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Academic literature on the topic 'Students of licentiate degree course'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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Journal articles on the topic "Students of licentiate degree course"

Leão, Marcelo Franco, Eniz Conceição Oliveira, and Jaqueline Moll. "Challenges in teacher training: students' assessment of the de chemistry licentiate degree course by the IFMT." Revista Exitus 9, no. 4 (October 1, 2019): 347. http://dx.doi.org/10.24065/2237-9460.2019v9n4id1018.

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Brazilian education faces many challenges, among which as highlighted in this text, is the need to prepare future teachers with a scientific and humanistic foundation, without neglecting contemporary aspects such as new technologies. The Chemistry Licentiate Degree course offered in the DE modality by the IFMT has contributed towards training teachers of this subject to work in Basic Education. Thus, the objective of this study is to reflect upon the educational conjuncture and identify how the course scholars assess the training process they are receiving. The study is of a descriptive and exploratory survey type from a quantitative approach, that took place during February and March 2017, with 57 course scholars taking part. The data was collected through an electronic form sent via Google Drive that contained 5 Likert scale closed questions to analyze 44 aspects of this training process and its elements. The methodology applied to analyze the collected data was consensus analysis. The results from the calculated scores point that the course meets academic expectations, with the following aspects being best assessed: comprehension of concepts and the effort to perform the activities (such as self-evaluation), selection of the contents covered (referent to the trainers), quality of label information (referent to the VLE), videos (as didactic materials), and questionnaires (as evaluation instruments). The only aspect that received no positive consensus in the assessment were the chats. Therefore, the assessment of the early DE chemistry teacher training is one way of reflecting upon the challenges education faces in contemporary times. Keywords: Educational context. Early training. Training process.

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Santos, Fransuellen Paulino, Francisco Carlos da Cunha Cassuce, Alvanize Valente Fernandes Ferenc, and Fernanda Rosado Coelho Cassuce. "Determinants for Dropping out in the First Year of Licentiate Degree Courses at the Federal University of Viçosa." Revista de Ensino, Educação e Ciências Humanas 20, no. 3 (October 2, 2019): 292. http://dx.doi.org/10.17921/2447-8733.2019v20n3p292-301.

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AbstractThus, there is not a single factor that leads to drop out, but a set of causes that may be linked to individual, social and institutional issues. As in most Brazilian universities, the Federal University of Viçosa has been suffering from problems related to the permanence of students, mainly in Licentiate degree courses. This study aimed to verify the main determinants for dropping out in the first year of Licentiate degree at the Federal University of Viçosa between 2010 and 2016. Therefore, we used the Logit multilevel methodology in three levels, student, Licentiate degree courses (UFV) and time. The variables that most significantly impact the drop out probability are academic performance, student participation in research, quota in modality 3 (candidates who attended high school in Brazil public schools, self-declared blacks, brown or indigenous people, independent of family income), if the student receives help, stock of human capital, teaching experience, teacher qualification and crisis. That is, they are issues related to the proximity between institution and student, indicating that during this period, which is the first year of the course, the university has a significant role in ensuring student permanence, adaptation and also its good performance. Keywords: Drop out. Higher Education. Logit Multilevel. ResumoPercebe-se que não existe um único fator capaz de produzir evasão, mas um conjunto de causas que podem estar ligadas a questões individuais, sociais e institucionais. Assim como na maioria das universidades brasileiras, uma instituição que vem sofrendo com problemas relacionados à permanência dos alunos, principalmente, nos cursos de licenciatura, é a Universidade Federal de Viçosa. Este trabalho teve por objetivo verificar os principais determinantes da evasão no primeiro ano de estudantes de cursos de Licenciatura da Universidade Federal de Viçosa, entre 2010 e 2016. Para esse fim, foi utilizada a metodologia de Logit multinível, em três níveis, ou seja, aluno, cursos de licenciaturas (UFV) e tempo. Nota-se que, as variáveis que mais impactam significativamente a probabilidade de evasão são os rendimentos acadêmicos, a participação discente em pesquisa, a cota na modalidade 3 (candidatos que cursaram o ensino médio integralmente em escolas públicas brasileiras, autodeclarados pretos, pardos ou indígenas, independente da renda familiar), se o aluno recebe auxílio, estoque de capital humano, experiência docente, qualificação do docente e crise. Ou seja, são questões relacionadas a proximidade entre instituição e aluno, indicando que nesse período que é o primeiro ano de curso, a universidade possui um papel significativo para garantir a permanência do aluno, adaptação e também seu bom desempenho. Palavras-chave: Evasão. Ensino Superior. Logit Multinível.

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Souza, Vanessa Faria de, Edimar Manica, Roger Luis Hoff Lavarda, and Tiago Rios da Rocha. "Educational Robotics in Science Teaching." International Journal for Innovation Education and Research 9, no. 9 (September 1, 2021): 262–73. http://dx.doi.org/10.31686/ijier.vol9.iss9.3337.

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The use of technologies such as educational software and robotics to support the teaching and learning process is increasing. Educational robotics has proven to arouse interest in students, as it allows physical handling and active participation in the learning process. In this sense, this manuscript aims to describe the Educational Robotics research project as an Incentive to the Study of Science approved in PROPPI EDITAL No. 77/2017 - INTERNAL SOURCE 2018/2019, which had as a proposal to integrate undergraduates of Licentiate Degree in Mathematics and Computer Science of IFRS - Campus Ibirubá to jointly carry out analyzes and develop procedures for teaching and learning science (mathematics/physics) using Educational Robotics resources, motivating students of the Technical Course in Computing Integrated to High School. Thus, while this project offered an internship field for undergraduates, it promoted interest in the study of science among participants, leading them to engage and promoting greater participation.

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Benedito, Rosinângela Cavalcanti da Silva, and Simone Lucena. "Online education, notes on the experience in the Licentiate Degree in Mathematics at the Federal University of Campina Grande." JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 2, no. 1 (June 1, 2021): e12481. http://dx.doi.org/10.20952/jrks2112481.

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We live in a time of cyberculture, in the constant presence of digital network, social networks, the constant use of applications and devices of Information and Communication Technology and it is important that education is engaged in this reality. The experience in graduate education has presented researchers with different perspectives and who have been studying online education and its devices and interfaces for a long time. Online education has become, since 2020, a reality at all levels of education, and teachers at universities have also had to adapt their practice so that teaching takes place, respecting the rules of physical distance, due to the situation of pandemic that we experience. Thus, this article aims to present and analyze the results of the use of resources and interfaces in the development of the Mathematics Teaching Practice course in the Elementary School of the Mathematics Degree Course at the Teacher Training Center of the Federal University of Campina Grande (UFCG), Cajazeiras campus, in Paraíba. And in this way, reflect on the influence of learning developed in the Doctorate in Education by the Federal University of Sergipe (UFS) and in the Research Group on Education and Digital Cultures (ECult) in teaching practice. For the development of this work, questionnaires made to students at the beginning and at the end of the academic period were used as an evaluation, identification of the studies carried out in the preparation and of the interfaces used, as well as reports of the activities and presentation of the results of the discipline. When analyzing the use of technologies in the teaching of Mathematics Teaching Practice, what is observed is that it was necessary to adapt the actions provided for in the curriculum component's menu, but it was possible to introduce interfaces never used before in the course and develop activities in an innovative way. and with learning that will remain in the next periods, even in person and that this practice was directly influenced by the guidance and experiences in the doctorate and in the Research Group.

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Leão, Marcelo Franco, and Maria Elizabete Rambo Kochhann. "Concepções prévias dos estudantes de licenciatura do IFMT Campus Confresa sobre a natureza da ciência e suas contribuições para a humanidade." História da Ciência e Ensino: construindo interfaces 20 (December 29, 2019): 289–302. http://dx.doi.org/10.23925/2178-2911.2019v20espp289-302.

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ResumoUma temática necessária para estar em pauta nas discussões proporcionadas pela formação inicial de professores é a história da ciência. O presente texto tem como objetivo descrever e refletir sobre as concepções prévias que estudantes dos cursos de Licenciatura em Ciências da Natureza com habilitação em Química, Licenciatura em Biologia e em Física possuem sobre o que é ciência, quem a desenvolve e contribuições proporcionadas para humanidade. Esse levantamento, descritivo e exploratório, possui abordagem qualitativa e ocorreu nas primeiras aulas do ano letivo de 2019. A investigação envolveu 52 estudantes matriculados na disciplina de Projeto Integrador de Práticas Educativas I – História da Ciência, componente curricular do 1o semestre. Foi utilizado um questionário contendo 5 questões abertas para coletar dados. A interpretação dos relatos ocorreu por meio da técnica intitulada Análise de Conteúdo. Foram discutidas as seguintes categorias: elementos e aspectos históricos (conceitos científicos, descobertas importantes e/ou fatos históricos), conceito de ciência (estudo da natureza, conhecimento estruturado), personalidades importantes (toda humanidade faz ciência, cientistas e pensadores) e contribuições da ciência para a humanidade (contribuição enquanto conhecimento e nas questões práticas de vida). O estudo revelou a concepção desses estudantes e futuros professores de ciências e permitiu refletir sobre a importância de estudar a história da ciência durante a formação inicial, para que essa abordagem também ocorra em suas práticas educativas futuras. Palavras-chave: Educação científica, ensino de ciências, história da ciência. Abstract One issue that must be included in the list of discussions provided in early teacher training is the history of science. The purpose of this text is to describe and reflect upon the previous conceptions students from the Nature Sciences Licentiate Degree course qualifying in Chemistry, Licentiate Degree in Biology and Physics have about what science is, who develops it, and contributions provided to humanity. This descriptive and exploratory survey is of a qualitative approach and took place in the first classes of course year 2019. The investigation involved 52 students enrolled in the subject Integrating Education Practices Project I – History of Science, a 1st semester curricular component. A five open questions questionnaire was used to collect data. The interpretation of the statements took place through the Content Analysis technique. The following categories were discussed: historic elements and aspects (scientific concepts, important discoveries and/or historic facts); concept of science (study of nature, structured knowledge); important personalities (all of humanity does science, scientists and thinkers); and contributions of science to humanity (as knowledge and in practical life issues). The study revealed the conception of those students and future science teachers, and allowed to reflect upon how important it is to study the history of science during early training so that such approach also occurs in their future education practices. Keywords: Scientific education, teaching sciences, history of science.

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Felicetti, Vera Lucia, and Alberto F. Cabrera. "Acesso à Educação Superior: O ProUni em foco." education policy analysis archives 26 (March 19, 2018): 39. http://dx.doi.org/10.14507/epaa.26.3289.

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The focus of this article is the access to Higher Education in Brazil and the University for All Program (ProUni). The research aimed to understand if ProUni is complying with its objective of creating opportunities to students from vulnerable groups for accessing Higher Education, and if there are differences in the baseline characteristics of ProUni graduates and non-ProUni graduates when admitted in a Higher Education. Using a quantitative approach with explanatory goal, data were analyzed via descriptive and inference statistics. Survey participants included 57 ProUni and 140 non-ProUni graduates; all were already Higher Education graduates from a non-profit institution in Southern Brazil and had accessed this level of education in 2005. The results show that ProUni provided access to Higher Education to a younger group of students than the non-ProUni group. The ProUni group also contained a larger number of women and a higher proportion of non-whites than the other group. Among ProUni scholarships, 12.28% had a per capita income higher monthly to three minimum wages and had a higher probability of choosing a licentiate/undergraduate degree. The graduates of the non-ProUni group tended to be more motivated by intrinsic factors, while the ProUni group is motivated by extrinsic factors when choosing courses.

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Idriz, Mesut. "From a Local Tradition to a Universal Practice: Ijāzah as a Muslim Educational Tradition (With Special Reference to a 19th Century Idrīs Fahmī b. Sālih's Ijāzah Issued in the Balkans and Its Annotated English Translation)." Asian Journal of Social Science 35, no. 1 (2007): 84–110. http://dx.doi.org/10.1163/156853107x170178.

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AbstractThe ijāzah tradition is recognized as having a long history in Muslim educational life. The term 'ijāzah' in Islamic pedagogy generally signifies a 'licence to teach', and more specifically refers to a certificate issued by a professor in an institution of higher learning to a student who has attended a course of lecturers to the professor's satisfaction, and who has been deemed henceforth as qualified to transmit the same subject to his own students. The ijāzah tradition developed in Muslim education life as early as the 4th century A.H. (10th century A.D.) and became a universally applied educational procedure in all Muslim lands. Originally, it was a tradition developed by Muslims under the influence of Islamic sciences, such as hadīth and tafsīr. Some two centuries later, in the second half of the 12th century, ijāzah made its appearance in the Latin West or Christian Europe. It was a licence to teach, a so-called 'licentia docendi', which is the same as ijāzah. Licentia docendi was the earliest form of certificate in the West. But throughout history, the term 'licentia docendi' has been altered, according to the university system, into certificate, diploma, degree, etc. Whereas the term ijāzah has remained almost the same since the time it was developed, from the early years of Islam up until today, with a few exceptions in some areas. The various ijāzahs in Islamic sciences and in other fields demonstrate the religious, cultural and educational unity of Muslims in the past, despite their geographical differences. In this article, we will have an attempt to study the ijāzah tradition in the Balkans by analyzing an ijāzah issued in the 19th century in the famous city of Üsküp (Skopje), then translating the same ijāzah into English.

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Leão, Marcelo Franco, Eniz Conceição Oliveira, and José Claudio Del Pino. "CHEMISTRY LICENTIATE DEGREE THROUGH THE DE MODALITY FROM THE IFMT: PERCEPTIONS OF TRAINER TEACHERS." Revista Prática Docente 5, no. 2 (August 31, 2020): 982–98. http://dx.doi.org/10.23926/rpd.2526-2149.2020.v5.n2.p982-998.id676.

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This study aimed to identify significant aspects during the trainer teachers’ early training, as well as existing challenges and gaps during the Distance Education Degree and the characteristics of the teachers’ praxis during the training process. The research took place in the first semester of 2018 and involved 17 trainers from the IFMT Chemistry Licentiate Degree Course. An electronic data form, comprising 7 questions was used to collect the data that was interpreted through content analysis. The theories studied, the practical activities and the pedagogical approach were relevant to the training received. The gaps identified in the IFMT Licentiate Degree course were: lack of practical activities, precarious student training, and system limitations. Regarding the teachers’ praxis, the importance of class planning and the contributions provided were highlighted. From those perceptions, it was understood how the training process occurs at the IFMT, which will allow for planning actions to promote improvements to the course.

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Leão, Marcelo Franco, José Claudio Del Pino, and Eniz Conceição Oliveira. "Analysis of the curricular framework for the Chemistry Licentiate Degree Course at the IFMT through DE." Revista Linhas 20, no. 42 (February 26, 2019): 177–96. http://dx.doi.org/10.5965/1984723820422019177.

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Clark, Charlotte. "Degree course students will never catch up." Nursing Standard 14, no. 29 (April 5, 2000): 29. http://dx.doi.org/10.7748/ns.14.29.29.s52.

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Dissertations / Theses on the topic "Students of licentiate degree course"

Albino, Giovana Gomes. "A representa??o social de disciplinas did?tico-pedag?gicas no contexto da forma??o inicial docente: um entremear de saberes." Universidade Federal do Rio Grande do Norte, 2014. http://repositorio.ufrn.br:8080/jspui/handle/123456789/14504.

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Made available in DSpace on 2014-12-17T14:36:39Z (GMT). No. of bitstreams: 1 GiovanaGA_TESE.pdf: 2498178 bytes, checksum: 0d44d203fce39bac8333876ae663a5be (MD5) Previous issue date: 2014-07-28
We seek, through this study, to analyze about social representation that the students of licentiate degree course of the Federal Institute of Education, Science and Technology of Rio Grande do Norte - IFRN - have about didactic-pedagogical subjects. We utilize the Social Representations Theory (MOSCOVICI, 2009; 2012; JODELET, 2001) as a theoretical and methodological contribution and as aim, we identify this social representation and understand how it is influenced by the formation of these undergraduates. So we developed the research under the seven undergraduate classroom courses offered by IFRN, namely: Biology, Spanish, Physics, Geography, Computer Science, Mathematics and Chemistry, covering units located both in the capital and in the countryside. While methodological approach we used the Procedure of Multiple Classification (PMC) - (ROAZZI, 1995), whose realization requires a set of words achieved through of Free Technique of Words Association - FTWA - (ABRIC, 1998). For this realization we have a total of one hundred twenty (120) participants, with thirty (30) in FTWA and other stage in the realization of free classification and directed that correspond to the MPR. Achieved the empirical data, we use the analysis of content (BARDIN, 2011; FRANCO, 2007) and multidimensional (ROAZZI, 1995) for the course of his interpretation. Finally, we identify the social representation of didactic and pedagogical subjects centered around the idea that it is through these subjects that can achieve the profile of "good professional" as one who gathers knowledge and attributes required for the full development of teaching involving capabilities it and characteristics that mark the sense of professionalism. Furthermore, we found that the anchoring social representation on the understanding that these disciplines "teach the teacher to be" in the image and its objectification of the "good teacher", ie, one that reaches through the training process and experiences, qualities that make it unique and able to carry full professional. Still see that the actions of the teacher trainer affects the way students perceive, assume and engage in the study of teaching and pedagogical subjects and it reflects significantly the social representation then created
Buscamos, atrav?s do presente estudo, analisar a representa??o social que os licenciandos do Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte IFRN t?m de disciplinas did?tico-pedag?gicas. Para isso, utilizamos a Teoria das Representa??es Sociais (MOSCOVICI, 2009; 2012; JODELET, 2001) como aporte te?rico-metodol?gico e tivemos, como objetivos, identificar essa representa??o social e compreender como ela ? influenciada pela forma??o desses licenciandos. Assim, desenvolvemos a pesquisa no ?mbito dos sete cursos presenciais de licenciatura ofertados pelo IFRN, a saber: Biologia, Espanhol, F?sica, Geografia, Inform?tica, Matem?tica e Qu?mica, abrangendo unidades localizadas tanto na capital quanto no interior do Estado. Enquanto percurso metodol?gico fizemos uso do Procedimento de Classifica??es M?ltiplas PCM (ROAZZI, 1995), cuja realiza??o carece de um conjunto de voc?bulos alcan?ado atrav?s da T?cnica de Associa??o Livre de Palavras TALP (ABRIC, 1998). Para essa realiza??o contamos com um total de cento e vinte (120) participantes, sendo trinta (30) na TALP e os demais na efetiva??o das etapas de classifica??o livre e dirigida que correspondem ao PCM. Alcan?ados os dados emp?ricos, utilizamo-nos das an?lises de conte?do (BARDIN, 2011; FRANCO, 2007) e multidimensional (ROAZZI, 1995) para o decorrer de sua interpreta??o. Por fim, identificamos a representa??o social de disciplinas did?tico-pedag?gicas centrada na ideia de que ? por meio dessas disciplinas que se pode alcan?ar o perfil do bom profissional enquanto aquele que re?ne conhecimentos e atributos necess?rios ao pleno desenvolvimento da doc?ncia, envolvendo nisto capacidades e caracter?sticas que demarcam o sentido da profissionaliza??o. Ademais, constatamos a ancoragem dessa representa??o social no entendimento de que as referidas disciplinas ensinam a ser professor e sua objetiva??o na imagem do bom professor , ou seja, aquele que alcan?a, atrav?s do processo formativo e das experi?ncias vivenciadas, qualidades que o tornam singular e capacitado para o pleno proceder profissional. Percebemos ainda que a atua??o do professor formador repercute na maneira como os estudantes apreendem, assumem e se envolvem no estudo das disciplinas did?tico-pedag?gicas e que isto reflete significativamente na representa??o social ent?o criada

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Brindle, Stephen. "The influence of social background, motivations, and the learning environment on mature students' experiences of their degree course." Thesis, Lancaster University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337437.

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CASTRO, SINAIDA MARIA VASCONCELOS DE. "BIOLOGISTS, FROM UNIVERSITY TO LABOR MARKET: A STUDY AMONG STUDENTS AND GRADUATES OF THE DEGREE COURSE IN BIOLOGY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2010. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=17627@1.

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O presente trabalho apresenta os resultados de uma pesquisa realizada entre estudantes e egressos dos Cursos de Licenciatura em Biologia de duas instituições de ensino superior de Belém, o Centro Universitário do Pará (CESUPA) e a Universidade Federal do Pará (UFPA), e buscou responder a seguinte questão: Como se escolhe ou como se é escolhido para ser professor de Biologia? E teve como objetivos: traçar um perfil do Curso de Licenciatura em Biologia; analisar as condições e representações subjacentes à opção pela carreira docente entre os estudantes e egressos. Para que esses objetivos fossem alcançados desenvolveu-se uma pesquisa de campo entre estudantes ingressantes e concluintes dos cursos de Biologia de ambas as instituições e uma análise apenas exploratória com egressos desses mesmos cursos sugerindo a continuidade deste tipo de pesquisa. Os resultados obtidos foram analisados a partir do diálogo com autores das áreas de sociologia da educação, formação de professores e escolhas profissionais. Tais análises indicam que tanto a escolha do curso, quanto a opção pela carreira docente apresentam-se como vias alternativas de acesso ao ensino superior e ao mercado de trabalho, frente às limitações impostas pela concorrência nos vestibulares para cursos de maior prestígio, assim como pelo próprio mercado de trabalho.
This paper presents the results of a survey conducted among students and graduates of the Degree Course in Biology from two institutions of higher education in Belém, the Centro Universitário do Pará (CESUPA) and the Universidade Federal do Pará (UFPA), and sought to answer the following question: How do you choose or how you are chosen to be a biology teacher? And had as objective: to draw a profile of the Degree Course in Biology; analyze the underlying conditions and representations to opt for teaching profession among students and graduates. To achieve these objectives a field research was developed among students entering and graduating from courses of biology at both institutions and an analysis only exploratory with graduates of such courses suggesting continuity of this type of research. The results were analyzed through the dialogue with authors in the areas of sociology of education, teacher training and career choices. These analysis indicates that such the choice of the course, as the choice of teaching career are presented as alternative forms of access to higher education and the labor market, due to the limitations imposed by competition in college entrance exams for courses of higher prestige, as well as by the labor market itself.

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Bhaskaran, Subhashini Sailesh. "An Investigation into the Knowledge Discovery and Data Mining (KDDM) process to generate course taking pattern characterised by contextual factors of students in Higher Education Institution (HEI)." Thesis, Brunel University, 2017. http://bura.brunel.ac.uk/handle/2438/15880.

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The Knowledge Discovery and Data Mining (KDDM), a growing field of study argued to be very useful in discovering knowledge hidden in large datasets are slowly finding application in Higher Educational Institutions (HEIs). While literature shows that KDDM processes enable discovery of knowledge useful to improve performance of organisations, limitations surrounding them contradict this argument. While extending the usefulness of KDDM processes to support HEIs, challenges were encountered like the discovery of course taking patterns in educational datasets associated with contextual information. While literature argued that existing KDDM processes suffer from the limitations arising out of their inability to generate patterns associated with contextual information, this research tested this claim and developed an artefact that overcame the limitation. Design Science methodology was used to test and evaluate the KDDM artefact. The research used the CRISP-DM process model to test the educational dataset using attributes namely course taking pattern, course difficulty level, optimum CGPA and time-to-degree by applying clustering, association rule and classification techniques. The results showed that both clustering and association rules did not produce course taking patterns. Classification produced course taking patterns that were partially linked to CGPA and time-to-degree. But optimum CGPA and time-to-degree could not be linked with contextual information. Hence the CRISP-DM process was modified to include three new stages namely contextual data understanding, contextual data preparation and additional data preparation (merging) stage to see whether contextual dataset could be separately mined and associated with course taking pattern. The CRISP-DM model and the modified CRISP-DM model were tested as per the guidelines of Chapman et al. (2000). Process theory was used as basis for the modification of CRISP-DM process. Results showed that course taking pattern contextualised by course difficulty level pattern predicts optimum CGPA and time-to-degree. This research has contributed to knowledge by developing a new artefact (contextual factor mining in the CRISP-DM process) to predict optimum CGPA and optimum time-to-degree using course taking pattern and course difficulty level pattern. Contribution to theory was in extension of the application of a few theories to explain the development, testing and evaluation of the KDDM artefact. Enhancement of genetic algorithm (GA) to mine course difficulty level pattern along with course taking pattern is a contribution and a pseudocode to verify the presence of course difficulty level pattern. Contribution to practise was by demonstrating the usefulness of the modified CRISP-DM process for prediction and simulation of the course taking pattern to predict the optimum CGPA and time-to-degree thereby demonstrating that the artefact can be deployed in practise.

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Mills, Sandra R. "Mathematical Course-Taking Patterns of Hispanic Students at Public Two-Year Colleges and How These Patterns Affect Degree Attainment and Transfer." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1459338769.

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Kinzley, Simon. "The impact of a university pre-sessional course on the academic writing behaviours of a group of Chinese undergraduates students studying for a degree in media and cultural studies." Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.587537.

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This thesis focuses on the results of a longitudinal study conducted at Lancaster University into a group of Chinese students studying for a BA in Media and Cultural Studies. Taking as its starting point the contention that adjusting to the conventions and expectations of a different academic culture can be just as traumatic for participants as those experienced by educational professionals asked to undertake fundamental changes in their professional practices at times of educational innovation, Henrichsen' s (1989) Hybrid Model of the Diffusion/Implementation Process is used to provide a framework for the analysis. Through a combination of interviews with the students and their lecturers, as well as an analysis of their written work and essay feedback, the students were tracked from" the start of the University's pre-sessional course through to the start of their third term of degree study. The study analysed the extent to which these students adopted the practices of academic writing advocated on the pre-sessional course and the possible reasons for students' willingness, unwillingness or failure to adopt.

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Johnson, Jerrolynn D. "Experiencing Christ through our curriculum determining the effective components of the inner healing prayer small groups course to promote personal inner healing in formational counseling Doctor of Ministry students at Ashland Theological Seminary /." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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Huang, Hsin-Chung, and 黃信忠. "The study on learning motivation and learning satisfaction degree in selective course of comprehensive high school students." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/43251948546768934913.

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碩士
國立彰化師範大學
工業教育與技術學系
93
The purpose of this study was to investigate the motive of learning on selective courses for students in comprehensive high schools as well as their learning satisfaction. The trend to analyze the motive of learning for students and their learning satisfaction can realize about the variable factors of individual student and environment of the school, and the correlation between motive of learning and satisfaction of learning. The tools of the research was “Questionnaire for learning motive and satisfaction on selective courses for students in comprehensive high schools” produced through documentation study, study structure programming, pre-questionnaire development, and implementation and analysis on pre-questionnaire. The objects attended in this questionnaire investigation were students of 2nd and 3rd grade in comprehensive high schools of central part in Taiwan, and approved by the Ministry of Education in academic year of 2003. There were 12 schools participated in for this investigation, and recovered 1,267 questionairs. The recovering rate is 80.2%. The statistical methods used were mean average, standard deviation, multiple response, t-test, One-way ANOVA, Pearson product-moment correlation, and so on, and the result of this research is shown: I.The motive of learning for students in comprehensive high schools was medium degree, and among them, the inner motive and performance of major courses was significant. II.The learning satisfaction on selective courses for students in comprehensive high school was medium degree, and among them, human relationship, learning achievement, and teachers’ teaching were more satisfaction. III.In the process of learning on selective courses for students in comprehensive high school, there was a significant difference and influence resulted from the motive of learning, sex, grade, semester, and shifting to study on selective courses, etc. individual factors. IV.In the process of learning on selective courses for students in comprehensive high schools, there was a significant difference resulted from school types of private or public, organization area of city or county, category of schools, and management scales, etc. environmental factors. V.There was a significant and positive correlation between motive of learning and learning satisfaction for students in comprehensive high school. VI.Comments of students from comprehensive high schools: not enough freedom to study on selective courses, less information provided by schools for studying on selective courses, and opinions of students must be stressed on by schools. Keywords: Comprehensive High Schools, Selective Course, Learning Motivation, Learning Satisfaction.

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Hsieh, Hsin Nan, and 謝欣枬. "The effectiveness of “Caring and Communication” course to enhance caring in students in a RN-BSN Degree Program." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/71530382668001785945.

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碩士
國立臺北護理健康大學
醫護教育研究所
103
The purposes of the study were (1) to explore the effectiveness of “Caring and Communication” course on the students in a RN-BSN Degree Program；(2) to understand the learning experiences and feelings of the students of taking “Caring and Communication” course .A convenience sample of 45 RN-BSN students from one Science and Technology University were recruited in this study. This descriptive and quasi-experimental design study used questionnaire survey, focus group interviews, and documentary analysis to collect data. The researcher used Caring Behavior Measurement（Lee、Kuo、Tseng & Turton, 2005）to collect the questionnaires at 1st week and 18th week of the class, and conducted focus group interviews and documentary analysis to collect the students’ experiences and feelings after class.The quantitative data were analysis by SPSS20.0 and the qualitative data were analyzed by using content analysis. The result of this study shows (1) after the “Caring and Communication” course from students’ self-evaluation the post test score（98.96 ± 8.847）of the overall of caring behavior measurement was higher than the pretest score（95.27 ±9.171）（t = 2.409, p <.05）. The post test scores of each domain of “sincerity, empathy, and respect” and “professional caring behaviors” rofessionalincreased significantly（t＝2.251, p<.05; and t＝2.178, p<.05）(2) the learning experiences of RN-BSN students after this course includes 4 themes as follows: a. “Understanding the meaning of caring” which includes acknowledge people’s feelings, acceptance and trust, respect and sincerely treat people, listening and companionship; b. “Enhancing the interpersonal skills” which includes learning the interpersonal communication and increasing family interaction;c. “Promoting self-understanding” which includes self-recognition, emotional learning reflection and knowing others’ thinking;d. “Demonstrate caring behaviors” which includes willing to care for the patient, providing professional care behavior .The results of the research could provide an useful reference for the nursing educators to cultivate nursing student’s caring abilities.

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"Individual and Combined Impact of Institutional Student Support Strategies on First-time, Full-time, Degree-seeking Community College Students." Doctoral diss., 2011. http://hdl.handle.net/2286/R.I.14290.

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abstract: Although U.S. rates of college enrollment among 18-24 year olds have reached historic highs, rates of degree completion have not kept pace. This is especially evident at community colleges, where a disproportionate number of students from groups who, historically, have had low college-completion rates enroll. One way community colleges are attempting to address low completion rates is by implementing institutional interventions intended to increase opportunities for student engagement at their colleges. Utilizing logistic and linear regression analyses, this study focused on community college students, examining the association between participation in institutional support activities and student outcomes, while controlling for specific student characteristics known to impact student success in college. The sample included 746 first-time, full-time, degree-seeking students at a single community college located in the U.S. Southwest. Additional analyses were conducted for the 440 first-time, full-time, degree-seeking students in this sample who placed into at least one developmental education course. Findings indicate that significant associations exist between different types of participation in institutional interventions and various student outcomes: Academic advising was found to be related to increased rates of Fall to Spring and Fall to Fall persistence and, for developmental education students, participation in a student success course was found to be related to an increase in the proportion of course credit hours earned. The results of this study provide evidence that student participation in institutional-level support may relate to increased rates of college persistence and credit hour completion; however, additional inquiry is warranted to inform specific policy and program decision-making at the college and to determine if these findings are generalizable to populations outside of this college setting.
Dissertation/Thesis
Ed.D. Higher and Postsecondary Education 2011

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Books on the topic "Students of licentiate degree course"

White, Douglas. The assessment of students in the professional practice period of a degree course in environmntal health. Cardiff: SGIHE, 1985.

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Baines, George. On course for the future: The experience of mature students during and beyond the degree : a report. London: the College, 1986.

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D'Castro, J. Benedict. Logic of repertories: For homoeopathic students and practitioners : according to syllabus prescribed for degree course by Homoeopathic Central Council of India. New Delhi, India: Jain, 1998.

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Martin, Stephen John. A Sociological investigation into graduates of the BA (HONS) Human Movement Studies Degree Course at the South Glamorgan Institute of Higher Education from 1982-1984. Cardiff: S.G.I.H.E., 1985.

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Ovtov, Vladimir. Machine parts. Course design. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1171976.

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The textbook discusses the methodology of course design of general-purpose drives with a single-stage gearbox (cylindrical, conical and worm) and a V-belt or chain transmission. The procedure for calculating gears and constructing assembly drawings of gearboxes is shown, the development of specifications using the COMPASS-3D computer-aided design system is described. Examples of the design of drawings of the general type of the drive, assembly drawings of gearboxes and working drawings of parts of various types of gearboxes are given. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for independent work of students of engineering specialties studying in the bachelor's degree and specialty.

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Avak'yan, Suren. Constitutional Law of Russia. Training course. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1390626.

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The book covers the issues of Russian constitutional law, the formation and development of constitutional and legal institutions, and analyzes the problems of forming the constitutional and legal foundations of Russia's political development. The second volume of the publication deals with the issues of state structure, the electoral system, state power and local self-government in the Russian Federation. For students studying for a master's degree, as well as for students studying undergraduate and specialist programs, graduate students, law school teachers, and anyone interested in various aspects of Russian constitutionalism.

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Hanna, David Crawford. Getting the level right?: To identify if the Art and Design Foundation Course at the author's college is pitched at the appropriate level for preparing post 'A' level Art and Design students to undertake an Art and Design Specialism at degree level. [s.l: The Author], 2000.

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Pazuhina, Svetlana. Psychological and pedagogical theories and technologies of primary education (tasks and exercises for practical classes and independent work of students). ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1002499.

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The educational and methodological manual on the discipline "Psychological and pedagogical theories and technologies of primary education" includes the development of practical classes; a set of tasks and exercises of different types for performing in the course of classroom and extracurricular work in subgroups, pairs, individually; a set of diagnostic and control and evaluation materials. Using the tasks developed by the authors in the course of organizing independent work will allow you to build an individual learning trajectory for each student, implement a differentiated approach in practice, introduce modern technologies for evaluating the educational achievements of future teachers and identifying the level of professional competencies. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in the bachelor's degree programs "Pedagogical education", "Psychological and pedagogical education".

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Yulinov, Valeriy, Natal'ya Patrusheva, and Boris Kochurov. Demographics. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1020561.

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The textbook covers the main sections of the course "Demography": the object, subject and methods of demography, connection with other sciences; sources of data on the population; the main types and factors of population movement, modes of natural reproduction of the population; migration and reproduction of the population; demographic, ethnic and religious structure of the population; demographic policy of the state. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying under the bachelor's degree programs 38.03.04 and master's degree programs 38.04.04 in the direction of "State and Municipal Management", as well as for all those interested in demographic problems and their solution.

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Megale, Teresa, ed. Occasioni malapartiane. Progetti teatrali della compagnia universitaria dei Corsi di Laurea in Pro.Ge.A.S e in Pro.S.M.Ar.T. Florence: Firenze University Press, 2009. http://dx.doi.org/10.36253/978-88-8453-864-2.

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This book appraises the multiple experiences connected with the dramatic activities of a group of students on two degree courses in the Faculty of Arts in Prato, namely: the three-year course in artistic events and enterprise management and the two-year course in music, art and textile production. This experiment, which greatly enhanced the creative and organisational skills of the young people, exploited theatre to inject new blood into the university teaching approach, translating theory into practice. Beyond the textbooks, the Prato theatre workshop experience illustrated here shows how drama can be transformed into an authentic switch point between university and life beyond.

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Book chapters on the topic "Students of licentiate degree course"

Bertaccini, Bruno, Riccardo Bruni, Federico Crescenzi, and Beatrice Donati. "Measuring logical competences and soft skills when enrolling in a university degree course." In Proceedings e report, 41–46. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-304-8.09.

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Logical abilities are a ubiquitous ingredient in all those contexts that take into account soft skills, argumentative skills or critical thinking. However, the relationship between logical models and the enhancement of these abilities is rarely explicitly considered. Two aspects of the issue are particularly critical in our opinion, namely: (i) the lack of statistically relevant data concerning these competences; (ii) the absence of reliable indices that might be used to measure and detect the possession of abilities underlying the above-mentioned soft skills. This paper aims to address both aspects of this topic by presenting the results of a research we conducted in the period October – December 2020 on students enrolled in various degree courses at the University of Florence. To the best of our knowledge, to date this is the largest available database on the subject in the Italian University System. It has been obtained by a three-stage initiative. We started from an “entrance” examination for assessing the students' initial abilities. This test comprised ten questions, each of which was centered on a specific reasoning construct. The results we have collected show that there is a widespread lack of understanding of basic patterns that are common in the everyday way of arguing. Students then underwent a short training course, using formal logic techniques in order to strengthen their abilities, and afterwards took an “exit” examination, replicating the structure and the questions difficulty of the entrance one in order to evaluate the effectiveness of the course. Results show that the training was beneficial.

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Sansone, Nadia, Donatella Cesareni, and Ilaria Bortolotti. "Promoting 21st century skills in Higher Education through collaboration and activities." In Employability & Competences, 163–73. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.24.

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The paper presents a model of university teaching where students are involved in concrete activities and collaborate while developing key competences for the academic and working future. 52 students of the Degree Course in Psychology at the Sapienza University of Rome participated to the activity. The method of data collection and analysis combines qualitative and quantitative approach. Results show a general perception of skills enhancement and a good appreciation of the course, especially in comparison with traditional learning modes

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Sposetti, Patrizia. "Educators in Training and Writing: Perception, Experiences, Problems." In Employability & Competences, 281–92. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.33.

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This paper focuses on the relationships between academic, professional and personal writing among Italian university students. The specific focus is on educators trained as part of the degree course in Education and Training Science. A solid, evident link exists between educational professions and writing practices, as shown by the over two decades of research on this topic: writing facilitates the objectivization needed for sharing and, at the same time, makes it possible to distance oneself from the effort involved in the teaching professions

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Mecugni, Daniela, Giulia Curia, Alessandra Pisciotta, and Giovanna Amaducci. "Use of High Fidelity Simulation: A Two-Year Training Project Experience for Third Year Students in Nursing Course Degree of Reggio Emilia." In Methodologies and Intelligent Systems for Technology Enhanced Learning, 8th International Conference, 293–301. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98872-6_35.

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Torremorell, Maria Carme Boqué, Montserrat Alguacil de Nicolás, and Mercè Pañellas Valls. "Integrated Design of Basic Training, Practicum and End-of-Course Assignment Modules in the Teacher Training Degree: Perception of University Teachers, Students, and School Teachers." In Communications in Computer and Information Science, 654–60. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-13166-0_91.

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Daniela, Mecugni, Turroni Elena Casadei, Doro Lucia, Franceschini Lorenza, Lusetti Simona, Gradellini Cinzia, and Amaducci Giovanna. "The Use of Simulation for Teaching Therapy Management: An Observational Descriptive Study on 2nd and 3rd Year Students of the Nursing Degree Course of Reggio Emilia." In Methodologies and Intelligent Systems for Technology Enhanced Learning, 10th International Conference. Workshops, 127–37. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52287-2_13.

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Macharaschwili, Carmen E., and Linda Skidmore Coggin. "A Skype-Buddy Model for Blended Learning." In Online Course Management, 340–57. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5472-1.ch019.

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Universities are challenged with providing quality educational experiences that meet students' needs for engagement and collaboration. The availability of computer-mediated communication tools provides opportunities for such needs to be met as well as allows students the opportunity to complete higher education degree requirements in virtual environments This chapter discusses how Voice over Internet Protocol (VoIP) was used in a unique Skype-Buddy system to provide virtual face-to-face participation in traditional doctoral classrooms. Students' and professors' satisfaction, benefits, challenges, and surprises in this system are examined. Results and recommendations from this study are applicable in undergraduate and secondary level classrooms.

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Cintrón, René, and Mark McLean. "Purposeful Course Scheduling." In Accelerated Opportunity Education Models and Practices, 100–121. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0528-0.ch005.

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Almost half of undergraduate students in the United States enroll in community colleges, unfortunately community colleges face a harsh reality of low completion and graduation rates. Delgado Community College in New Orleans is the largest community college in Louisiana serving over 25,000 students annually. There are numerous reasons for the low completion rates for community colleges that include financial, family, academic, scheduling conflicts and lack of resources contribute to the challenge of improving program completion. The West Bank campus of Delgado established an innovative and comprehensive scheduling program designed to significantly increase the number of students enrolled and to increase student progression in specific degree programs. Purposeful course scheduling combines 1) career alignment through academic advising, 2) course sequences and rotation, and 3) blocking time for specific types of courses.

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Shen, Libi, and Irene Linlin Chen. "Social Presence in Online Dissertation Classes." In Online Course Management, 1484–500. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5472-1.ch078.

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This chapter reports on the results of a study that explored doctoral learners' perceptions of social presence in online dissertation courses. Seven doctoral graduates were interviewed to understand how social presence functions in online dissertation courses, whether social presence influences their dissertation completion, and how technological tools help improve social presence in the dissertation courses. The results of this study indicate that social presence plays an important role in online dissertation courses. Students' course satisfaction and learning outcome were associated with the degree of social presence. The use of emoticons, emails, and phone calls in online dissertation courses increased students' sense of social presence. Students were more satisfied with instructors who interacted with them frequently and who provided detailed and constructive feedback in a timely manner. Recommendations for further research are included.

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Varnava-Marouchou, Despina, and Mark A. Minott. "Experiences of an Online Doctoral Course in Teacher Education." In Online Course Management, 1550–65. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5472-1.ch081.

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This chapter outlines the benefits and challenges experienced by two students who had completed an online doctoral programme at a popular United Kingdom university. Benefits include accessing courses from anywhere in the world, engaging in synchronous and asynchronous communication, and the development of creative thinking and reflective skills. The most important benefit was the fact that the online programme allowed the students to fulfill the dream of achieving a doctoral degree in teacher education while maintain family and work commitments. Some challenges of online learning include feelings of isolation, balancing family commitment with study, managing time, and coping with additional workload brought on by course requirements. The conclusion was made that the online environment is an excellent way of placing students at the centre of the learning experience, allowing them to have total control of their time and the process of learning. This, however, required an alteration in their thinking and a willingness to change certain attitudes about learning.

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Conference papers on the topic "Students of licentiate degree course"

Senapathi, Mali. "Restructuring an Undergraduate Database Management Course for Business Students." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2787.

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An introductory undergraduate database management course is quite common in the undergraduate IS/IT (Information Systems/Information Technology) curriculum. This paper describes the restructuring of such a course from a dominantly technical focus to having a much broader and more integrated approach within the Bachelor of Business (IT Major-Information Technology Major) degree programme at the Auckland University of Technology, New Zealand. The course philosophy and guiding principles underlying the redesign are also discussed. The aims were to restructure the course to be in line with the graduate profile of the IT Major within the degree programme and to improve student performance. Results collected over a period of 5 semesters (during and after the restructuring) indicates that student performance improved significantly during this period.

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Huguet, Carme, Idael Francisco Blanco-Quintero, Martha Cecilia Henao Mejía, Francy Julieth Moreno Vela, and Lizeth Andrea Chimbí Sanchez. "Introducing Geosciences in a blended Education Master degree." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7905.

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The aim of the project was to introduce the subject of geosciences to a group of teachers without previous knowledge of the subject. Since the students of module presented here work full time, the master was designed in a blended format. While all students had completed their university education, none had done any geoscience studies/courses before making the starting level basic for the whole course. Contents and activities were carefully selected to provide a good introduction to geosciences giving the students the basic concepts and letting them apply them in a problem based strategy. Students reported that besides the blended nature of the course collaborative learning was necessary and key to their learning process. They also reported the contents of the course to be clear, organized sufficient and interesting. We view the module as a success since all students reported enjoying the module and building novel knowledge in the field of geosciences. Additionally since the students are in turn teachers we were very happy to learn some of them will implement geosciences in their activities in the future.

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Gong, Changqing, Liang Zhao, Na Lin, Han Qi, Zhenzhou Guo, and Xiguang Li. "A Black Box Model of Academic Degree Knowledge System based Computer Network Course Construction Scheme for Postgraduates Students." In 2019 IEEE International Conference on Engineering, Technology and Education (TALE). IEEE, 2019. http://dx.doi.org/10.1109/tale48000.2019.9225994.

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Cámara-Zapata, José Mª. "THE RESPONSE OF STUDENTS TO A SYSTEM OF CONTINUOUS ASSESSMENT IN A PHYSICS COURSE OF AN ENGINEERING DEGREE." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0397.

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Dartnall, W. John. "A General Approach for Introducing Materials Handling Topics in a Mechanical Engineering Degree Course." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-82004.

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This paper outlines the development of the teaching materials for an introductory lecture/chapter in a single semester final-year materials handling course for undergraduate and postgraduate mechanical engineers. The study of materials handling equipment and processes primarily involves the application of mechanical engineering design principles emanating from the mechanics of machine elements, structures, thermo-fluids and particle mechanics. The detail topics of our course are from two main areas: • Bulk materials handling by screw, bucket and belt conveyors as well as pneumatic and hydraulic conveyors. • Unit (discrete) materials handling of artifacts and manufactured (packaged) products. For undergraduate and early postgraduate students, we utilize this course to provide an opportunity for students to amalgamate and integrate their engineering knowledge and experiences, and solve complex, real world problems of the materials handling industries. Although the students are mostly fresh from their engineering sciences and hence have skills at applying basic principles, many have little or no practical experience in the materials handling industries. For this reason we start by discussing the significance of the industry and expose them to that fact that these industries have historically expanded from simple (manual) handling to large scale mechanical handling of goods and bulk solids. The particle mechanics aspect of the bulk handling component of the course is relatively unfamiliar to the students. For this reason, after giving our brief history and socio-economic perspective of the materials handling industry, we emphasize general principles related to the handling of particulate solids. We differentiate between design approaches where designers work from basic mechanics and the common empirical design procedures often outlined by manufacturers.

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Zhivkova, Stella, and Tsvetomira Ivanova. "KEEPING JAPANESE LANGUAGE NON-DEGREE COURSE STUDENTS ENGAGED IN THE TIME OF COVID 19: THE CASE OF SOFIA UNIVERSITY, BULGARIA." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0767.

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Fielden, Kay. "Evaluating Critical Reflection for Postgraduate Students in Computing." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2891.

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In this paper the assumption that critical reflection skills are acquired automatically during postgraduate study is queried by examining whether keeping a reflective journal is an aid in developing reflective habits. All course outlines in the postgraduate program studied for this paper state that students will learn how to critique issues relating to the topic being studied. The assumption is that critical reflection is a skill that is acquired automatically during the degree. Postgraduate students at this particular institution are required to complete a Research Methods course before enrolling in a thesis or dissertation. Research Methods students are encouraged but not required to keep a reflective journal. This paper reports on the effectiveness of keeping a reflective journal by analyzing results obtained over five semesters within the Research Methods course.

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Venturini, M., and M. Morini. "From Research to Didactics: The Course of Dynamics and Control of Fluid Machines for Automation Engineering Students." In ASME Turbo Expo 2008: Power for Land, Sea, and Air. ASMEDC, 2008. http://dx.doi.org/10.1115/gt2008-50042.

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The paper deals with the course “Dynamics and Control of Fluid Machines”, which has been held at the Faculty of Engineering of the University of Ferrara (Italy) since the academic year 2002/2003 for the Second-Level Degree Course in Computer Sciences and Automation Engineering. The aim of the course is the study of fluid machines, by combining base knowledge with physical-mathematical analysis of the unsteady behavior and of off-design operating conditions. The first characteristic aspect of the course is the study of the dynamic behavior of fluid machines. The second relevant aspect is the analysis of system control. In this paper, course characteristics are presented and discussed. In particular, as a part of the final examination, students are asked to develop an individual project, whose results are also reported in this paper. The project consists of the simulation of the dynamic behavior of an industrial system for compressed air production by means of a multistage centrifugal compressor. Students are required to properly design the controller and to discuss the adopted control logic. Student feedback is evaluated by means of a survey conducted to evaluate the quality of the didactic activity. The analysis of student feedback reveals that student evaluation towards the course proves higher than the “average” evaluation for the didactic activity held at the University of Ferrara, at the Faculty of Engineering or within the same Degree Course.

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Lopez-Zafra, Juan M., Ricardo A. Queralt-Sanchez de las Matas, and Sonia De Paz-Cobo. "Admission tools and academic performance: evidence from a first course in a bachelor’s degree in business administration." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9301.

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Admission tools have become imperative means for private schools to handle both limited space and the search of excellence. We use a supervised algorithm to predict the score of admitted students in a private-run Spanish business school. The main target is understanding the effects of the features defined in the admission process to assess both the validity of the process and the final ranking of the student after one year in the school, trying to ascertain what is the best mix of the variables in place to forecast the final score of the students when ending their first year in the BBA; along with the mix, we also want to define the decision rules allowing the best prediction. The results will prove that the present admission process in place is working properly even if some fine tuning could be set in place for an even better performance.

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Beltran Sanahuja, Ana, Adriana Juan Polo, Raquel Sanchez Romero, and Arantzazu Valdes Garcia. "INTEGRATING WORKSHOP EXERCISES IN CLASS AS AN EFFORT TO SUPPORT LEARNING IN STUDENTS OF FIRST COURSE OF GASTRONOMY AND CULINARY ARTS DEGREE." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1433.

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