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Relevant bibliographies by topics / Final university assignment project

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Academic literature on the topic 'Final university assignment project'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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Journal articles on the topic "Final university assignment project"

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Kamil, Mustofa, Joko Rianto, and Danang Suprayogi. "Management of Deciding Decision Making Final Project Advisor in Optimizing Learning." Aptisi Transactions on Management (ATM) 2, no. 2 (January 25, 2019): 168–76. http://dx.doi.org/10.33050/atm.v2i2.790.

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In the management of learning in preparing the final assignment has become an obligation in each university. So, the existence of a final assignment supervisor is very important to help students complete their final assignments. Without the final assignment supervisor can lead to unclear and a directed research in accordance with the provisions of learning management, in this study discusses the role of lecturers in conducting final assignments in both thesis and thesis, lecturers as facilitators start the final assignment, lecturers as final project supervisors, lecturers as a final assignment exam preparation supervisor, stress in preparing the final assignment, communication of students with supervisors, choosing supervisors, consulting techniques with counselors, obstacles during the guidance of the preparation of the final assignment report. With the hope of this research students can choose a mentor where they must master the fields that are in accordance with your final assignment and with the provisions of learning management in Higher Education, and choose a mentor who has enough time to guide you, and a cooperative and communicative guide.

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Sirait, Weri, Sarjon Defit, and Gunadi Widi Nurcahyo. "Algoritma K-Means Untuk Klasterisasi Tugas Akhir Mahasiswa Berdasarkan Keahlian." Jurnal Sistim Informasi dan Teknologi 1, no. 3 (September 17, 2019): 25–30. http://dx.doi.org/10.35134/jsisfotek.v1i3.6.

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School of Information and Computer Management (STMIK) Indonesia Padang is a private university under the auspices of the Higher Education Service Institution (LLDIKTI) Region X, producing graduates who are competent in the field of system analysts and database administrators. Requirements to meet undergraduate graduates (S1) final year students need to complete a final project or thesis.Final year students at STMIK Indonesia Padang often experience confusion in taking the final assignment topic. This is due to the fact that the final year students have not been able to direct their potential in determining the final assignment topic. In this case, researchers conducted the process of grouping final level students using the Data Mining K-means Clustering technique. The process of grouping final-level students is done by utilizing the data of course values from the field mapping system analysts and database administrators. In this grouping two clusters will be produced, namely students taking the final assignment of system analysts and database administrator. So by using this K-means Clustering method, students have direction in taking the final assignment topic. The results obtained from 40 data samples used were students who took the topic of the final project system analysts as many as 20 students and students who took the final assignment of database administrators were 20 students

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Nursari, Sri Rezeki Candra, and Virgie Sciorra. "Decision Support System for Final Assignment with Analytical Hierarchy Process (AHP) Method. Case Study: Informatics Engineering Faculty of Engineering, Pancasila University." bit-Tech 1, no. 1 (September 18, 2018): 19–25. http://dx.doi.org/10.32877/bt.v1i1.7.

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In human life always faced with several choices. The right decision making will affect our lives in the future. In the bachelor degree program education Final Project is the closing course to get a Bachelor's degree. Many things need to be considered in determining the appropriate TA topic. Many people have a view, choose the topic of Final Assignment that is easy so easy, regardless of suitability with interests and talents. Actually this view needs to be reviewed because choosing the topic of Final Assignment has a significant impact on the lives of these students in the future. To determine the topic of Final Assignment in the Informatics Engineering Faculty of Engineering, the Pancasila University required mastering criteria, mastering memorization, mastering the count, mastering the design, value, and areas of interest. And has an alternative, namely Information Systems, Decision Support Systems using methods, Intelligent Systems/Expert Systems, Networks, Mobile Programming (Games), Mobile Programming (Applications), Use of Algorithms in Support Systems / Applications of this Decree using Analytic Hierarchy Process method for determine the exact topic of Final Assignment according to the ability of students. The AHP method refers to taking selected elective courses

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Titus, David, Garth Harris, Rajesh Gulati, and Dennis Bristow. "The Capstone Sales Course: An Integral Part of a University Level Professional Selling Program." International Journal of Higher Education 6, no. 4 (July 15, 2017): 28. http://dx.doi.org/10.5430/ijhe.v6n4p28.

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The Capstone Sales course is the final in a sequence of five required courses in a 15 credit Professional Selling program housed in the Marketing Department at St. Cloud State University. The course is heavily focused on experiential learning activities for senior-level sales students. In this paper details of the course design, instructor and student deliverables, grading rubrics, student project/assignment guidelines, and a suggested course schedule are presented.

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Noviana, Eddy, Otang Kurniaman, and Muhammad Nailul Huda. "PENGEMBANGAN APLIKASI BIMBINGAN TUGAS AKHIR MAHASISWA BERBASIS WEBSITE PADA PROGRAM STUDI PENDIDIKAN GURU SEKOLAH DASAR FKIP UNIVERSITAS RIAU." Primary: Jurnal Pendidikan Guru Sekolah Dasar 7, no. 1 (April 26, 2018): 1. http://dx.doi.org/10.33578/jpfkip.v7i1.5334.

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This research is research of application development of final project of student based on website at Prodi PGSD FKIPUniversitas Riau by using waterfall model. The formulation of the problem in this research are: (1) how the design ofdeveloping the final project application of student based on the website of Prodi PGSD FKIP Universitas Riau? and (2)whether the program designed to assist the final project guidance on Prodi PGSD FKIP University of Riau ?. The purpose ofthis research is (1) to design a system that can assist the process of guidance of final assignment of students to Prodi PGSDFKIP Universitas Riau and (2) to know the response about the use of application of final student task based on the website ofProdi PGSD FKIP Universitas Riau. This research is a development research with waterfall model. Development stage isdone in four stages, namely: (1) stage study of literature; (2) needs analysis phase; (3) application design; and (4)application testing phase and conclusion. The result of the research stated that the application of the final assignment of thestudents based on the website of PGSD Study Program of FKIP Universitas Riau is valid with four references, namely: (1)correctness aspect (truth); (2) reliability (reliability) aspect; (3) integrity; and (4) usability (usage). Based on the results ofeffectiveness test on the students obtained data that the application of the final project-based student guidance websiteincluded in the category of very effective average percentage is 84.89% with very effective category. It is marked by theacquisition: 1) the correctness (truth) of 84.93% with very effective category; 2) reliability (reliability) of 86.37% with veryeffective category; 3) integrity (integration) equal to 86,08% with very effective category; and 4) usability (usage) of 82.17%with very effective category. The average percentage is 84.89% with very effective category. So it can be concluded that theapplication development of final student task based on the website Prodi PGSD FKIP University of Riau has been declaredeffective and has been widely used.

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Hassani, Hossein, Govand Kadir, Nawzad K. Al-Salihi, Wrya Muhammad Ali Monnet, Tara Ali-Yahiya, and Fattah Alizade. "Supervision of Undergraduate Final Year Projects in Computing: A Case Study." Education Sciences 8, no. 4 (December 4, 2018): 210. http://dx.doi.org/10.3390/educsci8040210.

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Final Year Projects (FYPs) play a significant role in undergraduate education in the computing field of study, and most of the related university departments and schools consider them an essential contribution to this study. However, issues such as whether to assign the projects individually or to a group of students, the procedures followed in their assignment, the supervision process and the evaluation of the outcomes have been of concern to many academics in the field. In this case study, we present the methods for activities such as assignment, supervision, and evaluation of FYPs at the University of Kurdistan Hewlêr (UKH) between the years 2009 and 2017. We discuss the development of our approach and the lessons learned during the mentioned period. Furthermore, we present our current way of managing the FYP module. The aim is to develop a platform for interested and involved academics to discuss the topic further. Sharing the experiences on managing FYPs would not only help in making the module more attractive and beneficial to the students but also in the consolidation of the guidelines and indicators of the proper supervision and a fair evaluation of this significant undergraduate study endeavor.

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Samidjo, Samidjo, Pairun Roniwijaya, and Bayu Rahmat Setiadi. "STRATEGIES TO COMPLETED THE STUDENT'S THESIS OF MECHANICAL ENGINEERING EDUCATION THROUGH THE FINAL PREPARATION PERIOD PROGRAM (FP3)." Journal of Mechanical Engineering and Vocational Education (JoMEVE) 1, no. 1 (April 2, 2018): 9. http://dx.doi.org/10.20961/jomeve.v1i1.19072.

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The final preparation project program (FP3) is a strategy used by University of Sarjanawiyata Tamansiswa (UST) in giving students graduation opportunities on time. This program is for final year students. Research focus on the preparedness of final assignment both from the determination of research topics, research methods used, site selection research, preparation of research reports, guidance, and others. The study used a qualitative approach with key informants of 33 UST students who took FP3. The results show that the usefulness of FP3 is very meaningful for the students because they get comprehensive information in qualified research procedures and strategies to graduate on time.

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Carter, P. "0246 Improve Sleep in College Students Through Lifestyle Change Assignment." Sleep 43, Supplement_1 (April 2020): A94. http://dx.doi.org/10.1093/sleep/zsaa056.244.

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Abstract Introduction Emerging adults experience a ‘new found freedom’ in college. Many are making decisions about their sleep-wake cycles leading to ineffective patterns. Poor sleep in college students is influenced by non-modifiable (class time, course assignments) and behavior based (sleep schedule, screen time, exercise and diet) factors. Change is difficult! However, GPA is a great student motivator. This project developed and tested the acceptability of a guided lifestyle change assignment for sleep. Methods Undergraduate students at a Southern USA R-1 University who were enrolled in a signature course (Sleep: Are We Getting Enough?) were eligible. Context: Twice weekly lectures presented scientific findings related to sleep science and applied findings to human experiences. Intervention: students completed a guided lifestyle change assignment for sleep. Students indentified a specific sleep related behavior to change (change goal) over a 1 month period (November), submitted an initial lifestyle change plan, three progress reports, and a final reflection. Results 800 students participated over 6 years (Fall semesters 2014–2019). Students were primarily female (56%) and nine majors were represented. Goals were grouped into 4 lifestyle foci (Exercise, Screen time, Sleep Schedule, Diet). Progress reports identified barriers and facilitators and plans to address these. Final reflections evaluated overall performance and major takeaways. Qualitative perceptions and quantitative outcomes will be presented in detail. Additionally, discussions of unanticipated outcomes and guidance for incorporating this assignment into existing courses will be presented. Conclusion College students can make positive changes to improve their sleep. Guidance to identify and address facilitators and barriers to change is important to create and sustain change. Motivations to change are different for emerging adults vs. older populations. It may be that the most effective way to improve sleep quality in college students is to ‘attach a grade’ to the activity. Support

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Luetkenhaus, Holly, Steve Borrelli, and Corey Johnson. "First Year Course Programmatic Assessment: Final Essay Information Literacy Analysis." Reference & User Services Quarterly 55, no. 1 (September 25, 2015): 49. http://dx.doi.org/10.5860/rusq.55n1.49.

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Washington State University recently launched a new general education system with a foundational first year course called Roots of Contemporary Issues. Roots features a set of library research assignments and a culminating final essay, jointly developed and maintained by Roots instructors and librarians. A group of Roots instructors and a WSU librarian conducted a study to assess the achievement of the information literacy, and critical and creative thinking student learning outcomes associated with the research project. The group found that students were proficient at the first year level in terms of utilizing scholarly materials and source attribution. The students were less successful concerning argument building and source analysis; they struggled most with thesis development. Adjustments to the assignments were made in light of these results and the findings contributed to the larger university-wide assessment program.

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Nursangaji, Asep, and Hamdani Hamdani. "TINGKAT KEPUASAN MAHASISWA TERHADAP LAYANAN BIMBINGAN TUGAS AKHIR." Jurnal AlphaEuclidEdu 1, no. 2 (December 8, 2020): 181. http://dx.doi.org/10.26418/ja.v1i2.43416.

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Nowadays, there are several universities in West Kalimantan that have mathematics education department, such as IKIP Pontianak, STKIP Singkawang, and STKIP Sintang. This condition provides great opportunities for prospective students who want to become mathematics teachers in schools, especially high schools. On the other side, the presence of mathematics education department in several universities in West Kalimantan is a challenge for Mathematics Education department FKIP Untan. One of the challenges that come is how to produce graduates who can compete in the world of work. In order to create qualified mathematics teacher candidates, it is very important for the FKIP Untan mathematics education department to provide one of the quality final assignment guidance services so that final year students can have quality final projects. This study will examine how high the level of student satisfaction with final assignment guidance services in Mathematics Education Department FKIP Untan. Furthermore, it will be known what service items should be improved and developed in an effort to increase student satisfaction. The level of student satisfaction with the final assignment guidance service is 0% of students are not satisfied, 0% of students are not satisfied, 9% of students are satisfied, 30% of students are quite satisfied, and 61% of students are very satisfied. It can be concluded that the final year students of the Mathematics Education Department, Teaching and Education Faculty, Tanjungpura University are satisfied with the services provided by the supervisorsKeywords: Satisfaction; academic services; final assignment guidance.

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Dissertations / Theses on the topic "Final university assignment project"

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BASCIANO, JR THOMAS E. "THE UNIVERSITY OF CINCINNATI H.A.V.O.C. SOUNDING ROCKET PROJECT DESIGN STUDY AND FINAL RESULTS." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin990641714.

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Carman, Jeffrey Merrit. "The challenges of and opportuniies in using a literature-based assignment in a composition class." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2171.

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This thesis explores issues surrounding the question of using a literature-based assignment to teach composition at the college freshman level. Following a review of the critical debate on the use of literature in the composition classroom, spanning the last five decades, a specific work of literature is used as the basis for a writing assignment to be given to a freshman composition class.

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Tanda, Nicole. "Description du processus réflexif de l'étudiant en soins infirmiers de premier cycle : expérience de la réalisation du travail d’initiation à la démarche de recherche." Thesis, 2018. http://hdl.handle.net/1866/23990.

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En France, la formation en soins infirmiers de premier cycle s’inscrit, depuis 2009, dans un schéma universitaire en vue de s’harmoniser avec la politique européenne de l’enseignement supérieur. Le système formel d’apprentissage est dorénavant construit selon une approche par compétences et met en lumière la place de la recherche avec l’introduction d’une unité d’enseignement associée à l’initiation à la démarche de recherche. La présente étude vise à décrire et comprendre la signification du processus réflexif d’étudiants de France en soins infirmiers de premier cycle, à partir de l’expérience vécue de la réalisation de leur travail de fin d’études d’initiation à la démarche de recherche. Préalablement à la présente recherche doctorale, aucune étude scientifique ne portait sur la compréhension du processus réflexif des étudiants en soins infirmiers de premier cycle, dans le cadre de la formation par la recherche et plus particulièrement lors de la réalisation de leur travail de fin d’études d’initiation à la démarche de recherche. L’état des connaissances était insuffisant et ne permettait donc pas de décrire le processus réflexif dans ce contexte. Ainsi, suite à ce constat, une étude qualitative de type phénoménologie descriptive a été privilégiée, avec la réalisation d’entrevues qualitatives auprès de 14 étudiants de trois instituts de formation en soins infirmiers en France. Les entrevues réalisées ont été analysées à l’aide de la méthode d’analyse de Giorgi (1997a). Le processus d’analyse des données a permis l’émergence des cinq thèmes suivants, illustrant la signification du processus réflexif à partir de l’expérience vécue des participants : 1) « Activité influencée par des éléments facilitants », 2) « Démarche optimisée par l’accompagnement et la validation du formateur », 3) « Démarche heuristique dans l’apprentissage », 4) « Activité impliquant un investissement personnel et une gestion du temps » et 5) « Co-construction de la professionnalisation ». Ces cinq thèmes invitent à la formulation de l’essence du phénomène : la signification du processus réflexif d’étudiants en soins infirmiers de premier cycle correspond à « une démarche de professionnalisation empreinte de socioconstructivisme et porteuse d’un engagement personnel qui façonne l’ethos professionnel infirmier ». La présente étude concourt de façon novatrice au développement des savoirs en proposant une représentation visuelle du processus réflexif de l’étudiant du premier cycle lors de l’expérience de la réalisation de leur travail de fin d’études d’initiation à la démarche de recherche. La représentation visuelle illustre la richesse et la complexité de l’essence du processus réflexif, soit un tissage interdépendant et hétérogène de fragrances issues des résultats. A la lumière des résultats obtenus à partir de cette étude phénoménologique descriptive, l’étudiante-chercheure a repéré des connaissances contribuant à une description et compréhension accrues du processus réflexif des étudiants français participants. Il est possible de dégager à partir des résultats des pistes et des recommandations au regard de différents champs d’activités de l’infirmière à savoir la formation, la clinique, la gestion et la recherche. Ainsi, sont abordées dans le domaine de la formation, les connaissances identifiées légitimant la place de l’initiation à la démarche de recherche dans la formation de premier cycle et portant la focale sur la posture d’accompagnement du formateur. Ensuite, l’interdépendance entre le processus réflexif et l’approche d’une situation de soin singulière et complexe est évoquée dans le domaine de la clinique. Dans le domaine de la gestion, l’étudiante-chercheure pointe l’intérêt pour les décideurs et les cadres gestionnaires de conscientiser la plus-value du processus réflexif afin de développer une culture du processus réflexif. Enfin, le domaine de la recherche invite à l’établissement, en France, d’un champ d’investigation spécifique au développement des connaissances en formation, dans la discipline des sciences infirmières.
In France, undergraduate nursing programs have been part of a university plan since 2009 in order to harmonize with the European higher education policy. The formal education system is now built according to a competency-based approach and highlights the place of research with the introduction of a teaching unit, associated with an initiation to the research process. The purpose of this study was to describe and understand the meaning of the reflective process for undergraduate nursing students in France, based on their experience of completing their final assignment project, related to the initiation to a research process. However, to date, there was no scientific study understanding the reflective process of undergraduate nursing students, in the context of research-based training, and more particularly when completing their final assignment project pertaining to an initiation to the research process. The current state of knowledge was insufficient and therefore did not allow describing the reflective process in this context. Thus, in view of this observation, a descriptive phenomenological study was undertaken, while performing qualitative interviews with 14 students of three nursing education institutes in France. The interviews were analyzed using Giorgi’s phenomenological method of analysis (1997a). The data analysis process allowed the emergence of the following five themes, illustrating the meaning of the reflective process based on the participants' experiences: 1) "Activity influenced by facilitating elements"; 2) "Approach optimized by the support and validation of the trainer"; 3) "Heuristic approach in learning"; 4) "Activity involving personal investment and time management"; and 5) "Co-Construction of professionalization". These five themes invite to the formulation of the essence of the phenomenon: the meaning of undergraduate nursing students’ reflective process corresponds in "a professionalization process characterized by socio-constructivism and carriing a personal commitment, which shapes the nursing professional ethos ". The present study provides an innovative approach to knowledge development by proposing a reflective visual representation for an undergraduate student completing the final assignment project within the program, integrating the initiation to a research process. This visual representation illustrates the richness and complexity of the essence of the reflective process, an interdependent and heterogeneous weaving of fragrances resulting from the results. In light of the findings obtained from this descriptive phenomenological study, the student-researcher identified knowledge contributing to a description and understanding of the reflective process of participating undergraduate nursing students, from France. From the results, it was possible to identify leads and recommendations with regards to the nurse's various fields of activity, namely education, clinical, management, and research. Thus, are addressed in the field of nursing education, the identified knowledge legitimizing the place of an initiation to a research process at the undergraduate level and focusing on the trainer’s posture to accompany students. Then, the interdependence between the reflective process and the approach to a singular and complex clinical situation is evoked in the clinical domain. In the field of management, the student-researcher is suggesting decision-makers and managers to be aware of the betterment of the reflective process in order to develop such a culture. Finally, the research domain invites the establishment, in France, of a field of investigation specific to the knowledge development in education for the discipline of Nursing.

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Hsieh, Chung-Hao, and 謝忠豪. "A Case Study of Implementing STS Project-Oriented Teaching Leading by Students'' Assignment of Final Web-report." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/56993041484389122615.

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碩士
國立花蓮師範學院
國小科學教育研究所
90
This study intends to investigate how teachers use a final web-report assignment leading students to go through a STS project-oriented learning. Researcher adopted qualitative method entering into teaching field, observing, attending meetings, interviewing teachers and students, and collecting others related documents. Using triangulation method through whole research period, researcher analyzed collected data continuously in order to closely and correctly interpret on-going process. In this process new insight might lead researcher see new direction or locate new evidence. There are four research questions for this study. (1) How teachers use a final web-report assignment leading students to go through a STS project-oriented learning? (2) What students do during the learning process? (3) How teachers and students interact with each other during the learning process? (4) What impacts this whole process may produce upon participated teachers and students? Research questions are answered as follow: 1. Six stages were identified for teachers’ implementation. They are stage of preparation, stage of choosing research subject, stage of making plans, stage of data collecting and analyzing, and stage of writing a research. Stages mentioned above are not much different from a typical project-oriented learning process. Yet, researcher identified several teaching tips which may be critical for implementing a project-oriented learning into an elementary classroom. 2. There were certain obstacles each group of students encountered during the learning process, which included determination of a proper research subject, fine-tuned collaboration among group members, translating raw data into meaningful results, students’ difficulty of grasping correct web upload paths, and too long a journey for finishing such a big assignment. Again, researcher identified certain teaching strategies teachers used in the teaching context. Researcher will describe and interpret them respectively in terms of each obstacle. 3. The impacts this whole process generated upon participated students and teachers may include: (1) Students appreciated that it is worth of taking efforts to fine-tune collaboration among group members; (2) Students’ basic skills of communication, research design and computer-web related abilities were improved significantly; (3) Teachers learned the value and skills of proceeding cooperative group teaching; and (4) Teachers’ computer-web related literacy was promoted significantly. 4. To sum up, the roles which the web-site may have played include: (1) It have potential to play wider roles of leading students’ project-oriented learning; (2) It may improve the quality of communication among teachers-teachers, students-students, and teachers-students; (3) Teachers may use it as a powerful stimulants to empower students’ learning motivation; and (4) It makes project-oriented learning more accessible for all students in that it have changed the way data can be collected.

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Books on the topic "Final university assignment project"

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Leep, Albert. Swaziland Teacher Training Project: Project number 645-0214, 1984-1990 : final report. [Mbabane?]: The Project, 1990.

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Bloch, Steven A. The University Chemical Dependency Project: Final report, November 1, 1986. Eugene, Or: Integrated Research Services, 1986.

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Ruff, George E. Education for self-care project, University of Pennsylvania: Final report (abstract). [Philadelphia, Pa.?]: Rehabilitation Research and Training Center for Disabled Elderly Individuals, University of Pennsylvania Medical Center, 1991.

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Sparks, Peter G. Report on the Preservation Planning Project, University of Pennsylvania Libraries: [final report. Washington, D.C. (1785 Massachusetts Ave., N.W., Suite 313, Washington 20036): Commission on Preservation and Access, 1991.

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Sparks, Peter G. Report on the Preservation Planning Project, University of Pennsylvania Libraries: [final report. Washington, D.C. (1785 Massachusetts Ave., N.W., Suite 313, Washington 20036): Commission on Preservation and Access, 1991.

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Ruff, George E. Education for self-care project, University of Pennsylvania: Final report (executive summary). Philadelphia, Pa: Rehabilitation Research and Training Center for Disabled Elderly Individuals, University of Pennsylvania Medical Center, 1991.

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Zuber-Skerritt, Ortrun. Departmental excellence in university education (DEUE): A DEET funded project in 1992 : final report. [s.l.]: University of Queensland. Tertiary Education Institute, 1993.

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Standley, Hilda M. Efficient partitioning and assignment of programs for multiprocessor execution: Final technical report, project summary, February 8, 1989 - October 1, 1992. [Washington, DC: National Aeronautics and Space Administration, 1993.

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Grayson, J. Paul. Value added in generic skills between first and final year: A pilot project. [North York, ON]: Institute for Social Research, York University, 1996.

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Markson, Elizabeth Warren. Project older consumer - gerontological training: Continuing education for allied occupations : final report to the U.S. Administration on Aging. [Washington, D.C.?: Administration on Aging, 1987.

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Book chapters on the topic "Final university assignment project"

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Bennett, Dawn, and Sally A. Male. "A Student-Staff Community of Practice Within an Inter-University Final-Year Project." In Implementing Communities of Practice in Higher Education, 325–46. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2866-3_15.

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Cesarano, Valentina Paola, Marianna Capo, Maria Papathanasiou, and Maura Striano. "Guidance Models and Practices Adopted Internationally to Promote the Exploration of Skills Relating to the Employability of Students with Disabilities. A First Meta-Analysis." In Employability & Competences, 327–40. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.38.

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Employability is defined as an interweaving of a person’s human, social and psychological capital, mediated by situational variables, which allows individuals to enter the job market with a professional personal project (Grimaldi, Porcelli, Rossi 2014). Nowadays, young people enter the job market through long, precarious, and poorly contextualized paths, while the socialization processes become recursive, discontinuous, and fragmented (Lodigiani 2010). A key role can be played by guidance services, which can start at university, to meet the demands of the (many) young people who are discouraged and disillusioned to the point where they cannot even imagine a job while still at university. In the employability stakes, what is even more complex is the encounter between young people with disabilities and the world of work, due to the persistence of stereotypes and stigmas. Research questions: What are the intervention models and guidance practices adopted by university guidance services internationally to promote the exploration of skills relating to the employability of students with disabilities? Objectives: To analyse the main intervention models and guidance practices adopted internationally to explore the skills associated with employability in students with disabilities. Methodology: It was decided to carry out a theoretical analysis of 20 scientific articles concerning the models and practices adopted to explore the competences relating to employability in certain university orientation services for students with disabilities in Italy, France, the UK, and the United States. NVivo software was used (Richards 1999) to systematically explore the scientific literature. Preliminary Findings: A first scientific paper showed that, like in Italy and France, the «Competence Balance Sheet» (Ardouin 2010) is the guiding practice in the USA, while in the UK, it is the Career Guidance Approach (Reid, Scott 2010). In the literature, orientation models and practices are also closely linked to the various patterns of employability. Final remarks: The implementation of guidance counseling paths aimed at exploring the skills associated with employability among all students and graduates is crucial to the completion of a viable strategic action in the University’s social function, as a part of new organizational models that take the plurality of learning opportunities into account

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Willey, Robert. "Video Jingle (Intermediate)." In The Music Technology Cookbook, 211–14. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197523889.003.0035.

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This is a problem-based learning project in which students create a 30-second video with original music featuring a local business or public agency. Designed for first-year university students majoring in music composition or music production, this group task gives students experiences communicating and collaborating with a community partner. The project also provides students experiences working with a DAW and video editing software to make a professional quality advertisement. Students may find this assignment useful for their future in the music business by improving their entrepreneurial skills and getting a taste for contract work while also being able to use the final product on their resumés.

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Kuhn, Stephen W., Sandy W. Watson, and Terry J. Walters. "Online Homework and Correlated Success in University Mathematics Courses." In Practical Applications and Experiences in K-20 Blended Learning Environments, 307–29. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4912-5.ch021.

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The primary goals of this project at the University of Tennessee at Chattanooga (UTC) were to use a free, open-source online tool developed at the University of Kentucky (UK) called WHS (Web Homework System) for Web-based homework and quizzes in first year mathematics courses and to demonstrate that the use of this system by students would improve and correlate well with their success in these courses. Quantitative data were collected and analyzed across four years involving 832 students using this system and 753 not using the system in seven courses. The findings indicate that faculty and students found the Web-based homework assignments helpful for a variety of reasons, though some of each found it occasionally frustrating. Students with high (low) scores on the Web homework had a very high probability of having high (low) grades in the courses, but there were no statistically significant improvements in final course grades over traditional methods.

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Popa, Carmen Alina, Laura Nicoleta Bochis, Simona Laurian-Fitzgerald, and Carlton J. Fitzgerald. "Cooperative Learning and Student Mentors in a Hybrid Teacher Preparation Program." In Handbook of Research on Student-Centered Strategies in Online Adult Learning Environments, 386–405. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5085-3.ch018.

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In this chapter, professors employed cooperative learning techniques that included assigned student mentors to assist students in their learning, assignments, and final project. The students enrolled in this weekend hybrid program are usually considered to be alternative university students. About 25% of the students in the program would be considered to be standard university students in age and living circumstances. The results indicated that the leadership roles of the student mentors made the process complex and rewarding. In spite of the issues associated with diverse students, the majority of whom work, with a significant percentage who are married and have families of their own, and the issues of distance and difficulty of getting to class, most students felt positively about their experiences and achieved well in the process.

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Bucher, Tahnee, Angelina Serratos, Mariana Menchola-Blanco, Tara Chandler, Nadia Moraglio, and Eddy White. "A Common Final Exams Project in an IEP." In Handbook of Research on Assessment Literacy and Teacher-Made Testing in the Language Classroom, 283–305. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6986-2.ch014.

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This chapter reports on a common assessment project in a university intensive English program (IEP). In the program, the authors developed, implemented, and supervised the common finals project (CFP) to standardize final exams in all courses through collaborative teacher-made test development. The report provides details regarding why and how the project was implemented, with test samples, and test development and review instruments provided to demonstrate the theoretical and practical issues involved. While still ongoing, this chapter covers the beginning stages of the project, covering a time frame from August 2015 to May 2016, and involved dozens of teachers and hundreds of students. After explaining the rationale for the CFP, and details about its methodology and implementation, this report shows that the standardization project has been successful in developing and administering better final exams for IEP students.

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Barak, Miri, and Abeer Watted. "Project-Based MOOC." In Digital Tools and Solutions for Inquiry-Based STEM Learning, 282–307. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2525-7.ch011.

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This chapter describes a project-based massive open online course (MOOC) in nanotechnology and nanosensors that was offered in two languages: English and Arabic. A mixed methods research was conducted to examine the role of project-based learning in the process of knowledge construction and motivation to learn a MOOC. The study compared between three groups of science and engineering students: English MOOCers, Arabic MOOCers, and university students. Findings indicated positive attitudes about learning in a project-based MOOC, especially with relation to gaining work experience. Findings also indicated that in a project-based setting, MOOC participants were mostly driven by a desire to establish connections with peers, whereas university students were mostly motivated by their interest in the subject matter. Arabic MOOCers, who were less successful in solving ill-defined problems, narrowed the gap, and at the end of the course received similar grades in the final project.

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Verdú Pérez, Elena, and María Jesús Verdú Pérez. "E-Learning University Networks." In Web-Based Education, 1362–75. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch092.

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The achievement of coordination activities and the creation of university networks are considered to be fundamental mechanisms to bring together the different highereducation systems as well as to promote synergies between less developed regions and more developed ones. ODISEAME (Open Distance Inter-University Synergies between Europe, Africa, and Middle East) is an interdisciplinary and intercultural e-learning project whose main goal is to create a Euro-Mediterranean network of universities for the cooperation in the design and development of tele-learning experiences. This four-year project ended in June of 2006 with its final phase when several multilingual and multicultural learning experiences were carried out in an efficient way. These experiences were developed in all the official languages of the participant countries, as well as in English, using a Web-based multilingual virtual space. This article describes the ODISEAME project and the e-learning experiences derived from it and presents some conclusions from their evaluation. It finally shows the importance of universitynetworks in the process of establishing the European higher education area.

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Conrad, Marc. "Teaching Project Management with Second Life." In Multi-User Virtual Environments for the Classroom, 302–15. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-545-2.ch019.

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Project Management is a field of intellectual and pragmatic enquiry that is inherently inter-disciplinary. It typically involves the integration of areas such as: project scoping, time, cost, and human resource management, whilst the management of effective inter-team communication, project risk, and procurement aspects are all central to the discipline. To try to cover all of these areas within a single university assignment presents somewhat of a challenge. This chapter demonstrates that the deployment of a Multi User Virtual Environment can indeed encompass these areas in an effective manner, both from learning objectives, realism, and assessment points of view. The chapter has emerged from the experience of three years deployment of Second Life as an integral part of a unit on Project Management, offered as part of both undergraduate and postgraduate courses within the Department of Computer Science and Technology at the University of Bedfordshire. Examples illustrate the work that has been produced by the students of these courses.

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Metz, Michael V. "Spring ’70: The Final Semester." In Radicals in the Heartland, 191–93. University of Illinois Press, 2019. http://dx.doi.org/10.5622/illinois/9780252042416.003.0033.

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The last semester of the final year of the Illinois student movement began peacefully enough, but when the Illiac IV supercomputer project was announced with suggestions it might be used for nuclear weapons development, the RU and newly formed Faculty for University Reform (FUR) quickly protested. Two youths failed in an attempt to bomb the downtown Champaign police station and were caught within moments, but no one was caught when a firebomb was thrown into the Armory ROTC office. Dr. Benjamin Spock, famous baby doctor and antiwar activist, spoke on campus, disparaging the idea of violent revolution.

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Conference papers on the topic "Final university assignment project"

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Kunzendorf, Eric. "Final project assignment." In ACM SIGGRAPH 99 Electronic art and animation catalog. New York, New York, USA: ACM Press, 1999. http://dx.doi.org/10.1145/312379.312933.

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Duan, Shanzhong (Shawn), and Kurt Bassett. "Development of a New Hydraulic Power Control Course in the Mechanical Engineering Program at SDSU." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-65312.

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The national Fundamentals of Engineering (FE) Exam is a critical assessment measure used by some ABET-accredited Mechanical Engineering programs to evaluate quality of their programs and report to ABET. Fluid power transmission and control is one key subject area covered in the FE exam. Before 2012, there was no course in the Mechanical Engineering (ME) curriculum to address this at South Dakota State University (SDSU). This had a direct impact on the metrics used for program evaluation. An instructional project was carried out to meet this need. This paper presents design and implementation of the instructional project. The project includes development of a new hydraulic power control course and establishment of new hydraulic power control lab. The authors intend to share experiences, myths, and lessons learned during this project. The paper also presents the steps taken by the authors to accomplish this instructional project from start to the final course delivery. It includes students’ learning experiences, pedagogical concepts, development of lab assignments, difficulties faced and how they were handled, software used, and existing issues for future work.

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Alhamrouni, Ibrahim, Mohammad Azannee Saad, Norida Kamarudin, and Iskandar Hack. "University-industry collaboration through engineering final year project." In 2016 IEEE 8th International Conference on Engineering Education (ICEED). IEEE, 2016. http://dx.doi.org/10.1109/iceed.2016.7856066.

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Spirina, Marina, Valery Shlykov, and Yulia Kuznetcova. "Information Platform 'Hypermethod' for Studying the Discipline of 'Physical Culture'." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-81.

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With the introduction of modern technology into the educational process, it is important to consider how it can be applied in physical education teaching. The article deals with the peculiarities of implementing the individual educational pathway (IEP) of part-time students of the Ural State University of Physical Culture in the framework of a virtual learning system on the ‘HyperMethod’ platform. Our research was aimed at studying the effectiveness of the distance learning system in the process of the physical education of students. Based on the analysis and synthesis of scientific and methodological literature and pedagogical research, an assessment of the quality of the educational process was carried out. For the purpose of ensuring remote forms of learning, lecturers of the Physical Education faculty created an online- course on the Physical Culture discipline. Students were able to study the lecture material, read the assessment criteria, submit their own projects and receive a review at their convenience. Through a review of the results of the assessment tasks, the most difficult questions for the students were identified and the methods of delivering the learning material were adjusted. The final stage of the educational process for students studying in the HyperMethod environment was conducted in the form of an independent monitored test. The students were tested by means of automated tools via the test assignment database. The analysis of the results of teaching the students during the winter session of 2019/20 demonstrated the successful performance of all of them. Based on the analysis and synthesis of the results of the conducted pedagogical study, we can conclude that the introduction of distance learning has contributed to an increase in self-organisation, students’ knowledge level and teachers’ professional competence.

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Del Arco Bravo, Isabel, Patricia Silva García, Francesc Alaminos, and Joan Segura. "FINAL YEAR PROJECT (FYP) BASED ENTREPRENEURSHIP. THE CASE OF TEACHER TRAINING AT UNIVERSITY OF LLEIDA." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0251.

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FUKUDA, HIROSHI, SHIGEO KINOMURA, YASUYUKI TAKI, RYOI GOTO, KENTARO INOUE, KEN OKADA, SHINYA UCHIDA, KAZUNORI SATO, and RYUTA KAWASHIMA. "ANATOMICAL AND FUNCTIONAL MAPPING OF THE HUMAN BRAIN: JAPANESE BRAIN IMAGE DATABASE PROJECT." In Proceedings of the Final Symposium of the Tohoku University 21st Century Center of Excellence Program. IMPERIAL COLLEGE PRESS, 2006. http://dx.doi.org/10.1142/9781860948800_0069.

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Martinez Burgos, María Alba, María Fernández-Cabezas, María Encarnación Morales, Margarita López-Viota, José Luis Arias, Ana Rivas, Margarita Aguilera, Eduardo Fernández de Haro, and Francisco Arrebola. "IMPLANTATION OF THE TUTORIAL ACTION PLAN “GET READY FOR THE BACHELOR'S DEGREE FINAL PROJECT” FOR THE UNIVERSITY DEGREES." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.2107.

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Whittington, Keith. "A Project Designed to Assess Overall Programming Skills." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2620.

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This paper examines the process and outcomes of a final project given to students at the end of their third course in Java programming. The purpose of the project was to assess the students' knowledge of program design and the various Object-Oriented Programming (OOP) concepts covered throughout the three-course sequence. This project required the students to work in teams of two then interact with all the other teams in the class. A communication protocol was specified to ensure that each team’s program could work with every other team's program. At the end of the course each team had to present their results and experiences to the class. Every team's response was positive, but the surprising result was the overwhelming response from the students extolling the benefits and strengths of preliminary design, following established protocols, the use of core OOP concepts, and how it helped them create good, stable programs. This project surpassed our expectations and this paper discusses the details of the assignment, the student's progress throughout the project, and the final results.

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Kim, Jay, Teik Lim, Randall Allemang, and Bob Rost. "Engineering Education Through Degree-Long Project: A New Project Based Learning Approach." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-40514.

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A new pedagogical approach called engineering education through degree-long project has been implemented in the mechanical engineering program at the University of Cincinnati as a part of the NSF CCLI project. The approach integrates selected courses across the undergraduate curriculum of the mechanical engineering program using a degree-long project (DLP) as the theme. Design of Formula SAE® race car was employed as the first DLP. In each course in the sequence, the concept of the DLP approach and the role of the assignment in the course in the overall DLP are explained to students. In early-year courses, assignments are simple problems designed to show how abstract concepts are eventually applied to engineering tasks. In later-year courses, more involved design projects are used aiming at nurturing the ability to solve open-ended engineering problems. In conducting the approach, the most difficult part was developing an interesting and challenging problem which is relevant to practical applications, especially in early year courses. Findings through student evaluations and a stake-holders workshop on the improvement of the approach are discussed.

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Matejka, Des. "Project-Based Learning in Online Postgraduate Education." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2773.

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The Faculty of Education at Australian Catholic University offers an online postgraduate course that focuses on the use of e-learning tools to facilitate changes in thinking, teaching and learning. It incorporates project-based learning techniques that require participants to learn how to apply selected ICT and e-learning tools to improve learning within their workplace. This has been based upon ongoing evaluations to determine ways in which experience with information and communications technology (ICT) and e-learning tools bring about a change of perspectives about their own teaching. Through identifying factors that inhibit, as well as promote their learning, the program focuses upon learning about ICT and e-learning tools to inform participants about their own teaching. This paper discusses how the implementation of an online postgraduate course has helped to facilitate a problem-based approach that provides a social construction for learning, by allowing the sharing of resources, discussion of approaches about implementation issues and the showcasing of final student projects.

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Reports on the topic "Final university assignment project"

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Sunderam, Vaidy. Computational Science at Emory University. Final project report. Office of Scientific and Technical Information (OSTI), December 1999. http://dx.doi.org/10.2172/760093.

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Vary, James P. Iowa State University – Final Report for SciDAC3/NUCLEI project. Office of Scientific and Technical Information (OSTI), June 2018. http://dx.doi.org/10.2172/1440545.

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Clougherty, Leo, Dottie Persson, and Carlette Washington-Hoagland. University of Iowa Libraries User Needs Assessment Project, Final Phase. Iowa City, Iowa: University of Iowa, March 2001. http://dx.doi.org/10.17077/hl2r-smo8.

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Green, M. A. Purdue University National Biomedical Tracer Facility: Project definition phase. Final report. Office of Scientific and Technical Information (OSTI), February 1995. http://dx.doi.org/10.2172/167159.

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Bretherton, Christopher. Final Technical Report: (CM)4 CMDV Project - University of Washington contribution. Office of Scientific and Technical Information (OSTI), November 2020. http://dx.doi.org/10.2172/1716599.

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Horowitz, Charles. Final Report: Nuclear Computational Low Energy Initiative (NUCLEI) SCIDAC Project for Indiana University. Office of Scientific and Technical Information (OSTI), November 2018. http://dx.doi.org/10.2172/1480283.

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Rosenberg, Leslie J. Final Report for the ADMX Phase 2a Project at the University of Washington. Office of Scientific and Technical Information (OSTI), August 2015. http://dx.doi.org/10.2172/1212273.

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Dowling, Timothy Edward. Final Technical Report for earmark project "Atmospheric Science Program at the University of Louisville". Office of Scientific and Technical Information (OSTI), February 2014. http://dx.doi.org/10.2172/1119667.

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Rodman, John. Final report for the Department of Energy funded cooperative agreement ''Electronic Research Demonstration Project'' [University electronic research administration demonstration project]. Office of Scientific and Technical Information (OSTI), July 1998. http://dx.doi.org/10.2172/806575.

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Appavoo, Jonathan. FOX: A Fault-Oblivious Extreme-Scale Execution Environment Boston University Final Report Project Number: DE-SC0005365. Office of Scientific and Technical Information (OSTI), March 2013. http://dx.doi.org/10.2172/1123493.

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