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Dissertations / Theses on the topic 'University course'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Feeney, David R. "Rates of adoption in a university course management system." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2252.

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Thesis (Ed. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains viii, 132 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 117-130).

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12

Kridler, Jamie Branam, L. Good, S. Sun, and K. C. Gott. "Women’s Studies Introductory Course and University Cultural Diversity Goals: Attitude Change Among University Students." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/5878.

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13

Thomas, Christopher William. "Developing an Online Course in Geology at Indiana University Purdue University Indianapolis (IUPUI): An Internship." Connect to this document online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1118714637.

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Thesis (M.T.S.C.)--Miami University, Dept. of English, 2005.
Title from first page of PDF document. Document formatted into pages; contains [1], vii, 65 p. : ill. Includes bibliographical references.

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14

Gutke, Carl D. "Designing Pre-Tests for an Intermediate-Level University Spanish Course." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3470.

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Testing, at times, can be a complicated matter. It takes a lot of time, precision and trial and error to adequately create a valid and reliable test. When creating a test, we should be aware of the impact that it is going to have on our teaching and whether it will be positive or negative. The goal of this project was to create four good intermediate Spanish diagnostic pre-tests that could be taken at the Brigham Young University Humanities Computer Testing Laboratory. The purpose of these pre-tests was to ascertain the grammatical strengths and weaknesses of our Fall Semester 2012 Spanish 205 students' in regards to specific grammatical principles covered throughout the course. Then, the results could be used to determine how to best plan class time and promote good instructional decisions. This report covers the necessary steps it took to develop and validate said pre-tests and concludes with reviewing the results of the validity and reliability process and gives recommendations for future application of the pre-tests designed and implemented.

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15

Smith, Dennis R. "Measuring the success of a university \"learning to learn\" course /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486462702465733.

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16

Schreck, Vincent. "Successful Online Course Retention at Marylhurst University Constructing a Model for Online Course Retention Using Grounded Theory." PDXScholar, 2004. https://pdxscholar.library.pdx.edu/open_access_etds/2176.

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Over the past 6 years, the course retention rate for Marylhurst University's (MU) online courses was 91%, which is within four percentage points of its on-campus course retention rate (Schreck, 2002). This appears to contradict a recent article in the Chronicle of Higher Education that stated, "Although there is significant variation among institutions with some reporting course-completion rates of more than 80% and others finding that fewer than 50% of distance-education students finish their courses, several administrators concur that course-completion rates are often 10-20 percentage points higher in traditional courses than in distance offerings" (Carr, 2000). Recent studies (Beatty-Gunter 2001; Crabtree, 2000; Cutler, 2000; Fox, 2000; Moore, Bartkovich, Fetzner, & Ison, 2002; Morrow, Woodyard, Mora, & Nather, 2001; Valdez, 2001) corroborate Carr's claim and were used to compare with MU results. This grounded theory, web-based, research study aims to explicate the reasons why MU online students complete courses at high rates and develop this understanding into an online student retention model. A grounded theory approach was used to conduct this study, which is described by Creswell (2002) as, "a systematic, qualitative procedure used to generate a theory that explains, at a broad conceptual level, a process, an action, or interaction about a substantive topic". The research process helped discover and shape the Online Course Retention Model (OCRM). The OCRM theorizes four major areas for inquiry into online course retention (Administration, Course, Student, and Teacher). Each major area of inquiry is divided into three variables of varying importance to online course retention. Perhaps the most profound discovery was not the major themes and supporting variables, but rather, the relationships between variables, and how these relationships explain the MU situation. The research concludes with an examination of possible "best practices" in online course retention, ideas for future research, and recommendations for implementation. Successful online course retention at Marylhurst University: Constructing a model for online course retention using grounded theory.

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17

Lutes, Lyndell E. "Exploring the Retention of Credit-Hour Value in Terms of Workload for University Core Courses Taught in a Time-Compressed Format." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4021.

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This study compared the workload and value of work done outside of class reported by 3512 undergraduate students at Brigham Young University completing 16-week semester and 8-week term University Core (General Education and Religion) classes. Based on the results of this analysis, significant differences in workloads were found when comparing them by occasion (semester versus term). Significant differences were also found in workload and value of homework based on the autonomy of the instructors. On average, the workload difference by occasion equates to approximately 54 minutes more per week in a 3-credit semester course when compared to a term course. While term workloads are lighter than semester workloads in general, both could be called "University Core lite," in that none of the courses exceeded the expected workloads of two hours outside of class per hour in class. The value of homework reported by occasion was overall not significantly different between semester and term. When comparing the reported workload based on the autonomy of the instructor to make changes to a course, statistically significant differences were found. Regardless of occasion, workload tended to decrease when the instructor had greater autonomy in designing the course. The difference in the value of homework reported by autonomy was also found to be significant. The pattern for this factor was reversed in comparison to workload. Students reported greater value in the homework done outside of class in courses when the instructor had greater autonomy. Overall, based on calculated workloads coupled with changes instructors made to their term courses, the impact to the course in terms of workloads was greatest for reading- and writing-intensive courses. Each of which reported a substantial decline in workloads when taught in term format. Math and physics courses came closest to meeting the expected workloads and remained constant between semester and terms. These and other implications are discussed, and recommendations are made regarding the types of courses that are best suited to being taught in a time-compressed format.

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18

Lukose, Susan. "Ontology learning for online course creation using nlp techniques and graph theory /." Full text available from ProQuest UM Digital Dissertations, 2008. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1798967591&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1258130866&clientId=22256.

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Thesis (Ph.D.)--University of Mississippi, 2008.
Typescript. Vita. "December 2008." Major professor: Pamela Lawhead. Includes bibliographical references (leaves 86-90). Also available online via ProQuest to authorized users.

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19

Przybylski, Angie M. "People Process Culture alumni follow-up and recommendations for course improvement." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006przybylskia.pdf.

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20

Hiscock, Pamela Ruth. "An investigation of the course design process used by university faculty." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0010/NQ28321.pdf.

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21

Law, Yin-lan Ellen, and 羅燕蘭. "Reinventing the course provision process of City University of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31964783.

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22

Edwards, D. J. "The evaluation of an earth science course at the Open University." Thesis, Open University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372783.

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23

Law, Yin-lan Ellen. "Reinventing the course provision process of City University of Hong Kong." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14023842.

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24

Woodrow, Robert Earl. "A marriage preparation course for Christian students at Oklahoma State University." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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25

Sandh, David, and Lucas Knutsäter. "University Course Scheduling Optimization under Uncertainty based on a Probability Model." Thesis, Malmö universitet, Fakulteten för teknik och samhälle (TS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20353.

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In this thesis, we present a way to model uncertainty when optimizing the UniversityTimetabling Problem. It is an NP-hard, combinatorial and highly constrained problem.In this thesis, we first propose a standardized model based on the data from MalmöUniversity. Then, we propose our extended model, which, during the creation of the solution, accounts for the probability of unexpected events to occur and changes the solution accordingly. To implement our model, we use a Particle Swarm Optimization (PSO) algorithm.In our experiments, we find problems with the algorithm converging too early.We analyze the performance of our extended model compared to the standardized model,using a benchmark devised by us, and find that it performs well, reducing the number ofconstraint violations by 32%. We then suggest further areas of research in regards to thisuncertainty model.

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Woolridge, David K. "Formal modelling in an introductory college physics course." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/MQ55549.pdf.

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27

Carter, Nina LeAnn. "The transfer of learning process : from an elementary science methods course to classroom instruction /." Full text available from ProQuest UM Digital Dissertations, 2008. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1850440231&SrchMode=1&sid=8&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1277485199&clientId=22256.

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Thesis (Ed.D.)--University of Mississippi, 2008.
Typescript. Vita. "July 2008." Major professor: Kaye Pepper Includes bibliographical references (leaves 143-153). Also available online via ProQuest to authorized users.

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28

Oztoprak, Aydin. "An Evaluation Of Virtual Design Studio: A Course Between Middle East Technical University And Delft University Of Technology." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/12605312/index.pdf.

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This thesis analyzes the application of computer aided design tools and online collaboration environments in design education. The focus of this study is the utilization of online collaboration environments in design education in order to conduct an efficient and effective virtual design studio course. The requirements of design education and online collaboration environments will be identified and the coinciding and conflicting points will be discussed. The elements of design education
the concept generation phase of design process, peer learning in design studio and design juries will be evaluated with regard to the literature survey and the findings of the case study. The findings of the case study indicated that in concept generation phase of design process the number of concepts created was not less than a similar project in a traditional design studio and publishing students&rsquo
works to public via a shared online environment motivated students in a positive way to participate in studio activities in a positive way.

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29

Bååth, Johanna. "Evaluating University course search : - development of a new user-centred interface concept." Thesis, Umeå universitet, Institutionen för tillämpad fysik och elektronik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-66755.

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Findwise is a Europe-wide producer of search solutions. One of their search solutions included a university course search interface, which needed revision due to a loss of coherence in the structure. This had negative impact on the simplicity and usability. The thesis describes a process for improving the interface design and user-friendliness of the course search. The search interface previously developed by Findwise have been studied and evaluated in order to develop and bring forward a proposal for a new interface design mock-up. In addition to this, two areas have been explored in more detail; search engines and Human computer interaction methods. The resulting proposal consist of usable methods for structuring course search interfaces, creating a more intuitive new design.

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Seabrook, Mary Angela. "Apprenticeship or university course? : a study of change in one medical school." Thesis, King's College London (University of London), 2002. https://kclpure.kcl.ac.uk/portal/en/theses/apprenticeship-or-university-course--a-study-of-change-in-one-medical-school(4745411e-4086-4ece-b4f3-c8e9d556aab1).html.

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Salem, Roberta Sue. "Developing a one-semester course in forensic chemical science for university undergraduates." Diss., Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1333.

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32

Wiechmann, Joy. "Longitudinal Course of Body Dissatisfaction in Undergraduate Females at Brigham Young University." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2053.pdf.

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Burdis, Jacob R. "Designing a Russian language Learning Course for Brigham Young University Independent Study." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3282.

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In 2010, Brigham Young University Independent Study (BYU IS) sponsored a development project for the creation of a second-year high school Russian language learning course. The objectives of the course were to implement the five standards for foreign language learning as constituted by the American Council on the Teaching of Foreign Languages: communication, cultures, connections, comparisons, and communities. The design project is an attempt to implement these principles in an independent distance learning course, with particular emphasis on encouraging meaningful communicative learning in authentic, real-world tasks and contexts. The product of the design is a course deliverable completely online through BrainHoney, a course management system utilized by BYU IS for its courses. The product consists of eleven homogeneous lessons, each with instructional content preparing learners to communicate in a specified context that reflect real-world situations. This paper discusses the obstacles of designing a distance education language learning course, especially facilitating communication in real contexts and the design objective and products geared towards overcoming these obstacles.

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Gonzales, Susanna Christine. "Graduate's perceptions of a Dean's Team course at California State University, Stanislaus." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/85.

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The development of new teaching standards for the state of California directly affects the development of undergraduate teachers, their preparation for the educational field and their decision to remain teaching in the field of education. As a result, innovated curriculum has been developed to meet the new standards. One course in particular is the Dean's Team course at California State University, Stanislaus. This study analyzed perceptions of teaching and perceptions of effective behavior elicited by participating in the Dean's Team course, and enhanced the Dean's Team student's decision to continue a career in teaching. Statistical results of case study research (and emails), an interview and survey results suggest that pairing with subject matter and content standards in the college classroom improves student leader skills and abilities to teach effectively in the elementary classroom as well as influencing the decision to remain in the field of education (teaching). Developing and implementing a Dean's Team course within the Liberal Studies curriculum is a way to improve the learning, the future teaching experience of undergraduate students and their decision to remain in the field of teaching.

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Chung, Hung-Ju. "The nature of the course team approach at the UK Open University." Thesis, Open University, 2001. http://oro.open.ac.uk/54854/.

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This thesis explores the nature of the course team approach at the UK Open University (UKOU) by investigating three issues: the formations of course teams, the process of working together in teams and the development of courses by teams. Adopting the naturalist paradigm, data were collected from three course teams of the UKOU using observations, interviews and documents. Altogether, 42 hours of observations were carried out over six months by observing 14 course team meetings. There were 28 hours of interview data from 21 interviews of 17 interviewees. A range of documents was collected. The study found that the formation of course teams is regulated by course approval protocol, and is derived from the effort of individual members. The responsibility of core academic course team members is vaguely demarcated. Academic's personal attributes are a key to team organisation. Previous experience of working together influences the members' current work in teams. In the process of working together as a team in meetings, the study shows that the .agendas of course team meetings often include practical issues. The course team meetings are flooded with practical concerns with pedagogical concerns remaining in the background. The development of courses by course teams, as this study shows, is framed by the system for course construction established by the University. An awareness of changing external environment contributes to the development of courses. There are differing views on the academic autonomy of academic course team members. Theorising of major findings leads to conclude that. both course teams and their work are contextualised because they interact with systemic, interpersonal, personal and historical contexts. Therefore, the suggestions to the successful adoption of the course team approach emphasize academic's attributes, teamwork and the system for course construction set up by the institution.

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Bon, Tom A., and Henry L. Kucera. "Agricultural and Biosystems Engineering Capstone Course Evolution at North Dakota State University." American Society of Agricultural and Biological Engineers, 2005. https://hdl.handle.net/10365/31010.

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The approach to the department's capstone design course has changed considerably since the 1960s. The general evolution of the course has proceeded from extended laboratory exercises to individuals working on self-defined projects to team-based projects. Interactions between the capstone course and other courses have been attempted with varying success. This paper presents the development of the NDSU Agricultural and Biosystems Engineering Department' s capstone course and thoughts on possible future modifications to the course.
Agricultural and Biosystems Engineering
College of Graduate and Interdisciplinary Studies

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37

Andersson, Isabella, and Carl Petter Svensson. "Comparing Two-Phase Hybrid Metaheuristics for the University Course Timetabling Problem (UCTP)." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-259689.

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Timetabling is a time consuming and difficult task for large organizations. One popular research field is the university course timetabling problem (UCTP). UCTP is the NP-hard combinatorial problem of scheduling courses at a university while satisfying some constraints. In most definitions of the UCTP, there are hard constraints that defines what a valid timetable is and there are soft constraints that are only desired features of the timetable. In this research, a few different hybrid methods for solving the UCTP are tested and compared. The hybrids tested are combinations of the metaheuristics simulated annealing, tabu search and iterated local search. The approach is to first use one of these methods to find a valid timetable that is not breaking any hard constraint. Then, a second phase begins that is attempting to minimize the soft constraint violations. The results showed that simulated annealing was the fastest method for removing all hard constraint violations. Given a partial solution solved by simulated annealing, iterated local search was found to minimize soft constraint violations most successfully within the time limit for all tested sizes of problem instances. It was found that this hybrid in two phases could give better solutions than only using simulated annealing.
Schemaläggning är en tidskrävande och svår uppgift för stora organisationer. Schemaläggningsproblemet UCTP är ett NP-svårt kombinatoriskt problem som går ut på att, med hjälp av en dator, lägga ett schema för ett universitet. Schemat måste också följa vissa regler och begränsningar för hur ett schema får se ut. I de flesta definitionerna av UCTP-problemet så finns det en uppdelning mellan hårda och mjuka begränsningar. För att ett schema ska vara giltigt så får det inte finnas några brott mot de hårda begränsningarna. De mjuka begränsningarna däremot är bara önskvärda egenskaper för ett schema. I denna rapport har vi jämfört olika hybridmetoder av metaheuristiker för att lösa UCTP. De hybrider som undersökts är olika kombinationer av simulerad härdning, itererad lokalsökning och tabusökning. Först används en av dessa algoritmer för att hitta en halvfärdig lösning som inte bryter mot några hårda begränsningar. Denna lösning ges sedan till en andra fas där olika metaheuristiker jämförs utifrån hur bra de begränsar brotten mot de mjuka begränsningarna. Resultaten visade att simulerad härdning var snabbast för att hitta en giltig lösning till UCTP. Givet en påbörjad lösning från simulerad härdning, så lyckades itererad lokalsökning minimera brotten mot svaga begränsningar mest framgångsrikt inom tidsgränsen för alla storlekar på probleminstanser som testades. Slutsatsen blev att en hybrid i två faser kunde ge bättre lösningar än att endast använda simulerad härdning för schemaläggningsproblemet UCTP.

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38

Lehman, Jeffrey L. "An Extensible Markup Language (XML) Application for the University Course Timetabling Problem." NSUWorks, 2004. http://nsuworks.nova.edu/gscis_etd/666.

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The university course timetabling problem involves the assignment of instructors, courses, and course sections to meeting rooms, dates, and times. Timetabling research has generally focused on the algorithms and techniques for solving specific scheduling problems. The independent evaluation and comparison of timetabling problems and solutions is limited by the lack of a standard timetabling language. This dissertation created an Extensible Markup Language (XML) application, called Course Markup Language (CourseML), for the university course timetabling problem. CourseML addressed the need for a standardized timetabling language to facilitate the efficient exchange of timetabling data and provided a means for the independent evaluation and comparison of time tabling problems and solutions. A sample real-world university course timetabling problem was defined. CourseML was used to define the sample problem. CourseML was evaluated based on how well it captured the sample problem, including hard and soft constraints, and how well it represented a solution instance. The qualities that made CourseML a candidate for general use were identified. The set of characteristics that made XML an appropriate language for specifying university course timetabling problems and solutions were identified.

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39

Shirley, James Ralton. "The development of a mechatronics and material handling course laboratory experiments and projects /." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1256570807/.

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40

Bolt, Brian Grady. "Measuring the impact of varied instructional approaches in an introductory animal science course." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1263408480/.

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41

Chammas, Kristoffer, and Simon Sirak. "An Evaluation of the Great Deluge Algorithm in Course Timetabling : As Applied to the KTH-Inspired University Course Timetabling Problem." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-259907.

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The University Course Timetabling Problem (UCTP) can be loosely described as assigning events (e.g lectures) to rooms and timeslots in a way that results in a feasible timetable that is optimal according to some custom criteria. The problem has become increasingly relevant as more programs become available in universities. Due to the complexity of UCTP, the problem is usually solved approximately using heuristics. The KTH-inspired UCTP is a variant of the UCTP that is adapted to KTH Royal Institute of Technology. However, few heuristics have been implemented for this variant of UCTP. Therefore, this study introduces an implementation of The Great Deluge heuristic to the KTH-inspired UCTP, and compares it to a state-of-the-art solver for KTH-inspired UCTP. The Great Deluge implementation was compared against the state-of-the-art KTH-inspired UCTP solver for different time limits. For each time limit, the output timetable quality was recorded over several executions. The comparison was done on two problem instances of varying complexity. The results suggest a behavior that varies over time. For larger time limits, GD produced better timetables than the state-of-the-art and the overall quality of timetables was consistent over several executions. For smaller time limits, GD produced worse timetables than the state-of-the-art and the overall quality of timetables was inconsistent over several executions. A few potential causes for the improved performance during the later stages of execution were found through further analysis of the results. Perhaps the biggest potential cause was utilizing the greedy behavior obtained during the mid to late stages of execution.
”The University Course Timetabling Problem” (UCTP) handlar i grova drag om att, baserat på ett antal kriterier, schemalägga föreläsningar, övningar och laborationer på ett optimalt sätt. Problemets relevans har ökat allt eftersom universitet utökar sina programutbud. På grund av komplexiteten hos UCTP löses problemet vanligtvis approximativt med hjälp av heuristiker. ”KTH-inspired UCTP” är en KTH-anpassad variant av UCTP för vilken endast ett fåtal heuristiker har implementerats. Denna variant har exempelvis inte lösts av en vanlig heuristik inom UCTP, ”The Great Deluge” (GD). Denna studie fokuserar därför på att applicera GD på ”KTH-inspired UCTP” och jämföra denna med äldre implementationer, med fokus på den bästa tillgängliga implementationen. GD-implementationen jämförs med den bästa tillgängliga implementationen för ”KTH-inspired UCTP” för olika tidsgränser. Kvaliteten hos de resulterande schemana evalueras och sparas sedan över flera körningar. Jämförelsen gjordes på två probleminstanser av olika komplexitet. Resultatet av jämförelsen föreslår att GD producerade bättre scheman för högre tidsgränser men sämre scheman för lägre tidsgränser. Vidare analys föreslår att denna förbättring beror på utnyttjandet av det giriga beteendet som vår GD-implementation uppvisar vid senare delar av exekvering.

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Hinchman, Brandon. "THE EFFECTIVENESS OF POST-SECONDARY WEB BASED COMMUNICATION IN THE UNIVERSITY OF CENTRAL FLORIDA'S ONLINE EDUCATIONAL SETTIN." Master's thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3679.

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While technology continues to advance, so do methods of learning. In post-secondary education during the twentieth century, the traditional classroom setting was geared toward auditory instruction and face-to-face peer interaction. Not only was this the most efficient means of instruction for the time period but the only means. Along with the advent of communication technology came the concept of Web courses. Web courses have expanded the means by which students can experience course lectures and have beckoned the use of updated media by which such lectures can take place. Such media include threaded discussions, chat rooms and e-mail. At the University of Central Florida, the gradual change from WebCT to Webcourses offered students more direct contact with updated threaded discussions and more centralized communication on the whole. The quality of such communication measures has been in question, though, and the effectiveness of such online communication methods is the focus of my research.
M.A.
Department of Liberal and Interdisciplinary Studies
Graduate Studies;
Interdisciplinary Studies MA

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43

Long, Steven H. "Thatch control, winter painting, and plant growth regulator management on golf course putting greens." Connect to this title online, 2006. http://etd.lib.clemson.edu/documents/1175184782/.

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44

Hari, Bahadur Kunwar Boonyong Keiwkarnka. "Factors related patient compliance with "Directly Observed Treatment Short Course" in Pokhara urban Kaski, Nepal /." Abstract, 2005. http://mulinet3.li.mahidol.ac.th/thesis/2548/cd376/4737958.pdf.

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45

Paul, Natalie. "A Basic Interpretive Study of the Experiences of University Students Who Have Dropped or Failed an Online Course." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1828.

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Online courses have increased in enrollments over the past few decades. As the number of students taking online courses have increased, so has the number of students who have dropped or failed an online course. According to the literature, online courses may have higher drop rates than traditional, face-to-face courses. The number of students who fail an online course is, also, of concern. As online courses may continue to grow over the next few decades, studies on persistence in online courses may benefit students, administrators, instructional designers, educators, and researchers. Although previous research studies have addressed persistence in online courses, very few examine it from the perspectives of students who were unsuccessful in their courses. These students may have unique insights about the online experience that may have related to their lack of success. The purpose of this study was to understand the experiences of university students who have failed or dropped an online course through the lenses of transactional distance theory and Kember’s model of dropout in distance education. Transactional distance theory discusses the dialog, structure, and learner autonomy involved in an online course, while, Kember’s model presents categories that may relate to dropping an online course. Together, the theory and model may help in understanding the experiences of students who have dropped or failed an online course. In this study, semi-structured interviews were conducted with 20 participants from a large Southeastern university in the United States. Based on the participants’ responses, the data was sorted and ranked according to the amount of transactional distance in their courses, as well as the categories of Kember’s model. Many of the participants who experienced low or high transactional distance have, also, expressed an issue with the goal commitment category of Kember’s model. Additionally, there were important differences in the student characteristics of those who dropped or failed an online course. Furthermore, suggestions for improving online courses were given by the participants. Some of these suggestions included more student-instructor interactions, the use of more technology tools in their online course, and for orientations to the online environment to be offered.

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Gordon, Robert. "An analysis of at-risk student achievement in a plato credit recovery course /." Full text available from ProQuest UM Digital Dissertations, 2007. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1686976051&SrchMode=1&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1258662804&clientId=22256.

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Kultur, Can. "Factors Affecting Faculty Intention To Use Course Management Systems In A Private University." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610439/index.pdf.

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This study aimed to investigate the factors affecting faculty intention to use course management systems (CMS). The study was conducted in a private university with a mixed-method approach. First, 260 responses to a questionnaire was analysed by using structural equation modeling technique in order to examine the provided model. Second, interviews with selected 14 faculty members were conducted to understand the interrelationships. The findings indicated that, faculty intention to use CMS is mostly related with seeing value in using CMS including both personal and task/course related issues. In addition, the use of CMS should be perceived as easy which is directly influenced by the computer self-efficacy of the instructors. Discrimination of perceived personal benefits and task/course related usefulness is found to be important. Course/task related perceived usefulness is found to be weak without perceiving them personally beneficial. Availability of training and support is found to be weakly related to initial intention, however it appeared as an important variable for continuing to use CMS. &lsquo
Communicating the vision through leadership&rsquo
, &lsquo
promoting CMS&rsquo
, and &lsquo
sharing experiences and real life examples&rsquo
emerged as powerful approaches to facilitate use of CMS. Institutional policies regarding issues like &lsquo
academic freedom&rsquo
should be considered carefully while supporting the use of CMS. Moreover, to support institutional change it is important to be aware of the existence of different faculty profiles, which should be considered separately in relevant decisions.

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Wigglesworth, Jennifer. "A Study of the Perceived Life Significance of a University Outdoor Education Course." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23326.

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Relatively little research exists on the life significance of outdoor education (OE) programs and courses. There is increasing interest in the OE field to move beyond simply focusing on program-specific outcomes to developing more evidence-based models that analyze the influence of specific mechanisms of change. The purpose of the present study was to investigate the significant life effect of a university OE course upon participants after the course, including the effect of the course upon participants’ intrapersonal, interpersonal and environmental relationships. The present investigation was a two part qualitative-quantitative study. The overarching research question was: What is the perceived life significance of a university undergraduate OE course? The current study involved in-depth interviews with a purposive intensity sample of 17 University of Ottawa alumni who had taken one of the university’s OE courses more than 20 years ago, followed by a web-based survey questionnaire completed by 46 University of Ottawa alumni and students who had taken one of the university’s OE courses between 1975 and 2009. Some of the survey participants had taken both the summer and winter OE courses offered by the University of Ottawa so there was a total of 65 separate course responses in the quantitative study. The findings from this study suggested that the OE course led to development of interpersonal skills, self-discovery, environmental impacts, leisure style change, and increased outdoor knowledge and skills amongst the participants. The idea that this outdoor knowledge and skills was transferred to others (e.g., students and children) also emerged from the data. In addition, in some instances participants expressed the idea that the OE course helped confirm or reinforce already-held beliefs about the outdoors. It is hopeful that the current findings can contribute to OE professional practice and demonstrate the need for OE in university settings.

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Boyle, Dale. "Exploring a university teacher's approach to incorporating music in a cognition psychology course." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104513.

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This qualitative study explored a university teacher's approach to incorporating music in a Cognition psychology course. Data sources included participant interviews, professor interviews, and field notes. The study was guided by three main research questions: How is music integrated into a higher education Cognition psychology course? How do students perceive the role music plays in the course? What does the professor do in the classroom and how does he explain what he does? Constant comparison analysis of the participant interviews revealed three major themes, each comprising patterns that ran through the data. Under the theme “Connecting With Students,” the patterns were: establishing a personable atmosphere; showing empathy to students; facilitating student involvement; and tapping into student culture with music. The patterns under the “Optimizing Learning” theme were: enticing students with passion; reducing exam tension; and clarifying concepts dynamically. The “Creating Salient Moments” theme contained two patterns: holding attention (with music and humour) and triggering memory (with music and humour). Data analysis also involved the writing of musical memos, a musical way to represent data that served to highlight the essence of a pattern, create holistic representations that drew from the different data sources, and represent the data in an embodied way. To contextualize the participant themes, the analysis of the field notes produced vignettes, which were detailed aggregated descriptions of typical classroom events. Using the analogy of “Teaching as Improvisational Performance,” this study explores the notion that a constructivist teacher is essentially an improvisational performer. Although the research site was a large university classroom with almost 600 students, the analysis of the data revealed that the professor was able to implement constructivist principles in his teaching. The study concluded that teachers need preparation and support to develop improvisation skills to deliver a constructivist teaching approach, particularly in large classrooms. Future research should explore the links between constructivist teaching, performing, and improvising as well as the implications for pedagogy and teacher preparation.
Cette étude qualitative explore l'approche d'un professeur d'université qui a incorporé la musique dans un cours de psychologie cognitive. Les sources incluent des entrevues avec des participants, des professeurs et des notes d'observations sur le terrain. L'étude a été alimentée par trois questions de recherche principales: comment la musique s'intègre-t-elle dans un cours de psychologie cognitive? Comment les étudiants perçoivent-ils le rôle que la musique joue dans le cours? Qu'est que le professeur fait dans la classe et comment l'explique-t-il?Une analyse constante et comparative des entrevues des participants a révélé trois thèmes majeurs qui comprennent chacun des éléments saillants qui ont été identifiés à travers les données compilées. Sous le thème « entrer en relation avec les étudiants », les éléments saillants étaient: établir une atmosphère personnalisée; démontrer de l'empathie pour les étudiants; faciliter l'implication des étudiants et entrer dans leur culture à l'aide de la musique. Les éléments saillants sous le thème « Apprentissage optimisé » étaient: captiver les étudiants avec passion; réduire la tension des examens et clarifier les concepts de façon dynamique. Le thème « créer des moments marquants » comprend deux éléments saillants: soutenir l'attention (avec la musique et l'humour) et déclencher la mémoire (avec la musique et l'humour). L'analyse des données a également impliqué l'écriture de « mémos musicaux » dans le but de représenter les données qui ont servi à exposer la composition d'un élément saillant de manière concrète et à créer des représentations holistiques issues de différentes sources. Afin de contextualiser les thèmes des participants, l'analyse des notes d'observation a produit des fiches qui sont en fait des descriptions détaillées d'évènements typiques qui peuvent se produire en classe. En utilisant l'analogie « enseigner à la manière d'une performance improvisée », cette étude explore la notion qu'un enseignant constructiviste est essentiellement un improvisateur. Même si le site où s'est conduite la recherche était une grande salle d'université de 600 élèves, l'analyse des données a révélé que le professeur demeure en mesure d'implanter des principes constructivistes dans son enseignement. L'étude conclut que les enseignants nécessitent de la formation et du soutien pour développer des notions d'improvisation afin d'utiliser une approche constructiviste, et ce, particulièrement dans une grande classe. De futures recherches devraient explorer les liens entre l'enseignement constructiviste, l'enseignement-spectacle, l'improvisation ainsi que leurs implications dans la pédagogie et dans la formation des maîtres.

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Winters, Erin Blue. "Longitudinal Course of Eating Disorder Risk Among Undergraduate Females at Brigham Young University." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1099.pdf.

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