Academic literature on the topic 'University career course'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'University career course.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "University career course"
1
Zakaria, Normah, Norulhuda Binti Abd Rasheid, and Noor Azlin Yamin. "CAREER MANAGEMENT COMPETENCY AMONG TECHNICAL STUDENTS: IS DIFFERENCE BETWEEN COURSE FIELD AND UNIVERSITY." Humanities & Social Sciences Reviews 7, no. 3 (April 28, 2019): 338–42. http://dx.doi.org/10.18510/hssr.2019.7350.
Full textAbstract:
Purpose of Study: Challenge to place themselves in jobs, require graduate that have high competency in career manage- ment to compete and fulfill the human resource demand. Thus, this research is to find the different technical student in their career management competency between courses field and university. Samples are final year students from Universiti Tun Hussein Onn Malaysia (UTHM) and Universiti Teknikal Malaysia Melaka(UTeM), with sample size (n), are 581. A questionnaire was used as the instruments to measure the career management competency among students. The data were analyzed using an independent t-test and One Way ANOVA to answer the research questions. The finding revealed there is a significant difference in career management competency between students’ courses field, p < .05 and university, p < .05, with mean difference value =0.13. The implication of this study can give a positive picture to the student how to manage their career own then right path.
Methodology: This study uses a quantitative approach by using survey method to answer the question of the study. The purpose of this study was to involve the views and perceptions of respondents about the career management competencies to identify the difference career management competency based on the course fields and among the final year of Engineering Technical University students.
Results: The data obtained through this study were analyzed using the Statistical Package for Social Sciences (SPSS) version 20.0. Table 1 shows the total distribution of 581 students by the university. Table 2 shows the mean score of career management competency based on seven-course fields namely FKMP, FKEE, FKAAS, FKE, FKEKK, FKP, and FKM.
Implications/Applications: This research was conducted based on the need to review the competency to manage a career in technical university engineering students. The need to review the career management competency by identifying the differences based on career fields and universities among final year students of Engineering Technical University is based on the lack of research in the relevant field.
2
Crozier, Sharon D. "A University Career Planning Course for Academic Credit." Australian Journal of Career Development 7, no. 3 (October 1998): 3–5. http://dx.doi.org/10.1177/103841629800700302.
Full textAbstract:
Career decision-making and preparation for job-seeking are major tasks that students face during their university years. A credit course that focuses on understanding higher education, planning a career, learning job search strategies and managing transitions, assists students to successfully deal with their career development process. An outline for this course will be given, course evaluations will be reviewed, and the process used for obtaining academic credit will be discussed.
3
Kinash, Shelley, Linda Crane, John Capper, Mark Young, and Ashley Stark. "When do university students and graduates know what careers they want: A research-derived framework." Journal of Teaching and Learning for Graduate Employability 8, no. 1 (August 23, 2017): 3–21. http://dx.doi.org/10.21153/jtlge2017vol8no1art584.
Full textAbstract:
This paper reports on research which was conducted to explore how university students and those who had graduated and been subsequently employed, made career decisions. Specifically, through interviews and focus group discussions with 22 university students and 28 graduates from Australian undergraduate and postgraduate courses in a variety of disciplines, four questions were explored: Do university students know their own desired post-course employment, or in other words, what they want to be after graduation; if so, at what point in their student experience do they come to this decision; what elements come into play in university student career decision-making; and to what extent do students and graduates feel that their career decision-making is supported by their universities? Research was grounded in, and results aligned with, the ‘chaos theory of careers.’ The main findings were that at the enrolment-stage of university and during their studies, most students were pessimistic about their career outcomes and felt largely unsupported in identifying suitable career goals. However, the outcomes after graduation were unexpectedly positive in that, by this point most had identified career goals and were in careers they had desired. Most of the research participants who had been in their careers for an extended length of time were casual academics who were dissatisfied with their career progression and status. Although they had identified academic career goals and secured employment in their chosen industry, they were disappointed by continuous short-term contracts and what they perceived as poor career supports extended by their university employers. A ‘university student and graduate career-knowledge framework’ was derived. The key takeaway from this research was a set of recommendations for universities regarding how to better support students to make career choices.
4
Neale, Jenny, and Kate White. "Australasian university management, gender and life course issues." Equality, Diversity and Inclusion: An International Journal 33, no. 4 (May 13, 2014): 384–95. http://dx.doi.org/10.1108/edi-05-2013-0024.
Full textAbstract:
Purpose – The purpose of this paper is to explore the issues arising for women and men in senior management in New Zealand and Australian universities where life course and career trajectories intersect, and analyses how the stereotypical masculinist culture of universities can create additional problems for women. Design/methodology/approach – The data presented here comes from 47 interviews undertaken with women (27) and men (20) senior managers – a total of 26 interviews from New Zealand universities and 21 from Australian universities. “Senior Management” was defined in this study as those academic managers with university wide responsibilities, who were currently in senior management positions. Findings – Life-course issues for women aspiring to senior management roles in universities are framed around hegemonic constructions of masculinity; notions of academic careers subsuming personal life in professional roles; and structural constraints making rational choice impossible for many women. Furthermore, the excessive hours worked in such roles equate with the definition of extreme jobs. The paper concludes that the way in which women and men in senior HE endeavour to balance work and family life differs but creates issues for them both. Research limitations/implications – The structure and operation of Australian and New Zealand universities make gender diversity and management difficult to operationalise, given the competing imperatives of work and other life course trajectories. It is crucial to reframe life course and career intersections are conceptualised to ensure that diversity can be maximised. Originality/value – This paper focuses on women and men in senior management positions in New Zealand and Australian universities, but the findings can be generalised to other countries with HE systems based on the British University model. In discussing how institutional culture affects the intersection of career and life course trajectories, this paper highlights the detrimental outcomes for individuals and the resultant lack of diversity in the sector.
5
Peng, Hulling, and Edwin L. Herr. "Evaluation of a Distance Education Course in Students' Decision-Making and Beliefs about Careers." Psychological Reports 87, no. 3_suppl (December 2000): 1218–28. http://dx.doi.org/10.2466/pr0.2000.87.3f.1218.
Full textAbstract:
To assess the influence of a distance course on careers in students' career decision-making and beliefs, 178 distance education college students in the Open University in Taiwan completed the Career Decision Scale, the Career Beliefs Checklist, and a demographic sheet. Unlike most prior research, the course was not associated with career decision-making and beliefs of the students, but students mentioned that career beliefs influenced their decision-making. Three-way multivariate analysis of covariance showed a main effect for age groups on career indecision. On a follow-up questionnaire to which 143 of the same subjects responded, the students indicated their concern about specific factors in career decision-making. The research findings have important implications for the redesign of the career education course for adults and for research.
6
Gunawan, Vania Pradipta, and Retno Yuliati. "APLIKASI MODEL SOCIAL COGNITIVE CAREER THEORY UNTUK MEMPREDIKSI NIAT MAHASISWA BEKERJA SEBAGAI AKUNTAN PUBLIK." Ekspansi: Jurnal Ekonomi, Keuangan, Perbankan dan Akuntansi 11, no. 1 (May 31, 2019): 35. http://dx.doi.org/10.35313/ekspansi.v11i1.1203.
Full textAbstract:
Abstract: The purpose of this research is to examine thesocial cognitive career theory (SCCT) model (Lent, Brown, & Hackett, 1994) which is composed of self efficacy and outcome expectation to predict university students’ intention to work as public accountant. To our best knowledge, this is the first research to examine SCCT model in accounting field; which is done prior and after the respondents take auditing course in university. Data from 234 respondents prior to taking auditing course and 215 respondents after taking auditing course from three universities in Jabodetabek area were taken and analysed using Structural Equation Modeling (SEM). It can be inferred that: (a) the correlation between self-efficacy and university students’ intention to be public accountant is stronger after taking auditing course; (b) the correlation outcome expectation and intention to work as public accountant is not significant both prior to and after taking auditing course;(c) the correlation between self-efficacy and outcome expectation is significant only on respondents after taking auditing course. The limitations in this research are the data was taken prior to and after taking Auditing 1 course (prior to taking Auditing 2) and all respondents are from renowned university in major cities. The result of this research is expected to increase the effectiveness of auditing courses to develop university students’ competence and confidence to achieve their career as public accountant.Keywords:social cognitive career theory, self-efficacy, outcome expectation, public accountant career
7
Torner, James, Beth R. Knudson, and Kimberly Dukes. "2234 Developing the future translational science workforce at the University of Iowa." Journal of Clinical and Translational Science 2, S1 (June 2018): 53–54. http://dx.doi.org/10.1017/cts.2018.203.
Full textAbstract:
OBJECTIVES/SPECIFIC AIMS: To evaluate the extent to which the curriculum delivered via an innovative program, the Early Scholars Certificate in Clinical and Translational Science (CCTS) at the University of Iowa (UI), develops a translational science workforce pipeline by increasing awareness of and interest in translational science as a career goal for highly prepared undergraduates. METHODS/STUDY POPULATION: The CCTS’s objective is to increase the awareness of the philosophy and tools of translational science and to incorporate critical evaluation and self-appraisal of the translational aspects of a scholar’s own research. CCTS is a 16-semester-hour (sh) academic certificate program introducing translational science concepts and careers to undergraduate students. The CCTS is a selective program with requirements including a minimum GPA, minimum sh completed, completion of course prerequisites, and already engaged and supported by mentored research. The curriculum includes electives in the area of their research interests (6 sh); graduate level Epidemiology (3 sh); Biostatistics (3 sh); and 2 core Translational Research courses (4 sh total). The first core course, an Introduction to Translational Research, is a survey course providing students the opportunity to learn how translational research is conceived and developed. It is designed to instruct the student how to interpret their research in a translational T1 to T4 paradigm. The program’s capstone course, Practicum in Translational Research, provides undergraduate students the opportunity to address how their research experience translates into clinical practice. Student’s spend the majority of this course’s contact hours in a shadowing experience with a clinician in the area of their research. Students reflect on this shadowing experience and its relevance to their academic and professional goals. The students also spend time developing skills in peer review—not only learning to provide constructive feedback to other research professionals, but also how to receive and integrate the feedback. The course includes a mock research fair where both UI faculty and classmates provide feedback that is later integrated into their capstone projects—a poster presentation at the UI Carver College of Medicine Research Fair as well as a final translational paper. As part of the ongoing evaluation of the program and graduates, we examined the participant data, the course satisfaction with content, the change in understanding of translational science, and the intention to incorporate translational science into research and career goals. We also conducted course evaluation surveys and qualitative analysis of a focus group and interviews. RESULTS/ANTICIPATED RESULTS: Since 2015, the CCTS program has introduced translational science curriculum to 20 undergraduate participants (men/woman 40%/60%; 5% Hispanic or Latino; 15% Center for Diversity and Enrichment Eligible). Areas of academic interest include: biology, genetics, engineering, bioinformatics, biochemistry, neuroscience, psychology, and microbiology. Graduates of the Certificate and degree program to date (n=8) have gone onto: Fullbright awards (1), medical school/Masters in public health (1), combined MD/PhD programs (2), biomedical PhD program (1), or currently work in translational science positions in industry (2). In questionnaire and focus group results, we found that in general, students reported increased understanding of the translational spectrum and felt the certificate program helped them clarify their educational or career goals. Data from both the focus group and the questionnaire demonstrate that students are strongly positive about the program in general, including its quality, faculty and guest speakers, structure, goals, opportunities, personality, and personnel. All students highly valued many elements of the program and each course, and particularly the opportunity for clinical shadowing. Among the questionnaire findings for 2016–17, all students (100%) rated program quality “excellent,” and 7 of 8 (87.5%) “strongly agreed” that they better understood translational science, that they saw themselves continuing in translational science research after graduation, and they were better able to communicate how their lab research fits within the translational spectrum. In each case 1 of 8 “agreed.” Participants also generally felt that their career goals had been affirmed or realigned, and that they were better able to communicate the meaning of translational science to multiple audiences. Responses on changes to career aspirations and plans were mixed, and are ambiguous. Questionnaire Item 4, “My UI curricular and/or co-curricular plans changed as a result of the CCTS program,” which had mixed responses, asked specifically about the CCTS program as a reason for change, but it is not clear if, whether, or how the program specifically wants to change curricular plans. In the focus group, students reported using their individual shadowing and lab experience in determining preferences and intentions about future career choices (e.g., whether or not to apply to medical school and/or pursue basic science research). Participants perceived the shadowing experience, complementing or contrasting their lab research, as particularly relevant in deciding about their future careers. Other themes that emerged from the focus group and/or open section of the questionnaire demonstrate the impact of various course elements on participants’ understanding of translational science and potential careers, including: quality of instruction, program and course content (including guest speakers, the shadowing experience, and the poster development process); the exposure to a range of possibilities along the translational spectrum and the expansion of ideas about what research could look like; the value of connections (to faculty, researchers and clinicians, and other CCTS students and alumni); the attributes of the cohort; and the “personality” of the program and personnel. DISCUSSION/SIGNIFICANCE OF IMPACT: Developing a pipeline for translational science workforce development has been problematic because a lack of the understanding of the need of translational research and a structuring a time efficient program for early career clinical and basic scholars. Undergraduates making critical decisions about educational paths and career goals and plans may not be aware of opportunities in translational science or the type of choices they need to make to prepare for such opportunities. Our data demonstrates that CCTS was an effective way of introducing translational science concepts and career paths to undergraduate students and potentially a powerful way to encourage them to consider these career paths. Participants in our program improved their knowledge of the field and expressed interest and intention to incorporate translational science training into their career plans. However, improvements can be made in the CCTS program. Additionally, CTSAs should consider ways to incorporate findings like these into a wider sphere of training to help develop and strengthen a translational science workforce for the future. The exposure to a variety of translational science career possibilities and specialties was important to students. Based on both focus group discussion and questionnaire data, a few students did expand slightly their sense of career possibilities, but the larger benefit may be their concrete experiences that validate or solidify their interests, making them more skilled at talking about and supporting their career goals on applications and in interviews. Shadowing did not always encourage students to go into clinical medicine, but often solidified interests or leanings students already had, giving them a more grounded basis for refining their decisions. For some students, shadowing a clinician confirmed ideas of being a physician; for others, it steered them away from it. Some now found ethical challenges, bureaucracy, or emotional challenges daunting or newly necessary to consider before focusing on clinical careers. This may be just what students need at this point, and emphasizes for them the relation between different kinds of research and application within translational science. Our evaluation suggests that CCTS contributes to academic choices for career development and additionally can help attract highly skilled students into TS research, including students of color. Future work to evaluate CCTS impact on graduates’ career outcomes will inform the translational research direction and content. In terms of program design, it could be useful to build in multiple opportunities for students to understand the diversity of translational science careers and provide students more exposure to different possibilities in clinical and translational work.
8
Reese, Robert J., and C. Dewayne Miller. "Effects of a University Career Development Course on Career Decision-Making Self-Efficacy." Journal of Career Assessment 14, no. 2 (May 2006): 252–66. http://dx.doi.org/10.1177/1069072705274985.
Full text
9
Barnes, Taylor, Kirstin M. Burnett, W. Shawn Ramsey, and Kathrin Dunlap. "252 Better Preparing Animal Science Students for Education Associated Careers." Journal of Animal Science 98, Supplement_4 (November 3, 2020): 186. http://dx.doi.org/10.1093/jas/skaa278.343.
Full textAbstract:
Abstract An Animal Science degree prepares students for a broad range of career opportunities yet the two most discussed in the literature and assumed by society are in animal science industry or veterinary medicine. However, studies indicate that -60% of our students enter into education as a career path, yet animal science departments typically do not emphasize educational careers or provide opportunities for students to develop skills in methods relevant for animal science related teaching. To combat this lack of representation for educational career opportunities, our research university’s animal science department has acted in two ways:-Developed a laboratory teaching methods course that allows undergraduate students to serve as teaching assistants for an animal handling lab with support and supervision from the course and graduate student lab instructors-Performed a content analysis to identify the type, frequency, and way educational career paths are discussed and/or assessed in introductory animal science courses. These are the first steps in ensuring that students are as prepared for pursuit of a possible educational career at a level equal to that for industry or veterinary careers. Sustainability of animal science includes retaining students in educational careers and actively improving our educational practices within the discipline. These changes better prepare our undergraduate students to have more realistic job expectations and competence in teaching when they pursue graduate school or animal science related educational career options. The university animal science program also benefits, as the undergraduate teaching assistants improve the instructor-to-student ratio thus positively impacting safety and logistics of hands-on large animal labs while increasing one-on-one instruction time with students. These practices increase student engagement and learning. Additionally, the field of animal science will prosper from increased competence in pedagogical techniques providing a richer, more complete educational experience for our students both in and out of university settings.
10
Hloušková, Lenka, and Jana Veselá. "On Evaluation of Career Education Courses." Lifelong Learning 6, no. 3 (2016): 7–31. http://dx.doi.org/10.11118/lifele201606037.
Full textAbstract:
Career counselling services in the Czech Republic are not a frequent subject of empirical research and a similar situation is in the case of career education courses. The aim of this empirical study is to provide empirical evidence on which evaluation of the career education courses provided by university counselling centres could be based. Empirical evidence, on which we base evaluation process proposal, is represented by results of qualitative research on the topic of meeting the learning and educational needs of clients of university counselling centres through career education courses. The empirical survey was conducted using grounded theory design, but for the purpose of this article, we only work with statements of 32 students of three public universities in Brno who, in the course of their studies, attended at least one career education course. First, the needs and situations that led the students to the decision to participate in career education courses are described in the text. Further ways of meeting the learning and educational needs are described and attention is paid also to factors that influence meeting the needs. Subsequently, with reference to the existing approaches to evaluation of career counselling services and discovered links between the outputs and impact of the courses, a proposal of career education courses structure which combines evaluation focusing on the process and evaluation focusing on the outputs of the career education processes is presented. The proposed structure of the evaluation process may become an inspiration for the approach to career education courses evaluation as well as for their innovation.
Dissertations / Theses on the topic "University career course"
1
Hansen, Jamie Marie. "A Career Course Follow-Up: Does a Student Development Elective Make a Difference?" BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5502.
Full textAbstract:
Since its inception, work and career-related issues have been central to the aims and scope of counseling psychology as a discipline. One common career counseling intervention in the University setting is to offer elective, credit-bearing courses in career development and exploration to provide help and direction to college students as they decide on majors and prepare for careers. Much research has been conducted which suggests that the use of career courses in the university setting has strong, positive impact on students' career decision-making ability and other output variables. What is less established is the impact of these career courses on macro-level outcome variables like retention, graduation rate, and academic performance. This ex post facto study examined two samples of undergraduate students from an eight-year span (2000-2007): one that successfully completed the Student Development 117 course at the site university (Career Exploration) during that time (N = 3,546) and a reasonably matched sample of students who did not take the career course to act as the comparison group (N = 3,510). The two groups were compared to determine if students who completed the Career Exploration course differed significantly from non-course participants in terms of graduation rate, time to graduation (in semesters and credits), course withdrawals, and total cumulative GPAs. Results indicated that the Career Exploration course was not a significant predictor of whether or not students graduated in six years, the number of semesters it took students to graduate and the number of withdrawals students incurred. However, the Career Exploration course did significantly predict total number of credits (with course participants graduating with about five more credits than the non-course participants) and cumulative GPA at graduation (with course participants graduating with higher GPAs than the comparison group). Implications for future research and practitioners are discussed.
2
Frank, Patricia J. "A case study of regional occupational program teachers who have integrated english-language arts standards into career and technical education courses /." La Verne, Calif. : University of La Verne, 2004. http://0-www.umi.com.garfield.ulv.edu/pqdweb?did=813767781&sid=1&Fmt=2&clientId=11819&RQT=309&VName=PQD.
Full text
3
Senate, University of Arizona Faculty. "Faculty Senate Minutes March 6, 2017." University of Arizona Faculty Senate (Tucson, AZ), 2017. http://hdl.handle.net/10150/623059.
Full text
4
Chiang, Min-Hua, and 江敏華. "A Study of the Effectiveness About the Course on Career Planning for Adult Learners-An Example of the Career Planning Course in the Open University of Kaohsiung." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/456m69.
Full textAbstract:
碩士國立高雄應用科技大學
人力資源發展系碩士班
103
This study aimed to explore the effect after taking the career planning course for adult learners. The modified “Questionnaire for a survey on career developmment of adult learners' perception” was adopted as the research tool for data collection. In the first semester of career planning class, both pretest and posttest were executed to 60 subjects. In the pretest, the questionnaire was subjected to 60 students, and then a total of 41 copies were returned. For the posttest, the questionnaire was subjected to 60 students, and a total of 45 copies were returned. Furthermore, this study used t-test to analyze the data and to examine the differences between pretest and posttest scores. The blend of quantitative and qualitative research methods was used in this case study.Data gathering was from both pretest and posttest of 60 students, and 10 students out of 60 students were asked to be interviewed.In addition, students' learning feedback was gathered to enhance the validity of this study. Major findings were concluded as follows: Firstly, the highest level of the career development of adult learners' perception was "career awareness". Secondly, in the dimension of “others’ support", the older adult learners felt more important than their encounter groups. Thirdly, after adult learners completing the “career planning” course, their competencies of self-awareness were improved significantly. Fourthly, in the survey of adult learners completing “career planning” course, they also reported that their competencies of "self- awareness” were improved. The implementation of practical course could provide adult learners with the best opportunity to reflect and to serve as a key role of their career planning in the future. Overall, career planning course has a positive impact on students' self-awareness, relationship between group and individual, career development, the ability of adapting to an environment and so on.In order to facilitate the career development of adult learners, the test of personality traits, the tests of aptitude and value could be used to explore adult learners’ characteristics in the beginning of their entries of university life. Furthermore, more curriculums on occupational counseling and individual counseling were necessitated to assist adult learners’ self-awareness and competiveness in their jobs as well as their career development.
5
Ting-YingChu and 朱庭瑩. "The Entrepreneurial Process and Career Planning for the Students of Entrepreneurial Course：A Case of the Lean Entrepreneurial Course in National Cheng Kung University." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/rd4euh.
Full textAbstract:
碩士國立成功大學
教育研究所
105
The purpose of this research is to investigate the impact of an entrepreneurial course on a group of undergraduate and postgraduate students’ entrepreneurial planning and decision-making. This qualitative study is mainly conducted through a series of semi- structured interviews and documents analysis. In particular, 8 students and 1 teaching assistant are interviewed, and the mappings of their ‘life-career rainbow’ and ‘family genealogical tree’ are later analyzed. In the first semester of 2016 academic year, all of the research participants had attended and completed the 9 weeks Lean Entrepreneurial Course taught in National Cheng Kung University.
6
Shyang, Lee Huei, and 李輝祥. "The Impact of Self-Efficacy, Interest and Outcome expectaion on the Choice of University Courses and Career Path of Malaysian Senior Class Students -A Case Study of Chinese Independent Schools in Klang District." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/4u4d7j.
Full textAbstract:
碩士國立彰化師範大學
輔導與諮商學系所
102
This study was conducted to examine the impact of self- efficacy, interest and outcome expectation on the choice of university courses and career path of Malaysian senior class students. The theoretical framework of the study was constructed based on Social Cognitive Career Theory (SCCT) and it is to: 1. compare the difference on the variables (self-efficacy, outcome expectation, interest and target career) caused by gender and age level, and at the same time. 2. investigate the relationships of the variables among all and students of different career path and their path model. Relevant charts were translated after reviewing international literature. The chart content included science subjects and choice of career, self-efficacy of studying science subjects, selection of science subject and expected career outcome, science subject activities, academic subjects and career interest, and personal data. The research object was senior one to senior three students of four Chinese independent schools in Klang. 694 questionnaires were distributed and 686 collected. The data was analyzed by PASW Statistics 18 and Amos 16.0 on the mean score, standard deviation, two -way MANOVA, MANOVA, Pearson’s Product-moment correlation and Structural equation modeling, SEM. The following conclusions were drawn at the end of the research: 1. The self-efficacy, outcome expectation, interest and target choice of career were of above average among the senior classes students. 2. The self-efficacy and interest of girls were significantly lower than of boys but no significant difference was shown with the target choice of career and outcome expectation. 3. Interest towards science-related career of senior one students was higher than those of senior two and senior three. Their choice of science-related subject was also higher than those of senior two. 4. The path model of the self-efficacy, outcome expectation, interest and target choice of all senior class students fulfilled the hypothesis of SCCT. However, the science directed and non-science directed choice of career path of model did not fulfill the hypothesis of SCCT. 5. For senior class students with science directed choice of career, their outcome expectation and self-efficacy had a significant influence on their target choice while there seemed to be no significant influence by their interest. For students who had no science directed choice of career, their interest and outcome expectation had a direct impact towards their target choice while self-efficacy had an indirect influence. Some suggestions on the future field work of career planning were therefore drawn based on above findings and conclusion. Keywords: science class students of Malaysian Chinese independent schools, self-efficacy, interest, outcome expectation, target choice, Social Cognitive Career Theory
Books on the topic "University career course"
1
Osagie, Tony O. University courses & career guidance. [Benin City: T.O. Osagie & Co., 1985.
Find full text
2
Jamieson, Alan. Your choice of degree and diploma: A guide to university, polytechnicand college courses- where to study, courses and careers, how to apply. Cambridge: Hobsons for CRAC, 1987.
Find full text
3
Jamieson, Alan. Your choice of degree and diploma: A guide to university, polytechnic and college courses - where to study, courses and careers, how to apply. 4th ed. Cambridge: Hobsons for CRAC, 1990.
Find full text
4
Boffo, Vanna, Sabina Falconi, and Tamara Zappaterra, eds. Per una formazione al lavoro. Florence: Firenze University Press, 2012. http://dx.doi.org/10.36253/978-88-6655-304-5.
Full textAbstract:
The volume is a collection of the papers from a study seminar held at the University of Florence Faculty of Education and Training Sciences in March 2012 entitled Formazione e orientamento al lavoro. Le sfide della disabilità adulta. The aim of the initiative was to highlight a topic/problem which has little or no resonance in civil society, or in study and research contexts, namely, training and career guidance for disabled adults. The volume also recounts a course of studies carried out by Le Rose, a cooperative from the municipality of Florence, involving empirical research on the relationship between disability and job placement. As well as proposing an interdisciplinary and multifaceted reflection on a definitely innovative topic, the intention is to emphasize the central place of work in the lives of all people and the role that suitable education and training plays in constructing the adult identity. Care for the place where the job training is carried out, as well as attention to the relationships and actions pursued by the workers undertaking to develop job placement programmes, are central dimensions for the construction of a renewed culture of inclusion, citizenship and social and personal recognition.
5
Jamieson, Alan. Your choice of degree & diploma: A guide to university, polytechnic and colleges - where to study, courses and careers, how to apply. 2nd ed. Cambridge: Hobsons [for] CRAC, 1985.
Find full text
6
Oreshnick, Craig Allan. Enhancing career decision-making self-efficacy via a university career course intervention. 1991.
Find full text
7
Goedereis, Eric A., and Stanley H. Cohen. Crafting and Implementing a Career Development Course in Psychology. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780195378214.003.0009.
Full textAbstract:
The purpose of this chapter is to present one method of crafting and implementing a career development course in psychology that has proven valuable to students at West Virginia University (WVU). The WVU model serves botha career development and an orientation to the major function consistent withAPA’s Guidelines for the Undergraduate Psychology Major by incorporatingseveral key components of successful career interventions that have been identified in major reviews of the careerdevelopment literature.
8
Chernyshenko, Olexander S., Kim-Yin Chan, Ringo Ho Moon-Ho, Marilyn Uy, and Emma Yoke Loo Sam. Entrepreneurial, Professional, and Leadership Career Aspiration Survey. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199373222.003.0007.
Full textAbstract:
This chapter describes a new measure of career aspirations designed to be relevant in today’s work contexts. The measure was initially implemented at Nanyang Technological University as a university-wide student survey to enable the university to understand the entrepreneurial motivation, efficacy, and intentions (collectively called “career aspirations”) of its students, relative to their professional and leadership career aspirations. What began as a survey to guide the university’s student development policy is evolving into a tool to provide students with career developmental feedback on their entrepreneurial, professional, and leadership career aspirations. This research indicates that such an approach may be increasingly relevant in a more boundaryless 21st century career context, which demands greater career adaptability over career maturity. This chapter also discusses how the assessment may be used as part of educational course/program evaluation in the university.
9
Transition of career development university courses to electronic formats. [Greensboro, NC: ERIC Clearinghouse on Counseling and Student Services, 2000.
Find full text
10
Loher, Brian T., Karri B. Verno, Francis W. Craig, and Peter A. Keller. Reading From the Same Page. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780195378214.003.0003.
Full textAbstract:
This chapter discusses integrated curricula, and describes efforts at Mansfield University to build an integrated undergraduate curriculum that maintains a common core while responding to students’ growing expectations for a customized educational experience. It outlines orientation courses and senior seminars, research methods, and career planning.
Book chapters on the topic "University career course"
1
Figuera-Gazo, Pilar, Mercedes Torrado-Fonseca, Juan Llanes-Ordóñez, and Soledad Romero-Rodríguez. "Equity and Course Advancement in University Students: The Case of Business Administration and Management." In International Perspectives on Research in Educational and Career Guidance, 95–111. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-26135-1_6.
Full text
2
Nolibos, Paula, Andrew Thomas, and Patricia M. Todebush. "University of North Georgia Gainesville Campus Undergraduate Seminar Courses Highlighting Career Preparation." In ACS Symposium Series, 247–57. Washington, DC: American Chemical Society, 2020. http://dx.doi.org/10.1021/bk-2020-1365.ch014.
Full text
3
Rice, Suzanne, Lisa E. Wolf-Wendel, and Susan B. Twombly. "Helping or Hurting Women? The Case of a Dual Career Couple Policy at the University of Kansas." In Women, Universities, and Change, 197–214. New York: Palgrave Macmillan US, 2007. http://dx.doi.org/10.1057/9780230603509_13.
Full text
4
Løvseth, Lise Tevik, Steffen Wellinger, Maren Storihle Ødegård, and Sunniva Huus Nordbø. "The ‘FRIrom’ at St Olav University Hospital in Norway. A Room for Emotional Outlets, Finding Strength and Courage for the Relatives and Caregivers of the Youngest Patients." In Integrating the Organization of Health Services, Worker Wellbeing and Quality of Care, 391–97. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59467-1_24.
Full text
5
"Georgia State University MBA Students Enrolled in a Career Planning Course." In Organizational Behavior 5, 134–40. Routledge, 2008. http://dx.doi.org/10.4324/9781315701974-20.
Full text
6
Melius, Janella. "The Role of Social Constructivist Instructional Approaches in Facilitating Cross-Cultural Online Learning in Higher Education." In Online Course Management, 221–40. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5472-1.ch012.
Full textAbstract:
The role of the university is rapidly changing in this new information age, as many courses and programs are using on-line modalities (i.e. live, interactive audio or video or video conferencing, pre-recorded instructional videos, Webcasts, CD-ROMs, DVDs, or computer-based systems accessed over the Internet) as part of their instructional delivery. Online learning education has closed the gap for many learners who would have been unable to attend an institution of higher learning due to family and career obligations; it has also been instrumental with facilitating collaborative learning and teamwork among students in cross-cultural and cross-national settings. However, due to these geographic variations among online learners from culturally diverse backgrounds, instructors may be faced with challenges hindering their facilitation of online courses and the overall learning outcomes among cross-cultural students. The purpose of this chapter is to discuss aspects of these challenges, provide educators across all discipline with an understanding of the role social constructivist instructional strategies have on facilitating an inclusive online cross-cultural learning environment, and provide recommendations for developing strategies to accommodate these diverse students.
7
Wunderlich, Tom, Beverly Forbes, and Erin Mills. "Trip to the Virtual Career World." In Multi-User Virtual Environments for the Classroom, 159–69. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-545-2.ch011.
Full textAbstract:
A Faculty Innovator Grant allowed the Old Dominion University Career Management Center to develop the capability and protocol to take a group of students to an employer site in Second Life (SL) within the context of a one-credit-hour career course. This chapter will discuss the development process and the challenges encountered in preparing a class to visit and productively interact with employers in SL. It will also discuss minimizing development costs and the amount of faculty time and effort necessary to incorporate trips to virtual worlds in their class syllabi. This is an example of “how to” for those interested in taking groups into SL rather than an academic study of the effects of a visit in SL on the students. Therefore citing of research and discussion of educational outcomes is kept to a minimum.
8
Salinitri, Dina. "Teachers as Counselors." In Advances in Educational Marketing, Administration, and Leadership, 388–404. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2430-5.ch020.
Full textAbstract:
The changing demographics and necessary pedagogy of the 21st-century schools require teacher education programs to examine their connection to practice in the K to 12 education system. This chapter focuses on the need for teachers to understand the place of guidance and career education in their curriculum and in the lives of all their students. There are nine Guidance and Curriculum courses offered in all Ontario secondary schools, yet, little is done to provide professional development for teachers to build efficacy for these courses. Faculties of Education spend little time looking at the curriculum expectations in these courses as they are not considered methodology or foundation courses. A comprehensive course developed at the Faculty of Education, University of Windsor, provides teacher candidates with the knowledge and skills to explore these courses and engage in an integrated guidance and career program.
9
Salinitri, Dina. "Teachers as Counselors." In Research Anthology on Navigating School Counseling in the 21st Century, 615–31. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8963-2.ch033.
Full textAbstract:
The changing demographics and necessary pedagogy of the 21st-century schools require teacher education programs to examine their connection to practice in the K to 12 education system. This chapter focuses on the need for teachers to understand the place of guidance and career education in their curriculum and in the lives of all their students. There are nine Guidance and Curriculum courses offered in all Ontario secondary schools, yet, little is done to provide professional development for teachers to build efficacy for these courses. Faculties of Education spend little time looking at the curriculum expectations in these courses as they are not considered methodology or foundation courses. A comprehensive course developed at the Faculty of Education, University of Windsor, provides teacher candidates with the knowledge and skills to explore these courses and engage in an integrated guidance and career program.
10
Huq, Sheikh Md Monzurul, Sheikh Mohammed Rafiul Huque, and Md Baktiar Rana. "Entrepreneurship Education and University Students' Entrepreneurial Intentions in Bangladesh." In Advances in Business Strategy and Competitive Advantage, 288–312. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8798-1.ch013.
Full textAbstract:
A university plays a fundamental role in establishing and developing an entrepreneurial-oriented economy. The entrepreneurship education has been recognized very important which helps students to understand and foster entrepreneurial intention and attitude. The purpose of the present study is to examine entrepreneurship education and associated entrepreneurial intentions of students of public and private universities of Bangladesh. Few empirical studies done in Bangladesh have examined the entrepreneurial intentions of the university students. This study will fill the research gap in this respect. This study implies that university role, types of course programs influence attitude and intention and elevates the chances that students would eventually choose an entrepreneurial career. The findings of this study have policy implications in inducing more university graduates to start their own businesses.
Conference papers on the topic "University career course"
1
Johnstone, Bruce Alexander. "Developing career management skills within a flipped course in Managerial Communication." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8135.
Full textAbstract:
This paper reports on research in progress to evaluate the effectiveness of strategies for developing career management skills (the processes involved in obtaining and maintaining work) in undergraduate university business students in Melbourne, Australia. These strategies are incorporated into a course in Managerial Communication - taught using blended-learning and a flipped-classroom approach. The course’s active learning workshops provide opportunities to rehearse the process of undertaking a job search, creating application documents and being interviewed. Students are also prepared for modern recruiting processes by going through an online video interview simulation and preparing an online Linkedin profile. Finally, the design of the workshops and the terminology and approach to project-based learning prepares students for workplaces that employ Agile methodology.
2
Huang, Shanfang, Jiageng Wang, Yisheng Hao, Guodong Liu, Minyun Liu, and Yugao Ma. "Reforms and Innovations in a Nuclear Engineering Course: Nuclear Power Plant Systems and Equipment." In 2020 International Conference on Nuclear Engineering collocated with the ASME 2020 Power Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/icone2020-16033.
Full textAbstract:
Abstract The Fukushima nuclear accident in Japan caused a significant impact on the nuclear power industry and public attitudes towards nuclear energy. The decreased public acceptance and the regulatory authorities’ stricter requirements of nuclear safety lead to the popularity of advanced safety technologies in scientific research and engineering projects. The demand for highly qualified human resources increases by the gradual recovery of the nuclear power field in China. In order to meet this demand, a series of course innovations are taken at Tsinghua University. Focusing on the course “Nuclear Power Plant Systems and Equipment,” the paper discusses the innovations of the course stimulated by the current industry trends and demands. A brief introduction to the special commissioned-student program at Tsinghua University is given. The paper investigates the meaning and function of the course in the frame of the curriculum plan for nuclear engineering students at Tsinghua University. The personal career plan, the industry outlook, and even the public attitudes contribute to senior students’ attitudes and demands for the course, which is tied closely to the effect of teaching. The paper addresses that the objective of the innovations is to develop a course fixing different students’ demands and help them build their ability to solve practical engineering problems in their future professional careers. The selection of teaching contents and the teaching strategy are discussed. This course takes Westinghouse AP1000 as the major point. And the nuclear power plant systems are taught in a divided way. One is the operation system, and the other is the safety system. This separation is based on the different functions and roles of these two parts and could have advantages in teaching effect. The paper explains the critical points of the systems and innovations of how to deal with course difficulties. There is a corresponding part of the safety system, and this part gets more challenges due to the industry trends. Lectures, group discussions, homework, and presentation projects are discussed. Besides, the paper considers possible efforts for further development of nuclear engineering courses.
3
Margolis, James, and Daria Kotys-Schwartz. "The Post-Graduation Attrition of Engineering Students: An Exploratory Study on Influential Career Choice Factors." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-10906.
Full textAbstract:
Attrition issues with undergraduate engineering students, while concerning, are well documented. However, little research has explored post-graduation attrition. U.S. Department of Labor statistics suggest that as many as 45 percent of workers with engineering degrees are not employed in engineering jobs. As China and India increasingly compete with the U.S. in the production of engineers and enrollment in U.S. engineering programs continues to lag behind other four-year degrees, training a consistent number of quality engineers is a critical issue for the American workforce. Anecdotal evidence of problematic post-graduation attrition—that is, attrition related to controllable factors in students’ educational experiences that push them away from engineering careers, as opposed to attrition of students who wish to creatively apply their skills in other occupations—coupled with the need for engineers in the workforce motivated this research. This study investigated the post-graduation plans of senior level mechanical engineering students at the University of Colorado at Boulder. Over the course of one year, two surveys were administered to 169 students, a mix of graduating seniors and students in a Senior Capstone Project course. Students were classified into four groups based on their post-graduation plans: 1. Pursuers (35% of total sample): students pursuing an engineering career immediately after graduation without reservations or plans to leave the field in the future. 2. Returners (22% of total sample): students not pursuing an engineering career immediately after graduation but with plans for an engineering career in the future. 3. Pursuers with Reservations (34% of total sample): students pursuing an engineering career immediately after graduation who currently had reservations about their career choice and/or planned to leave the field in the future. 4. Leavers (9% of total sample): students not pursuing an engineering career immediately after graduation with no plans for an engineering career in the future. The results indicated that 65% of the sample had, at least, some reservations about pursuing an engineering career. Results also suggested five factors that may influence post-graduation attrition: 1. Feeling prepared to pursue an engineering career, 2. Internship experiences, 3. Senior Capstone Project course experiences, 4. Satisfaction with the quality of instruction in the engineering program, and 5. Career values related to financial rewards and enjoying co-workers.
4
Skerlos, Steven J., Kim F. Hayes, Julie B. Zimmerman, and W. Ross Morrow. "Diffusion of Sustainable Systems Engineering Through Interdisciplinary Graduate and Undergraduate Education at the University of Michigan." In ASME 2003 International Mechanical Engineering Congress and Exposition. ASMEDC, 2003. http://dx.doi.org/10.1115/imece2003-42356.
Full textAbstract:
This paper provides specific examples of sustainability education programs within the engineering curriculum at The University of Michigan at Ann Arbor (UM). These programs exist at the undergraduate, Masters, and Ph.D. levels of education. At the undergraduate level, a basic literacy program has been initiated to give each graduating mechanical engineer from UM the understanding required to make design decisions less impacting on the environment. The program is designed as an educational thread consisting of three (3) course modules corresponding to each of three required courses in the Design and Manufacturing sequence in the mechanical engineering department. To compliment the thread, a new joint course between mechanical and environmental engineering in Environmentally Sustainable Engineering is under development to serve as the cornerstone undergraduate course in environmental education for the UM College of Engineering (CoE). At the Masters level, the ConsEnSus (Concentrations in Environmental Sustainability) Program is described. This program has been introduced to enhance general environmental literacy and to prepare students to integrate environmental principles into professional practice. Similarly, a joint Ph.D. program has also been developed between CoE and the School of Natural Resources and the Environment to prepare students for a career in research and education related to sustainable engineering. Both ConsEnSus and the Ph.D. program are supported by a course entitled Principles of Eco-Design and Manufacturing. This course, and the graduate and undergraduate programs it supports, is part of a college-wide effort to make Sustainable Systems Engineering a reality in practice by disseminating operational definitions of sustainability targeted to specific engineering disciplines.
5
Chen, Bo, Wei Luo, Pushkar Agashe, Lei Feng, Zicheng Ge, and Yang Li. "Development of Model-Based Embedded Control Course Curriculum for Next Generation of Automotive Engineers." In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-13240.
Full textAbstract:
Hybrid Electric Vehicle (HEV) and pure Electric Vehicle (EV) are potential technologies to reduce fuel consumption and emissions in transportation sector. To educate next generation of automotive engineers with strong background in hybrid/electric drive vehicles, Michigan Technological University and partnering institutions General Motors, AVL, Argonne National Laboratory, Woodward, and MathWorks, have built an HEV/EV interdisciplinary program to develop curriculum for the education and outreach in transportation electrification. Model-based design is emerging as an effective method to solve complicated control problems in automotive and aerospace industries. This paper presents the development of model-based embedded control course curriculum, one of the courses of Michigan Tech HEV/EV interdisciplinary program, to prepare students for their future career in automotive controls. The course goals, the development of teaching materials and associated laboratories, and the design of final project, are discussed. The developed course has been offered in Spring semesters since 2011 and received very positive feedback from students both in Mechanical Engineering – Engineering Mechanics (MEEM) and Electrical and Computer Engineering (ECE) Departments at Michigan Tech.
6
Luo, Jianxi, Kin Leong Pey, and Kristin Wood. "Crowdfunding Campaign As a Design-Based Pedagogical Approach for Experiential Learning of Technology Entrepreneurship." In ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/detc2018-85532.
Full textAbstract:
Engineers are increasingly expected to master the knowledge and skills for entrepreneurship. Academic courses on entrepreneurship have been adopted in engineering schools around the world. However, the experiential learning of technology entrepreneurship remains challenging because it requires not only the experiences of ideation, design and prototyping in classrooms and fab labs but also broader engagement with users, manufacturers, marketers, and investors in business contexts. To conquer this challenge, we developed an approach to use an online crowdfunding campaign as a pedagogical approach to intensify the experiential learning of students in a technology entrepreneurship course. This approach, as part of a course module, provides a real-world context of uncertainty and resource constraints that characterize the entrepreneurship process, and it allows university students to discover and interact with actual users, investors, manufacturers and other stakeholders of their products around the world. We experimented with the use of a crowdfunding campaign as a pedagogical approach for experiential learning in the Entrepreneurship course at Singapore University of Technology and Design (SUTD). We found evidence of increased prototyping quality; learning intensity; empathy toward users, manufacturers, marketers and other stakeholders; and an increased interest in pursuing an entrepreneurial career.
7
Echiverri, Leah Li, Wanghan Chen, and Xinyi Wang. "Factors That Shape University Students’ Attitudes Towards Academic Research." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11175.
Full textAbstract:
Students almost always hold different attitudes toward academic research. In order to describe that phenomenon and find out the factors which affected and caused students’ different attitudes toward academic research, the researchers investigated Wenzhou-Kean University (WKU) students’ attitudes towards the support from the university, research training environment, and their future academic career directions. This descriptive-quantitative study also considered students’ attitudes as a variable to measure respondents’ understanding and knowledge of academic research, and personal experiences. The sample size of 227 undergraduates represented the cross sectional respondents of the four colleges. Based on data collected by online questionnaires, results showed that most WKU students held positive attitudes toward academic research and are aware of its significance. WKU students did not have enough personal experiences in undertaking research studies. Generally, WKU students realized and acknowledged the significance of academic research in cultivating their inquiry mind and gain better understanding of the research course content. All of the three factors could affect students’ attitudes and motivations toward academic research. Faculty mentoring in the research training environment has the strongest influence while on-campus related activities in the support from the university has the lightest influence on WKU undergraduates’ attitudes towards research.
8
Mukherjee, Arup. "Use of a Class Exercise to Maximize Student Interest in an Introductory MIS Course." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2893.
Full textAbstract:
Students majoring in the College of Business at this University are required to take a course in information systems fundamentals as part of their business core. While it is easy for a faculty member to cover the necessary topics, it has been this instructor’s experience that it is considerably difficult for students to see the importance and relevance of a study of information systems for success in a business career. A class exercise has been developed and used successfully to provide students with a better understanding of the importance and relevance of a study of information systems. Students get a good understanding of the need for study of applications of information technology in improving business operations and solving business problems. The class exercise appears to be quite effective in helping students gain a higher level of interest in the study of information systems. Student evaluations suggest that the instructor was successful in stimulating a higher level of interest in the course.
9
Montuori, Lina, Carlos Vargas-Salgado, David Alfonso-Solar, and Paula Bastida Molina. "Procedure for the evaluation of transversal competences in lab practices: application to the course on heat transfer at the Polytechnic University of Valencia." In CARPE Conference 2019: Horizon Europe and beyond. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10173.
Full textAbstract:
In this paper, a procedure for the systematic evaluation of lab practices based on the development of transversal competences is presented. This procedure includes the design and completion of specific rubrics (complemented with a personal interview at the end of the session) for each of the experiments carried out during the practice, considering both individual and group educational sides. So, aspects related to the student’s behavior when working in-group (and the specific contribution of each student to the group), but also related to the individual performance, attitude, abilities and knowledge which the student should have previously acquired during the theoretical classes are considered. A practical application of the developed method to the practices related to the course on Heat Transfer at the Polytechnic University of Valencia is presented, where some results are also summarized. In such application, the suitability of the proposed procedure is highlighted as a proper mean not just to evaluate, but also to help students developing both specific and transversal competences, which they will use during their whole career and professional life.
10
Albers, Albert, Christian Sauter, Thomas Maier, Martin Geier, and Jens Ottnad. "Academic Engineering Design Education in a Realistic Environment." In ASME 2009 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/detc2009-87425.
Full textAbstract:
The objective of academic education for mechanical design engineers is to convey qualifications which are necessary for product development in an industrial environment. The goal of the work described here is to improve engineering design education and to provide a more active learning experience. Design students should be familiarized with modern methods and technologies which they will most likely encounter during their future career. Design cannot be taught sufficiently in lectures alone [1, 2] and requirements on graduates in product development are continuously increasing. Not only professional skills but also social skills as well as proficiency with new technologies and methodologies become increasingly important [3]. For meeting these requirements the Karlsruhe Education Model for Product Development (KaLeP) [4] was developed at the Institute of Product Development (IPEK) at the University of Karlsruhe in Germany. In this contribution we present KaLeP, the role of modern design tools like CAD/PDM and wikis in education, the course projects for Machine Design and Integrated Product Development including training concept as well as the technical and organizational environment in which these courses take place.
Reports on the topic "University career course"
1
Hashemian, Hassan. Infrastructure Academy Transportation Program. Mineta Transportation Institute, January 2021. http://dx.doi.org/10.31979/mti.2021.1919.
Full textAbstract:
The College of Engineering, Computer Science, and Technology at the California State University, Los Angeles has expanded its National Summer Transportation Institute into a year-long program by creating the Infrastructure Academy Transportation Program (IATP). The goal of this program is to build a pipeline of diverse, well qualified young people for the transportation industry. The program works with high school students and teachers to offer academic courses, basic skills, workforce readiness training, internships, extracurricular activities, and career placements to prepare students and place them into the Science, Technology, Engineering, and Math (STEM) College track. The academy emphasizes on transportation as an industry sector and aims to increase the number of underrepresented minorities and women who directly enter the transportation workforce. It also aims at increasing the number of young people who enter college to study engineering or technology and subsequently pursue careers in transportation- and infrastructure-related careers. The IATP was conducted as a full-year program with 30 student participants from high schools.
2
Saillant, Eric, Jason Lemus, and James Franks. Culture of Lobotes surinamensis (Tripletail). Mississippi Department of Marine Resources, January 2014. http://dx.doi.org/10.18785/ose.001.
Full textAbstract:
The Tripletail, Lobotes surinamensis, is a pelagic fish found in tropical and sub-tropical waters of all oceans. Tripletails are often associated with floating debris and make frequent incursions in bays and estuaries where they are targeted by recreational fishermen. In Mississippi waters the species is typically present during the late spring and summer season that also correspond to the period of sexual maturation and spawning (Brown-Peterson and Franks 2001). Tripletail is appreciated as a gamefish but is also prized for its flesh of superior quality. The fast growth rate of juveniles in captivity documented by Franks et al. (2001) and the excellent quality of Tripletail flesh both contribute to the potential of this species for marine aquaculture. In addition, the production of cultured juveniles would be precious to develop a better understanding of the biology, early life history and habitat use of Tripletail larvae and juveniles, a topic largely undocumented to date, through experimental releases and controlled studies. The culture of tripletail thus supports the Tidelands Trust Fund Program through improved conservation of natural resources, potential enhancement of fisheries productivity and potential development of a new economic activity on the Gulf coast producing tripletail via aquaculture. The Objective of this project was to initiate development of methods and techniques needed to spawn captive held tripletail broodfish and raise their offspring to evaluate their growth and development in captivity. In this report we will present the results of studies aiming to develop methods and protocols for captive spawning of tripletail and the first data obtained on the early development of tripletail larvae. A major issue that was encountered with tripletail broodstock development during the project lied in the difficulties associated with identifying the sex of adults caught in the wild and candidates for being incorporated in mating sets for spawning. This issue was addressed during the course of the project by examining the potential of a non-lethal method of hormonal sexing. The results of these preliminary investigations are presented in the third part of this report. All protocols used in the project were determined with the guidance of the Institutional Animal Care and Use Committee (IACUC) of the University of Southern Mississippi (USM IACUC protocol number 10100108).