Relevant bibliographies by topics / University course

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'University course'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "University course"

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DOGAN, Merih. "University Students’ Expectations about the Elective Music Course." Eurasian Journal of Educational Research 20, no. 87 (May 30, 2020): 1–20. http://dx.doi.org/10.14689/ejer.2020.87.9.

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PAZOS, Marta, Maria A. LONGO, and M. Angeles SANROMAN. "Experiences of Innovation Teaching in Bioprocess Engineering University Course." Revista Romaneasca pentru Educatie Multidimensionala 5, no. 1 (June 30, 2013): 123–39. http://dx.doi.org/10.18662/rrem/2013.0501.09.

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Encel, Sol. "A University Off Course?" Minerva 44, no. 2 (June 2006): 201–8. http://dx.doi.org/10.1007/s11024-006-0005-9.

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Maringe, Felix. "University and course choice." International Journal of Educational Management 20, no. 6 (October 2006): 466–79. http://dx.doi.org/10.1108/09513540610683711.

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Pužmanová, Rita. "Introductory university course text." Computer Communications 16, no. 7 (July 1993): 455. http://dx.doi.org/10.1016/0140-3664(93)90114-8.

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Rudová, Hana, Tomáš Müller, and Keith Murray. "Complex university course timetabling." Journal of Scheduling 14, no. 2 (May 1, 2010): 187–207. http://dx.doi.org/10.1007/s10951-010-0171-3.

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McWebb, Christine. "University of Alberta." Florilegium 20, no. 1 (January 2003): 59–61. http://dx.doi.org/10.3138/flor.20.015.

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Apart from numerous survey courses such as the Histories of Medicine, of Technology, of Art, and the Literature of the European Tradition—all of which span several centuries including the Middle Ages, and are offered by various departments of the Faculty of Arts, there is a fairly strong contingent of special topics courses in medieval studies at the University of Alberta. For example, Martin Tweedale of the Department of Philosophy offers an undergraduate course on early medieval philosophy. There are currently three medievalists in the Department of History and Classics. Andrew Gow regularly teaches courses on late medieval and early modern Europe. John Kitchen is a specialist in medieval religion, medieval intellectual history, the history of Christian holy women and medieval Latin literature. Kitchen currently teaches an undergraduate course on early medieval Europe. Thirdly, J.L. Langdon, a specialist in British Medieval history, teaches a course on the formation of England in which he covers the political, social, economic and religious developments of England from the fifth to the twelfth century.
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Arratia-Martinez, Nancy Maribel, Cristina Maya-Padron, and Paulina A. Avila-Torres. "University Course Timetabling Problem with Professor Assignment." Mathematical Problems in Engineering 2021 (January 26, 2021): 1–9. http://dx.doi.org/10.1155/2021/6617177.

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One of the decision problems in many organizations and institutions is to decide how to schedule different tasks, in particular, in higher education institutions. One of the main problems is the university course timetabling problem (UCTP): this problem consists of the allocation of events (courses, professors, and students) to a number of fixed time slots and rooms, this at the beginning of each academic period of the universities. The existent formulations include particular requirements from different educational levels and institutions, as in our case. In this paper, we focus on the university course timetabling problem with the assignment of professor-course-time slot for an institution in Mexico. Timetabling is constructed for the disciplinary courses that are offered by one of the academic departments. The main characteristics are as follows: (1) there are full-time and part-time professors; (2) a mandatory fixed number of courses has to be assigned to each full-time professor according to their academic profile; (3) there is a maximum number of courses assigned to part-time professors; (4) a professor-course matrix that specifies the valid assignation is defined; and (5) mandatory time periods for courses in different semesters are established and other traditional constraints. We present the integer linear programming model proposed to solve the case studied. The optimal solution was obtained with low computational effort through the classical branch-and-bound algorithm. We describe the complete timetable to show the model effectiveness.
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Esa, Mohd Sohaimi, Romzi Ationg, Irma Wani Othman, Mohd Kamal Mohd Shah, Muhammad Safuan Yusoff, Habibah Artini Ramlie, and Abang Mohd Razif Abang Muis. "THE EVOLUTION OF UNIVERSITY CORE COURSE: FROM THE HISTORY OF NATION BUILDING OF MALAYSIA TO THE APPRECIATION OF ETHICS AND CIVILIZATION." International Journal of Education, Psychology and Counseling 6, no. 39 (May 31, 2021): 166–81. http://dx.doi.org/10.35631/ijepc.6390011.

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University core courses are the foundation courses prescribed by the university. Students are required to take and must pass this course. At the Universiti Malaysia Sabah (UMS), one of the university's core courses in the History of the Nation Building of Malaysia, a course that was introduced in parallel with the establishment of UMS in 1994. This course is being offered by the Centre for the Promotion of Knowledge and Language Learning (CPKLL) for undergraduate students in UMS. In 2004, this course renamed the History of the Nation Building of Malaysia and later replaced by a newly introduced course namely Ethnic Relations in 2008. Subsequently, this core course has renamed the Appreciation of Ethics and Civilization in 2020. This paper discusses the evolution of the core courses by focusing on the synopsis, objectives, and content of these three courses, as well as the teaching and learning methods. The discussion is largely a descriptive narrative and descriptive-analytical based on the analysis of primary and secondary texts, as well as the experience and observations of the author in conducting the core course. Thus, the study found that the university's core courses are dynamic and flexible, as well as in line with current needs and requirements in an effort to meet the components of Malaysian nationhood.
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Calkin, Siobhain Bly. "Carleton University." Florilegium 20, no. 1 (January 2003): 109–10. http://dx.doi.org/10.3138/flor.20.031.

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Medieval Studies at Carleton University are in a state of change right now. Recent retirements in some departments have meant that some offerings have disappeared, while recent hirings in other departments have led to an increase in the number and variety of courses offered there. A self-directed interdisciplinary B.A. in Medieval Studies is currently on the books, but has not often been taken up in recent years. Students usually study the Middle Ages as part of a more traditional disciplinary degree program (B.A. in History, B.A. in English). In the History department right now, one course on the Middle Ages is offered, a survey of the history of medieval England, and medieval history is listed as one of the supervised fields for the M.A.. In the College of the Humanities, students have the opportunity to take a more general introduction to the history of the Middle Ages, or a survey of medieval philosophy. Offerings in history and philosophy thus consist mainly of survey courses at the undergraduate level. Survey courses of medieval and Renaissance literature are offered by the French and English departments. Students in French may also take a course in History of the French Language and occasionally a fourth-year seminar in medieval French literature. In the English department, undergraduate students may pursue medieval studies beyond the survey level in a 300-level Chaucer course or in a 400-level seminar in medieval literature whose specific topic varies each year. Graduate courses in medieval literature are also offered each year in the English department's M.A. program. Independent reading courses, too, are offered, while courses such as History of the English Language (which has not been offered in recent years) are being revived. Thus, in some disciplines at Carleton the opportunity to study the Middle Ages has declined, but in others that opportunity has increased and will continue to do so.
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Dissertations / Theses on the topic "University course"

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Olsson, Andreas. "Visualizing courses : Improved Tools for University Course Planning." Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-173783.

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It is important for University students to be able to have a clear picture of their education, both what they have accomplished so far and what is ahead of them. Students at the technical faculty have a lot of freedom to study a great variety of courses. But with great freedom comes great responsibility. The problem is the lack of information given to the students about their progress towards graduation. This master thesis was made to find ways of visualizing the Information Technology program. The goal was to find visualizations that, at a later stage, could be made interactive and serve as a guidance tool for students. The work resulted in various graphs that presents the study program, as well as some interactive visualizations made from an application that served as a proof of concept on how the tool could work.
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Lewis, Rhydian M. R. "Metaheuristics for university course timetabling." Thesis, Edinburgh Napier University, 2006. http://researchrepository.napier.ac.uk/Output/2392.

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The work presented in this thesis concerns the problem of timetabling at universities – particularly course-timetabling, and examines the various ways in which metaheuristic techniques might be applied to these sorts of problems. Using a popular benchmark version of a university course timetabling problem, we examine the implications of using a “twostaged” algorithmic approach, whereby in stage-one only the mandatory constraints are considered for satisfaction, with stage-two then being concerned with satisfying the remaining constraints but without re-breaking any of the mandatory constraints in the process. Consequently, algorithms for each stage of this approach are proposed and analysed in detail. For the first stage we examine the applicability of the so-called Grouping Genetic Algorithm (GGA). In our analysis of this algorithm we discover a number of scaling-up issues surrounding the general GGA approach and discuss various reasons as to why this is so. Two separate ways of enhancing general performance are also explored. Secondly, an Iterated Heuristic Search algorithm is also proposed for the same problem, and in experiments it is shown to outperform the GGA in almost all cases. Similar observations to these are also witnessed in a second set of experiments, where the analogous problem of colouring equipartite graphs is also considered. Two new metaheuristic algorithms are also proposed for the second stage of the twostaged approach: an evolutionary algorithm (with a number of new specialised evolutionary operators), and a simulated annealing-based approach. Detailed analyses of both algorithms are presented and reasons for their relative benefits and drawbacks are discussed. Finally, suggestions are also made as to how our best performing algorithms might be modified in order to deal with further “real-world” constraints. In our analyses of these modified algorithms, as well as witnessing promising behaviour in some cases, we are also able to highlight some of the limitations of the two-stage approach in certain cases.
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Autry, Brian M. "University course timetabling with probability collectives." Thesis, Monterey, Calif. : Naval Postgraduate School, 2008. http://bosun.nps.edu/uhtbin/hyperion-image.exe/08Mar%5FAutry.pdf.

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Thesis (M.S. in Computer Science)--Naval Postgraduate School, March 2008.
Thesis Advisor(s): Squire, Kevin. "March 2008." Description based on title screen as viewed on April 24, 2008. Includes bibliographical references (p. 33-35). Also available in print.
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Koshich, P. A. "University course timetabling of meta-heuristics." Thesis, University of Oxford, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.433470.

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Bellardo, Heather A. "PREFERENCE DRIVEN UNIVERSITY COURSE SCHEDULING SYSTEM." DigitalCommons@CalPoly, 2010. https://digitalcommons.calpoly.edu/theses/324.

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University course planning and scheduling is the process of determining what courses to offer, how many sections are needed, determining the best term to offer each section, assigning a faculty member to instruct each section, and scheduling each section to a timeslot to avoid conflicts. The result of this task has an impact on every student and faculty member in the department. The process is typically broken down into three major phases: course offering planning, faculty assignment to planned course sections, and course scheduling into timeslots. This thesis looks at each of these phases for the Industrial and Manufacturing department and brings them together into a decision support and scheduling system. A decision support tool is created to facilitate planning of course offerings. Operations research is applied to assign sections to faculty members using a faculty preference driven integer linear programming model in order to minimize dissatisfaction in the department. Next, the faculty-section pairs are scheduled into university timeslots using a complex integer linear programming model. This scheduling model takes into consideration the faculty member time availability and preferences and general student time slot preferences as it minimizes dissatisfaction while avoiding conflicts among labs, faculty members and courses offered for each class level.
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Naseem, Jat Sadaf. "Genetic algorithms for university course timetabling problems." Thesis, University of Leicester, 2012. http://hdl.handle.net/2381/10997.

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The university course timetabling problem is a difficult optimisation problem due to its highly-constrained nature. Finding an optimal, or even a high quality, timetable is a challenging task, especially when resources (e.g., rooms and time slots) are limited. In the literature, many approaches have been studied to solve this problem. In this thesis, we investigate genetic algorithms to solve the problem because they have been successfully used for a wide range of real-world problems. However, for university course timetabling problems, traditional genetic algorithms are not usually considered as efficient solvers. In this thesis, we investigate genetic algorithms to acquire good solutions for university course timetabling problems. Several ideas are introduced to increase the general performance of genetic algorithms on these problems. Local search strategies are introduced into the traditional genetic algorithm to enhance its performance for the university course timetabling problem. This differs from many works in the literature because it works on time slots of the timetable rather than events directly. A guided search approach is also introduced into genetic algorithms to produce high quality individuals into the population. In the guided search technique, the best parts of selected individuals from the current population are stored in an extra memory (or data structure) and are re-used to guide the generation of new individuals for subsequent populations. In addition to solving university course timetabling problems as a single-objective optimisation problem, we also tackle the multi-objective university course timetabling problem. We integrate the above proposed approaches into multi-objective evolutionary algorithms and propose a framework of multi-objective evolutionary algorithms based on local search and guided search strategies for the multi-objective university course timetabling problem. This framework is then instantiated into a set of multi-objective evolutionary algorithms for the multi-objective university course timetabling problem based on a set of multi-objective evolutionary algorithms that are typically used for general multi-objective optimisation problems. Computational results based on a set of well-known university course timetabling benchmark instances, show the effectiveness of the proposed approaches for both single- and multi-objective university course timetabling problems.
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Zoller, Taylor. "Kent State University Golf Course Business Plan." Kent State University Honors College / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1430817396.

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Ishikawa, Yasushige. "Blended learning in a university EFL course." Kyoto University, 2015. http://hdl.handle.net/2433/199405.

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Kyoto University (京都大学)
0048
新制・課程博士
博士(人間・環境学)
甲第19081号
人博第734号
新制||人||176(附属図書館)
26||人博||734(吉田南総合図書館)
32032
京都大学大学院人間・環境学研究科共生人間学専攻
(主査)教授 壇辻 正剛, 教授 東郷 雄二, 教授 齋藤 治之, 教授 服部 文昭
学位規則第4条第1項該当
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Zibran, Minhaz Fahim, and University of Lethbridge Faculty of Arts and Science. "A multi-phase approach to university course timetabling." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Arts and Science, 2007, 2007. http://hdl.handle.net/10133/633.

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Course timetabling is a well known constraint satisfaction optimization (CSOP) problem, which needs to be solved in educational institutions regularly. Unfortunately, this course timetabling problem is known to be NP-complete [7, 39]. This M.Sc. thesis presents a multi-phase approach to solve the university level course timetabling problem. We decompose the problem into several sub-problems with reduced complexity, which are solved in separate phases. In phase-1a we assign lectures to professors, phase-1b assigns labs and tutorials to academic assistances and graduate assistants. Phase-2 assigns each lecture to one of the two day-sequences (Monday-Wednesday-Friday or Tuesday-Thursday). In Phase-3, lectures of each single day-sequence are then assigned to time-slots. Finally, in phase-4, labs and tutorials are assigned to days and time-slots. This decomposition allows the use of different techniques as appropriate to solve different phases. Currently different phases are solved using constraint programming and integer linear programming. The multi-phase architecture with the graphical user interface allows users to customize constraints as well as to generate new solutions that may incorporate partial solutions from previously generated feasible solutions.
ix, 117 leaves ; 29 cm
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Young, Daniel O. "Utah Valley University Aviation Science Course Development Training." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3090.

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This report details the development of a training program intended to teach instructional designers (IDs) and subject matter experts (SMEs) how to develop online courses. The training was developed for Utah Valley University's Aviation Science department in order to help meet a course production deadline. The development process follows the Diamond model and a variation on that model was used in producing the training course. Once the training had been developed and implemented, qualitative data was gathered from both IDs and SMEs to help evaluate the training. Additionally the development time and cost for each course was analyzed. The training was shown to have improved production time and in turn, reduce the cost of each course. However, the feedback from the SMEs and IDs indicated that while the training was informative, the use of animated video and narration was less helpful. The biggest improvement was seen to have come from the IDs own improved understanding and confidence in developing their courses.
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Books on the topic "University course"

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Baldy, Marian W. The university wine course. 3rd ed. South San Francisco, CA: Wine Appreciation Guild, 1997.

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The university wine course. San Francisco, CA: Wine Appreciation Guild, 1993.

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Baldy, Marian W. The university wine course. 2nd ed. San Francisco, CA: Wine Appreciation Guild, 1995.

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Course design for university lecturers. London: Kogan Page, 1987.

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Choosing your degree course & university. Richmond: Trotman, 2010.

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Heap, Brian. Choosing your degree course & university. Richmond, Surrey: Trotman, 2006.

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Philip, Locke, ed. A university course in English grammar. New York: Prentice Hall, 1992.

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Björk, Lennart. Academic writing: A university writing course. 2nd ed. Lund: Studentlitteratur, 1997.

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university, Open. Open University course materials: Complete listing. Milton Keynes: Open University., 1988.

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Christine, Räisänen, ed. Academic writing: A university writing course. 2nd ed. Lund: Studentlitteratur, 1997.

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Book chapters on the topic "University course"

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Frühwirth, Thom, and Slim Abdennadher. "University Course Timetabling." In Cognitive Technologies, 117–22. Berlin, Heidelberg: Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/978-3-662-05138-2_17.

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Mühlenthaler, Moritz. "The University Course Timetabling Problem." In Lecture Notes in Economics and Mathematical Systems, 11–73. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-12799-6_2.

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Lewis, Rhydian, Ben Paechter, and Olivia Rossi-Doria. "Metaheuristics for University Course Timetabling." In Evolutionary Scheduling, 237–72. Berlin, Heidelberg: Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-48584-1_9.

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Balogun, Onyinye, and Silvia Formenti. "New York University Experience and Prone Positioning." In Short Course Breast Radiotherapy, 153–67. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-24388-7_10.

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Rudová, Hana, and Keith Murray. "University Course Timetabling with Soft Constraints." In Practice and Theory of Automated Timetabling IV, 310–28. Berlin, Heidelberg: Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/978-3-540-45157-0_21.

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Di Maso, Rosa, and Maria Beatrice Ligorio. "Engagement in a Blended University Course." In Project and Design Literacy as Cornerstones of Smart Education, 67–73. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9652-6_6.

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Winther, Anne, Valerie Jackman, and Keira Oliver. "Massive Open Online Course u.lab: Creating Transformational Learning in Scotland." In Palgrave Critical University Studies, 205–25. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21625-2_11.

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Chen, Peilin. "Information Literacy Cultivation and Course Informationization Construction of University Management Course." In Advances in Intelligent Systems and Computing, 16–21. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53980-1_3.

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Çobanoğlu, Şengül, and Zeki Bayram. "Semantic Web Services for University Course Registration." In Semantic Technology, 3–16. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-06826-8_1.

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Matausch, Kerstin, Barbara Hengstberger, and Klaus Miesenberger. "“Assistec” – A University Course on Assistive Technologies." In Lecture Notes in Computer Science, 361–68. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11788713_54.

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Conference papers on the topic "University course"

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Turabieh, Hamza, and Esam El-Daoud. "University course timetabling problem at Zarqa University." In the 3rd International Conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2222444.2222452.

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Odgers, J., and D. Kretschmer. "Combustion Engineering at Laval University." In ASME 1989 International Gas Turbine and Aeroengine Congress and Exposition. American Society of Mechanical Engineers, 1989. http://dx.doi.org/10.1115/89-gt-21.

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In 1966 Professor Dr. A. F. Schlader conceived the idea of introducing some form of research project on combustion engineering as an addition to the existing thermodynamics and heat transfer opportunities offered to graduate students. With help from the university and the National Research Council, he was able to establish a laboratory capable of testing a single combustion chamber (atmospheric inlet conditions) and another laboratory containing a small test rig for water flow visualisation. In 1968 the mechanical engineering department was augmented by the addition of a full-time professor to do research and teach combustion. For five years the teaching was limited to graduate courses, and at the same time, the laboratories were gradually being extended and improvements made, particularly with respect to instrumentation. A major step was taken by the introduction of a course at the undergraduate level, and some five years after this, an additional undergraduate course was added as well as a complementary course on instrumentation. Laval University is one of few Canadian universities which offer a selection of undergraduate courses pertinent to combustion. All the undergraduate courses are ‘choice’, and the enrollment is generally from 10 to 35 students per course. On the retirement of Prof. Schlader a new professor was engaged. The expansion of the laboratories and their facilities continued to evolve such that they have become accepted as being of international stature. Initially almost all the work was concerned with gas turbine combustion, but of recent years several fundamental studies using laboratory flames have been carried out, and work has been done on automobile engine combustion and even some furnace work and the combustion of oil spills.
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Feliziani, M., T. Campi, S. Cruciani, and V. De Santis. "University Engineering Course on EMF Safety." In 2018 International Symposium on Electromagnetic Compatibility (EMC EUROPE). IEEE, 2018. http://dx.doi.org/10.1109/emceurope.2018.8485099.

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Aldasht, Mohammed, Mahmoud Alsaheb, Safa Adi, and Mohammad Abu Qopita. "University Course Scheduling Using Evolutionary Algorithms." In 2009 Fourth International Multi-Conference on Computing in the Global Information Technology. IEEE, 2009. http://dx.doi.org/10.1109/iccgi.2009.15.

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Horváth, László. "Model Mediated University Course in Engineering." In 10th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0006803704810488.

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Rane, Mrunmayee V., Vikram M. Apte, Vishakha N. Nerkar, Mani Roja Edinburgh, and K. Y. Rajput. "Automated Timetabling System for University Course." In 2021 International Conference on Emerging Smart Computing and Informatics (ESCI). IEEE, 2021. http://dx.doi.org/10.1109/esci50559.2021.9396906.

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Frias-Navarro, Dolores, Hector Monterde-i-Bort, Nuria Navarro-Gonzalez, Olaya Molina-Palomero, Marcos Pascual-Soler, Jose PerezGonzalez, and Claudio Longobardi. "Statistics anxiety in university students in assessment situations." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7990.

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Many students have feelings of state anxiety when exams, and these feelings probably affect their performance. Statistics courses have been identified as producing the most anxiety. The purpose of our study is to measure statistics anxiety throughout an academic course (pre-test and three assessments) in order to observe its change and analyze the relationship between statistics anxiety and academic achievement. The sample is composed of 30 Psychology students taking a course in research designs and statistics (26.7% men and 73.3% women) with a mean age of 20.31 years (SD = 3.76). The results show that the students begin with a high level of statistics anxiety that gradually declines as the course progresses and they study the course materials. Moreover, the final achievement in the subject maintains an inverse relationship with the level of statostics anxiety. The recommendation is to present the detailed contents of the teaching guide on the first day of the course in order to reduce students' anxiety and uncertainty when beginning a statistics course.
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van Leeuwen, Anouschka. "Learning analytics in a flipped university course." In the Sixth International Conference. New York, New York, USA: ACM Press, 2016. http://dx.doi.org/10.1145/2883851.2883874.

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Gilani, Tariq H., and Natalia M. Dushkina. "The Undergraduate Optics Course at Millersville University." In Education and Training in Optics and Photonics. Washington, D.C.: OSA, 2009. http://dx.doi.org/10.1364/etop.2009.eta4.

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Gilani, Tariq H., and Natalia M. Dushkina. "The undergraduate optics course at Millersville University." In Eleventh International Topical Meeting on Education and Training in Optics and Photonics, edited by K. Alan Shore. SPIE, 2009. http://dx.doi.org/10.1117/12.2208036.

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Reports on the topic "University course"

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Schreck, Vincent. Successful Online Course Retention at Marylhurst University Constructing a Model for Online Course Retention Using Grounded Theory. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2173.

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Rogers, Elinore. Course Demands of Students in Teacher Education at Portland State University as Demonstrated by an Induced Course Load Matrix. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2350.

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Khrunichev, R. V. The distance learning course «Mathematics (pre-University training of foreign students). Part 2». OFERNIO, December 2018. http://dx.doi.org/10.12731/ofernio.2018.23532.

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Kaygorodtseva, N. V., and V. B. Luzgina. A course of lectures "Teaching skills in information and educational environment of the University". Science and Innovation Center Publishing House, September 2017. http://dx.doi.org/10.12731/ofernio.2017.23135.

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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, April 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.
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Haslett, G. A. Attendance at water jet short course at the University of Pittsburgh, May 20, 1985; attendance at the third U.S. water jet conference at the University of Pittsburgh, May 21 23, 1985 and a visit to 13's right longwall at the Bethlehem Energy Corp. Van Mine, W. Virginia. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 1985. http://dx.doi.org/10.4095/304830.

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Smith, Kathleen R. Developing High Impact Practices (HIPs) in University Internship Courses. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8824.

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Henrick, Erin, Steven McGee, Lucia Dettori, Troy Williams, Andrew Rasmussen, Don Yanek, Ronald Greenberg, and Dale Reed. Research-Practice Partnership Strategies to Conduct and Use Research to Inform Practice. The Learning Partnership, April 2021. http://dx.doi.org/10.51420/conf.2021.3.

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This study examines the collaborative processes the Chicago Alliance for Equity in Computer Science (CAFÉCS) uses to conduct and use research. The CAFÉCS RPP is a partnership between Chicago Public Schools (CPS), Loyola University Chicago, The Learning Partnership, DePaul University, and University of Illinois at Chicago. Data used in this analysis comes from three years of evaluation data, and includes an analysis of team documents, meeting observations, and interviews with 25 members of the CAFÉCS RPP team. The analysis examines how three problems are being investigated by the partnership: 1) student failure rate in an introductory computer science course, 2) teachers’ limited use of discussion techniques in an introductory computer science class, and 3) computer science teacher retention. Results from the analysis indicate that the RPP engages in a formalized problem-solving cycle. The problem-solving cycle includes the following steps: First, the Office of Computer Science (OCS) identifies a problem. Next, the CAFÉCS team brainstorms and prioritizes hypotheses to test. Next, data analysis clarifies the problem and the research findings are shared and interpreted by the entire team. Finally, the findings are used to inform OCS improvement strategies and next steps for the CAFÉCS research agenda. There are slight variations in the problem-solving cycle, depending on the stage of understanding of the problem, which has implications for the mode of research (e.g hypothesis testing, research and design, continuous improvement, or evaluation).
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Quail, Stephanie, and Sarah Coysh. Inside Out: A Curriculum for Making Grant Outputs into OER. York University Libraries, October 2020. http://dx.doi.org/10.25071/10315/38016.

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Catalyzed by the passing of the York University Open Access Policy last year, a recognition has been growing at York University, like most other institutions, about the value of Open Educational Resources (OER) and more broadly, open education. This heightened awareness led to the formation of a campus-wide Open Education Working Group in January 2020. The group advocated that faculty members who receive internal funding for teaching innovation projects through York’s Academic Innovation Fund (AIF) should include a Creative Commons license on their grant outputs to facilitate the re-use, and potentially re-mixing, of the content by educators inside and outside of York University. A copy and/or link to their grant output would also be deposited into York’s institutional repository, YorkSpace. To support the 71 funded projects in achieving these lofty goals, an open education and open licensing curriculum was developed by two of the librarian members of the Open Education Working Group. This session describes how the librarians created the training program and participants will leave the session better understanding: How to develop learning modules for adult learners and apply these best practices when teaching faculty online (synchronously & asynchronously); How to access York’s open education training program and learn how they can remix the content for their own institution’s training purposes; The common types of questions and misconceptions that arise when teaching an open education and Creative Commons licensing program for faculty. Originally the program was conceived as an in-person workshop series; however, with the COVID-19 campus closure, it was redesigned into a four module synchronous and asynchronous educational program delivered via Moodle, H5P and Zoom. Modeled after the SUNY OER Community Course and materials from Abbey Elder’s OER Starter Kit, the program gave grant recipients a grounding in open educational resources, searching open course material repositories, copyright/Creative Commons licensing, and content deposit in York’s institutional repository, including OER metadata creation and accessibility considerations. The librarians modeled best practices in the use and creation of Creative Commons licensed resources throughout the program. Qualitative feedback was gathered at the end of each module in both the synchronous and asynchronous offerings of the program and will be shared with participants. The presenters will also discuss lessons learned, next steps, and some of the challenges they encountered. https://youtu.be/n6dT8UNLtJo
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Hashemian, Hassan. Infrastructure Academy Transportation Program. Mineta Transportation Institute, January 2021. http://dx.doi.org/10.31979/mti.2021.1919.

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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.
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