs and design assessments that reveal what students actually learn from such CUREs - an area where there has been a dearth of available knowledge in the past. The outcomes of this dissertation could also help instructors and administrators identify and align assessments with the actual features of a CURE (or courses in general), use the identified CURAs to ensure the material fits departmental or university needs, and evaluate the benefits of students participating in these innovative curricula. Future research will focus on expanding the development and validation of assessments so that practitioners can better evaluate the efficacy of their CUREs for developing the research competencies of their undergraduate students and continue to render improvements to their curricula.
Livros sobre o assunto "Undergraduate Division"
National Science Foundation (U.S.)., National Science Foundation (U.S.). Directorate for Education and Human Resources. Division of Research, Evaluation, and Communication., National Science Foundation (U.S.). Division of Undergraduate Education. Course & Curriculum Development Program. e SRI International, eds. Evaluation of the Division of Undergraduate Education's Course & Curriculum Development Program: Report from the Technical Review Committee and final report from the Evauation Team. Arlington, VA: The Division, 1998.
Encontre o texto completo da fonte1935-, Strommer Diane Weltner, National Center for the Study of the Freshman Year Experience (University of South Carolina) e Association of Deans and Directors of University Colleges and Undergraduate Studies., eds. Portals of entry: University colleges and undergraduate divisions. Columbia, S.C: National Resource Center for the Freshman Year Experience, University of South Carolina, 1993.
Encontre o texto completo da fonteCevelev, Aleksandr. Material management of railway transport. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1064961.
Texto completo da fonteStrommer, Diane Weltner. Portals of Entry: University Colleges and Undergraduate Divisions. National Resource Center for the Freshman Yea, 1993.
Encontre o texto completo da fonteGlobal Academy for Paediatric Surgery: Appendicitis & Appendectomy. UCT Libraries, 2022. http://dx.doi.org/10.15641/0-7992-2556-3.
Texto completo da fonteBeste, Jennifer. Introduction. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190268503.003.0001.
Texto completo da fonteGiordano, Thomas H. A History of the Geology Program at New Mexico State University: 1890 to 2015. New Mexico Geological Society, 2022. http://dx.doi.org/10.56577/sp-15.
Texto completo da fonteFox, Charles W., Derek A. Roff e Daphne J. Fairbairn, eds. Evolutionary Ecology. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195131543.001.0001.
Texto completo da fonteMay, Robert, e Angela R. McLean, eds. Theoretical Ecology. Oxford University Press, 2007. http://dx.doi.org/10.1093/oso/9780199209989.001.0001.
Texto completo da fontePertl, Brian. Reshaping Undergraduate Music Education in Turbulent Times Through Cultural Rather Than Curricular Change. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190658397.003.0002.
Texto completo da fonteCapítulos de livros sobre o assunto "Undergraduate Division"
Shaw, Colin A., e Gregory Young. "Course-Embedded Research in the Lower Division at Montana State University". In Course-Based Undergraduate Research, 207–21. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003443704-17.
Texto completo da fonteTian, Yun, Saqer Alhloul, Fangyang Shen e Yanqing Ji. "Motivating Computer Science Students in Lower-Division Undergraduate Curriculum". In Advances in Intelligent Systems and Computing, 291–96. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70416-2_37.
Texto completo da fonteDoser, Diane I., e Musa J. Hussein. "Implementing InTeGrate Materials in an Upper-Division Undergraduate Engineering Course". In Interdisciplinary Teaching About Earth and the Environment for a Sustainable Future, 257–76. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-03273-9_13.
Texto completo da fonteGould, Scot A. C. "Undergraduate Upper Division Quantum Mechanics: An Experiment in Maple® Immersion". In Communications in Computer and Information Science, 254–62. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-41258-6_19.
Texto completo da fonteDakowska, Dorota. "Highlighting Systemic Inequalities: The Impact of the COVID-19 Pandemic on French Higher Education". In The Impact of Covid-19 on the Institutional Fabric of Higher Education, 89–115. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-26393-4_4.
Texto completo da fonteHabibi, Ali Mohamed, e Ann Dashwood. "Changing the LAB Experience in Undergraduate Engineering". In Technology-Enhanced Formative Assessment Practices in Higher Education, 215–39. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0426-0.ch011.
Texto completo da fonteGuo, Jiao, e Qinnan Ding. "Self-Regulation, Motivation, Emotion, and Skill Mastery of Online Learning". In Supporting Self-Regulated Learning and Student Success in Online Courses, 238–54. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-6500-4.ch011.
Texto completo da fonteDavis, Josephine Dunbar, e Samuel Bradley Cartwright. "The Effects of Using Open Educational Resources on Minority Achievement in Undergraduate Mathematics". In Open Educational Resources (OER) Pedagogy and Practices, 20–41. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1200-5.ch002.
Texto completo da fonteRoss, Mary Ellen. "Teaching Freud in Religion and Culture Courses: A Dialogical Approach". In Teaching Freud, 195–210. Oxford University PressNew York, NY, 2003. http://dx.doi.org/10.1093/oso/9780195157680.003.0012.
Texto completo da fonteBurrell, Darrell Norman, Calvin Nobles, Maurice Dawson, Eugene J. M. Lewis, S. Raschid Muller, Kevin Richardson e Amalisha S. Aridi. "Innovative Legitimate Non-Traditional Doctorate Programs in Cybersecurity, Engineering, and Technology". In Applications of Machine Learning and Deep Learning for Privacy and Cybersecurity, 175–88. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9430-8.ch009.
Texto completo da fonteTrabalhos de conferências sobre o assunto "Undergraduate Division"
LaRoche, Richard D., e Barbara J. Hutchings. "FlowLab: Computational Fluid Dynamics (CFD) Framework for Undergraduate Education". In ASME 2002 Joint U.S.-European Fluids Engineering Division Conference. ASMEDC, 2002. http://dx.doi.org/10.1115/fedsm2002-31381.
Texto completo da fonteHartman, Janet. "Program updates from the national science foundation division of undergraduate education". In Working group reports from ITiCSE. New York, New York, USA: ACM Press, 1999. http://dx.doi.org/10.1145/349316.349379.
Texto completo da fonteBoyalakuntla, Pranavi, Mark Goldwater, Utsav Gupta, Whitney Q. Lohmeyer e Siddhartan Govindasamy. "An Undergraduate-level, Problem-based Introduction to Orthogonal Frequency-Division Multiplexing". In 2022 IEEE Frontiers in Education Conference (FIE). IEEE, 2022. http://dx.doi.org/10.1109/fie56618.2022.9962599.
Texto completo da fonteSpall, Robert. "Development of a Two-Dimensional Sail Analysis Code for Use as a Teaching Tool in an Undergraduate Fluid Dynamics Course". In ASME 2013 Fluids Engineering Division Summer Meeting. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/fedsm2013-16051.
Texto completo da fonteKumar, V., C. Ramana, S. Afrin, J. Ortega, Neelam Agarwal e Victor Udoewa. "Touchpad in Education: Dynamic Learning Framework Assessment and Content Development for the Undergraduate Fluid Mechanics". In ASME 2013 Fluids Engineering Division Summer Meeting. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/fedsm2013-16257.
Texto completo da fonteStubley, Gordon D. "Teaching Advanced Fluids Engineering and CFD". In ASME 2002 Joint U.S.-European Fluids Engineering Division Conference. ASMEDC, 2002. http://dx.doi.org/10.1115/fedsm2002-31380.
Texto completo da fonteSpall, Robert, e Joshua Hodson. "Educational Results Obtained Using an Improved Two-Dimensional Panel Method Code in Undergraduate Fluid Dynamics and Aerodynamics Courses". In ASME 2017 Fluids Engineering Division Summer Meeting. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/fedsm2017-69031.
Texto completo da fonteSverdrup, Keith A., Jill Singer, Jeffrey Ryan, David J. Matty e Peter D. Lea. "ON THE CUTTING EDGE: PERSPECTIVES FROM NSF DIVISION OF UNDERGRADUATE EDUCATION GEOSCIENCE PROGRAM OFFICERS". In GSA Annual Meeting in Seattle, Washington, USA - 2017. Geological Society of America, 2017. http://dx.doi.org/10.1130/abs/2017am-299046.
Texto completo da fonteFhaner, Matthew. "Adapting Undergraduate Laboratory Curriculum in a Pandemic: Strategies for Introductory and Upper-division Labs". In Virtual 2021 AOCS Annual Meeting & Expo. American Oil Chemists’ Society (AOCS), 2021. http://dx.doi.org/10.21748/am21.473.
Texto completo da fonteZhu, Weiying. "Converting Upper-Division Undergraduate Computer Science Courses Online: Challenges, Student Performance, and Student Perceptions". In 2022 IEEE Frontiers in Education Conference (FIE). IEEE, 2022. http://dx.doi.org/10.1109/fie56618.2022.9962580.
Texto completo da fonteRelatórios de organizações sobre o assunto "Undergraduate Division"
Smith, Joshua E. Orion Staples of C-IIAC Wins the 2017 American Chemical Society Division of Inorganic Chemistry Undergraduate Research Award. Office of Scientific and Technical Information (OSTI), maio de 2018. http://dx.doi.org/10.2172/1438100.
Texto completo da fonte