Relevant bibliographies by topics / University of Washington. Associated Students

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Academic literature on the topic 'University of Washington. Associated Students'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "University of Washington. Associated Students"

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Kost, Amanda, Kimberly Kardonsky, Jeanne Cawse-Lucas, and Tomoko Sairenji. "Association of Family Medicine Interest at Matriculation to Medical School and FMIG Participation With Eventual Practice as a Family Physician." Family Medicine 51, no. 8 (September 6, 2019): 682–86. http://dx.doi.org/10.22454/fammed.2019.239373.

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Background and Objectives: An adequate family medicine workforce is needed to improve health and health care outcomes in the United States, yet few medical students in the US become family physicians. Indicators of family medicine interest upon medical school matriculation exist. Family medicine interest groups (FMIGs) may influence student choice. This study examines the association of FMIG participation with various matriculation interest indicators to predict which students go on to become family physicians. Methods: The American Medical Association Masterfile was used to identify the practice specialty of 601 graduates of the University of Washington School of Medicine who matriculated between 2003 and 2007. Graduates’ scores on the Family Medicine Interest Survey (FMIS) and whether a student listed family medicine as their top choice upon matriculation along with FMIG participation and demographic characteristics were used in a binary logistic regression model to predict eventual practice. The model output was used to calculate odds ratios and predicted probabilities of family medicine practice given initial family medicine interest and FMIG participation. Results: FMIG participation was associated with higher odds ratios and increased predicted probability of becoming a family physician regardless of initial interest although the magnitude of the difference varied. FMIG participants who listed family medicine as their top specialty had a 68% predicted probability of entering family medicine compared to 8% probability if they did not list family medicine first and did not participate in FMIG. FMIG participation was associated with odds ratios between 3.27-4.19 for entering family medicine regardless of FMIS score. Conclusions: Among University of Washington students with family medicine as their top specialty choice upon matriculation, FMIG participation was associated with higher odds of entering the specialty. The same was true, although to a lesser degree, for students who had a high score on the FMIS.
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Luetkenhaus, Holly, Steve Borrelli, and Corey Johnson. "First Year Course Programmatic Assessment: Final Essay Information Literacy Analysis." Reference & User Services Quarterly 55, no. 1 (September 25, 2015): 49. http://dx.doi.org/10.5860/rusq.55n1.49.

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Washington State University recently launched a new general education system with a foundational first year course called Roots of Contemporary Issues. Roots features a set of library research assignments and a culminating final essay, jointly developed and maintained by Roots instructors and librarians. A group of Roots instructors and a WSU librarian conducted a study to assess the achievement of the information literacy, and critical and creative thinking student learning outcomes associated with the research project. The group found that students were proficient at the first year level in terms of utilizing scholarly materials and source attribution. The students were less successful concerning argument building and source analysis; they struggled most with thesis development. Adjustments to the assignments were made in light of these results and the findings contributed to the larger university-wide assessment program.
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Bomhold, Catharine. "Cummings, Merrill, and Borrelli’s Inquiry into Small Screen Use by Academic Library Users: Timing is Everything." Evidence Based Library and Information Practice 13, no. 1 (January 30, 2018): 47–56. http://dx.doi.org/10.18438/eblip29338.

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A Review of: Cummings, J., Merrill, A., & Borrelli, S. (2010). The use of handheld mobile devices: Their impact and implications for library services. Library Hi Tech, (28)1, 22-40. https://doi.org/10.1108/07378831011026670 Abstract Objective – The authors undertook this study to understand the relatively new phenomenon of handheld computing and the use of small-screen devices among academic library users. They sought to determine if users would be inclined to search the online library catalogue on their devices and, by extension, if there would be a growing demand for small-screen compatible library services. Design – Online and paper surveys were used with both closed and open questions. Respondents included students, faculty, and staff at Washington State University (WSU). Setting – Washington State University Library, Pullman, Washington, United States of America. Subjects – The survey was open to any user of the Washington State University (Pullman) Library. The 206 respondents included 126 (61.2%) undergraduates, 26 (12.6%) graduate or professional students, 32 (15.3%) WSU employees, and 15 (7.3%) faculty members. Methods – A survey was distributed both online and on paper. The online version used Surveymonkey.com and participation was solicited through various social media. It was open for three months during the Spring semester, 2007. The paper version was distributed to all library users on two days in June 2007. Eighty-four online and 122 paper responses were received. Main Results – Most of the respondents (58.4%) who owned a personal digital assistant (PDA) or Web-enabled cell phone (WECP) indicated that they would search the library catalogue on a small-screen device. Responses to the open question “How would you use the OPAC [online public access catalogue] if it was available on a PDA or WECP?” were mixed, both positive and negative. The positive responders noted the possible time savings associated with the availability of more information on their devices. The negative responders noted the cost of data, the annoyance of public phone use, and the complex format of the current catalogue that would not transfer to a small screen. Conclusion – The authors cited the growing usage trends in handheld devices, along with the willingness of current owners to use their devices, to predict an increase in usage of small screen searching. They speculated that further research should investigate how small screens would be used and what would that experience look like, rather than if patrons would use them.
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Geoca, A., M. Dowling, and V. Jain. "0783 Relationship Between Chronotype And Sleep Duration Among Medical Students." Sleep 43, Supplement_1 (April 2020): A298. http://dx.doi.org/10.1093/sleep/zsaa056.779.

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Abstract Introduction Previous literature has supported the claim that longer sleepers have later chronotypes. It is also thought that later chronotypes may obtain less sleep during workdays. We aimed to study the association between sleep duration and chronotypes in The George Washington University (GWU) medical students. Methods Eighty-six medical students at GWU (62 F [71%], 24 M [29%]; ages 21-33 y [mean 24.4 y]) filled out the Munich Chronotype Questionnaire (MCTQ). Midpoint of the bedtime and wake times during workdays was used to determine chronotype. Subjects were split into two groupsbased on the median of the distribution (Md=7.5) of the self-reported sleep duration variable; those who sleep less than 7.5 hours (short sleepers), and those who sleep 7.5 hours or longer (long sleepers). Independent samples t-test was used to compare the chronotype measurementsof the long sleepers (n=39) versus short sleepers (n=41). Results Short sleepers had a mean of 6.48 (SD=0.72) hours of sleep while long sleepers had a mean of 8.11 (SD=0.53) hours of sleep. The range of chronotype measures was wider in the long sleepers (1.25 to 7.25; range=6) compared to that in the short sleepers group (1.42 to 5.280; range=3.86). We found no significant mean differences in chronotype between those who slept less than 7.5 hours (mean=3.188, SD=0.858) and those who sleep 7.5 hours or longer (mean=3.201, SD=1.20) [t(77)=0.056; p = .956]. Conclusion Sleep duration among medical students was not associated with their chronotype. This is in opposition to other research findings of decreased sleep duration among later chronotypes. Our findings need to be replicated in a larger sample. Support NA
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Howlett, Michael. "The Art of Governance: Analyzing Management and Administration." Canadian Journal of Political Science 39, no. 1 (March 2006): 200–201. http://dx.doi.org/10.1017/s0008423906319993.

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The Art of Governance: Analyzing Management and Administration, Patricia W. Ingraham and Laurence E. Lynn, Jr., eds., Washington, DC: Georgetown University Press, 2004, pp. 238.What is “governance”? Despite a huge literature, a major journal, and numerous teaching programmes and courses ostensibly dealing with the subject, it is a concept that still inspires much confusion. Many students of political science, among others, see the term as being simply a synonym of “governing,” used to describe what governments actually “do,” or as just a new name for the traditional subject matter of established fields such as public administration and public management, offering little in the way of value-added to those more traditional terms and academic fields. Others, of course, argue that “governance” represents a fundamental new way of “governing,” specifically a much less top-down and hierarchical form than is traditionally associated with studies of public administration, and hence a subject worthy of additional attention and the coinage of neologisms.
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Cerro Santamaría, Gerardo del. "Challenges and Drawbacks in the Marketisation of Higher Education Within Neoliberalism." Review of European Studies 12, no. 1 (January 7, 2020): 22. http://dx.doi.org/10.5539/res.v12n1p22.

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This paper addresses some of the challenges and drawbacks associated to the ongoing worldwide process of marketization (neoliberalization) in higher education. Neoliberalism—the prevailing model of capitalist thinking based on the Washington Consensus—has conveyed the idea that a new educational and university model must emerge in order to meet the demands of a global productive system that is radically different from that of just a few decades ago. The overall argument put forward is that the requirements, particularly the managerial and labor force needs of a new economy—already developing within the parameters of globalization and the impact of information and communication technologies (ICTs)—cannot be adequately satisfied under the approaches and methods used by a traditional university. Neoliberalism affects the telos of higher education by redefining the very meaning of higher education. It dislocates education by commodifying its intrinsic value and emphasizing directly transferable skills and competencies. Nonmonetary values are marginalized and, with them, the nonmonetary ethos that is essential in sustaining a healthy democratic society. In this paper I will address (1) some of the problems and shortcomings in the triple-helix model of university-industry-government collaborations, (2) the transformation of students into customers and faculty into entrepreneurial workers, highlighting the many drawbacks of such strategies, (3) the hegemony of rankings as procedures of surveillance and control, (4) the many criticisms posed against neoliberalization in higher education and the possible alternatives looking to the future.
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Brown, Crystal E., Anthony L. Back, Dee W. Ford, Erin K. Kross, Lois Downey, Sarah E. Shannon, J. Randall Curtis, and Ruth A. Engelberg. "Self-Assessment Scores Improve After Simulation-Based Palliative Care Communication Skill Workshops." American Journal of Hospice and Palliative Medicine® 35, no. 1 (December 14, 2016): 45–51. http://dx.doi.org/10.1177/1049909116681972.

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Background: We conducted a randomized trial of a simulation-based multisession workshop to improve palliative care communication skills (Codetalk). Standardized patient assessments demonstrated improved communication skills for trainees receiving the intervention; however, patient and family assessments failed to demonstrate improvement. This article reports findings from trainees’ self-assessments. Aim: To examine whether Codetalk resulted in improved self-assessed communication competence by trainees. Design: Trainees were recruited from the University of Washington and the Medical University of South Carolina. Internal medicine residents, medicine subspecialty fellows, nurse practitioner students, or community-based advanced practice nurses were randomized to Codetalk, a simulation-based workshop, or usual education. The outcome measure was self-assessed competence discussing palliative care needs with patients and was assessed at the start and end of the academic year. We used robust linear regression models to predict self-assessed competency, both as a latent construct and as individual indicators, including randomization status and baseline self-assessed competency. Results: We randomized 472 trainees to the intervention (n = 232) or usual education (n = 240). The intervention was associated with an improvement in trainee’s overall self-assessment of competence in communication skills ( P < .001). The intervention was also associated with an improvement in trainee self-assessments of 3 of the 4 skill-specific indicators—expressing empathy, discussing spiritual issues, and eliciting goals of care. Conclusion: Simulation-based communication training was associated with improved self-assessed competency in overall and specific communication skills in this randomized trial. Further research is needed to fully understand the importance and limitations of self-assessed competence in relation to other outcomes of improved communication skill.
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Emanuels, Anne, Elisabeth Brandstetter, Kira L. Newman, Caitlin Wolf, Jennifer Logue, Janet A. Englund, Michael Boeckh, and Helen Y. Chu. "95. Impact of Influenza-Like Illnesses on Academic and Work Performance on a College Campus." Open Forum Infectious Diseases 6, Supplement_2 (October 2019): S8—S9. http://dx.doi.org/10.1093/ofid/ofz359.019.

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Abstract Background Influenza-like illnesses are estimated to cause 500,000 hospitalizations and 50,000 deaths each year in the United States. The high-contact environment of a college campus makes students, faculty, and staff especially prone to respiratory illness, but the impact of these illnesses on academic and work performance is not well understood. Methods Between January 14 and April 3, 2019, the Seattle Flu Study enrolled participants with respiratory symptoms throughout the Seattle metropolitan area, including the University of Washington’s main campus. Individuals with at least two self-reported respiratory symptoms in the previous 7 days were eligible to enroll. Participants completed a questionnaire with questions about their medical history, current illness episode, and other behavioral characteristics; a corresponding mid-nasal swab was also collected. Influenza-like illness (ILI) was defined as self-reported fever with a cough and/or sore throat. Laboratory results are pending. Logistic regression was used to assess the association between ILI and work and academic outcomes, including missing class, missing work, performing poorly on an assignment or examination, and experiencing high interference on daily life. Results A total of 497 participants enrolled at the University of Washington. Participants had a median age of 22, and 61% were female. Of those with self-reported ILI, 27% reported smoking, 22% had traveled out of state, and 14% had traveled internationally in the month before enrollment. These characteristics did not differ between those with ILI and those with non-ILI. Having symptoms of ILI was associated with reports of missing work (OR 2.9; 95% CI: 1.9, 4.5), missing class (OR 3.4; 95% CI: 2.3, 5.2), performing poorly on assignments and exams (OR 1.8; 95% CI: 1.2, 2.6), and having high interference with daily life (OR 6.0; 95% CI: 3.8, 9.5) as compared with individuals with a non-ILI illness. These impacts were strongest during January and February. Conclusion A high prevalence of ILI was observed on campus. These symptoms were found to have a substantial impact on academic and occupational productivity. This demonstrates the need for greater illness prevention efforts on college campuses during influenza season. Disclosures All Authors: No reported Disclosures.
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Buchwitz, Brian J., Catharine H. Beyer, Jon E. Peterson, Emile Pitre, Nevena Lalic, Paul D. Sampson, and Barbara T. Wakimoto. "Facilitating Long-Term Changes in Student Approaches to Learning Science." CBE—Life Sciences Education 11, no. 3 (September 2012): 273–82. http://dx.doi.org/10.1187/cbe.12-01-0011.

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Undergraduates entering science curricula differ greatly in individual starting points and learning needs. The fast pace, high enrollment, and high stakes of introductory science courses, however, limit students’ opportunities to self-assess and modify learning strategies. The University of Washington's Biology Fellows Program (BFP) intervenes through a 20-session, premajors course that introduces students to the rigor expected of bioscience majors and assists their development as science learners. This study uses quantitative and qualitative approaches to assess whether the 2007–2009 BFP achieved its desired short- and long-term impacts on student learning. Adjusting for differences in students’ high school grade point average and Scholastic Aptitude Test scores, we found that participation in the BFP was associated with higher grades in two subsequent gateway biology courses, across multiple quarters and instructors. Two to 4 yr after participating in the program, students attributed changes in how they approached learning science to BFP participation. They reported having learned to “think like a scientist” and to value active-learning strategies and learning communities. In addition, they reported having developed a sense of belonging in bioscience communities. The achievement of long-term impacts for a short-term instructional investment suggests a practical means to prepare diverse students for the rigors of science curricula.
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Kim, J., A. Vander Stoep, and E. McCauley. "0394 Differential Role of Sleep Problems on Depression and Suicide in Community Adolescents." Sleep 43, Supplement_1 (April 2020): A151. http://dx.doi.org/10.1093/sleep/zsaa056.391.

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Abstract Introduction Sleep changes during adolescence, including “eveningness” or a preference for staying up late, decreased sleep hours, increased daytime sleepiness and irregular sleep patterns, can contribute to adolescent sleep disturbances, such as insomnia, daytime fatigue, and other sleep problems. The goals of the study were; 1) to examine the proportion of adolescents who experienced each type of sleep disturbances based on six sleep problems; and 2) to examine the association between six types of sleep disturbances and concurrent depression, suicide ideation, and suicide attempt at 12th grade. Methods Using the data from the Developmental Pathways Project (DPP), a community-based study in adolescence, total 425 students were included. Sequential logistic regression analyses were performed to examine the association between each sleep item and depression, suicide ideation, and lifetime history of suicide attempt. Results The most frequently reported sleep problems were ‘overtired without good reason (49.9%)’, ‘sleeps less than most kids (46.8%)’, and ‘sleep more than most kids (46.7%)’. After adjusting for depressive symptoms at baseline, 12th grade reports of ‘overtired without good reason’ (OR = 1.63, 95% CI = 1.22 - 2.17), ‘sleep less’ (OR = 2.03, 95% CI = 1.51 - 2.74), ‘trouble sleeping’ (OR = 1.50 95% CI = 1.10-2.06, p &lt; .05), ‘nightmare’ (OR = 1.51, 95% CI = 1.12-2.02, p &lt; .01) were significantly associated with depression. For suicide ideation (SI) and suicide attempt, ‘nightmare’ (OR = 1.68, 95% CI = 1.15 - 2.48; OR = 2.43 95% CI = 1.30 - 4.53, respectively) was significantly and positively associated with SI and having history of suicide attempt. Conclusion ‘Nightmare’ has the strongest association with depression, suicide ideation, and suicide attempt. To disentangle the mechanism of the association between nightmares and mental health issues, longitudinal studies examining causal or bidirectional relationships of the mechanism are warranted. Support National Institutes of Mental Health and Drug Abuse, Nesholm Family Foundation, Seattle Children’s Hospital Outcomes Research Steering Committee, Loeb Family Foundation, Seattle Children’s Research Institute, University of Washington Office of the Provost, AETNA Foundation.
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Dissertations / Theses on the topic "University of Washington. Associated Students"

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Mauney, Kimbrough Leverton. "The effects of the Go for the Green Challenge on electricity use, behaviors, and attitudes of Western Washington University residents." Online access, 2008. http://content.wwu.edu/cdm4/item_viewer.php?CISOROOT=/theses&CISOPTR=292&CISOBOX=1&REC=9.

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Sousa, Andreia Cristina Alves de. "Health literacy and its associated factors among university students." Bachelor's thesis, [s.n.], 2020. http://hdl.handle.net/10284/9338.

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Trabalho Complementar apresentado à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Licenciada em Ciências da Nutrição
Introdução A literacia em saúde mede a capacidade dos indivíduos de adquirir e entender conceitos básicos de saúde. Espera-se que os estudantes universitários, devido à sua alta escolaridade, apresentem altos níveis de literacia em saúde, embora nenhum estudo anterior tenha identificado a prevalência e seus fatores associados em estudantes universitários de Portugal. Objetivos O objetivo deste estudo é quantificar o nível de literacia em saúde entre estudantes universitários de Ciências da Saúde avaliar os seus fatores associados. Metodologia Um estudo observacional transversal foi realizado na Universidade Fernando Pessoa. Os participantes foram alunos do primeiro ano de um dos sete ciclos de estudos em ciências da saúde em 2019-2020, que frequentavam o ensino regular e que falavam e compreendiam a língua portuguesa. A amostra final incluiu 165 participantes (125 mulheres, 40 homens, idade média de 20 anos). Foi alcançada uma proporção de participação (entre os elegíveis) de 84%. Para a recolha dos dados, foi desenvolvido um questionário estruturado de autopreenchimento, incluindo o METER (Medical Term Recognition Test) para avaliar a literacia em saúde, previamente validada na população adulta portuguesa, e perguntas sobre características sociodemográficas, estilos de vida e índice de massa corporal (IMC) auto-reportado. Odds ratio (OR) e os respetivos intervalos de confiança a 95% (IC) foram calculados por modelos de regressão logística, após ajuste por sexo, idade e IMC. Resultados A pontuação mediana de literacia em saúde foi de 35,0, variando de 0 a 39 (intervalo possível de 0 a 40). A prevalência de literacia em saúde baixa foi de 9,7% e 52,1% apresentaram literacia em saúde funcional em saúde (pontuação 35-40). Homens, estudantes com mais de 20 anos, pais com menos escolaridade, estudantes portugueses, não trabalhadores, não fumantes, que assistem mais de duas horas por dia de TV e que se autodeclararam com sobrepeso ou obesidade reportaram pontuações mais elevadas em literacia em saúde, mas encontraram-se diferenças apenas para idade da participante, escolaridade da mãe e o IMC auto-reportado. Em análise multivariada, apenas excesso de peso / obesidade foram significativamente associados a um grau funcional de literacia em saúde (OR = 3,17, IC 95%: 1,07-9,41). Conclusões Apenas uma fração limitada dos estudantes universitários de ciências da saúde apresentou literacia em saúde funcional (52%). O estado nutricional auto-reportado foi o único fator significativamente associado à literacia em saúde; aqueles classificados como com excesso de peso ou obesidade tiveram 3 vezes mais probabilidade de ter um grau funcional de literacia em saúde.
Background Health literacy measures the ability of individuals to acquire and understand basic health concepts. University students, given their high education, are expected to show high levels of literacy in health, although no previous studies have identified the prevalence and its associated factors in University students from Portugal. Objectives The aim of this study is to quantify the level of health literacy among University students of Health Sciences and to study its associated factors. Methodology A cross-sectional observational study was conducted at the University Fernando Pessoa. Participants were 1st year students of one of the seven study cycles in Health Sciences in 2019-2020, attending to regular education, and speaking and understanding the Portuguese language. The final sample included 165 participants (125 women, 40 men, mean age of 20 years). A participation (among the eligible) of 84% was achieved. For data collection, a structured self-completed questionnaire was developed including the METER (Medical Term Recognition Test) to assess health literacy, previously validated in the Portuguese adult population, and questions on sociodemographic characteristics, lifestyles and self-reported Body Mass Index (BMI). Odds ratio (OR) and the respective 95% confidence intervals (CI) were calculated by logistic regression models, after adjustment for sex, age and BMI. Results The median health literacy score was 35.0, varying from 0 to 39 (possible range 0-40). The prevalence of low health literacy was 9.7%, and 52.1% had a functional health literacy (scoring 35-40). Men, students older than 20 years old, those with less educated parents, students who are Portuguese, non-workers, non-smokers, who watch more than 2 hours a day of TV, and who self-reported themselves as overweight or obese showed higher median health literacy scores, but significant differences were only reported for participant’s age, mother’s education and self-reported BMI status. In multivariate analysis, only overweight/obesity was significantly associated with a functional health literacy degree (OR=3.17, 95%CI: 1.07-9.41). Conclusions Only a limited fraction of University students of Health Sciences showed a functional health literacy (52%). Self-reported nutritional status was the only factor significantly associated with health literacy; those classified as having overweight or obesity were 3 times more likely to have a functional health literacy degree.
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Martin, Mario Mariano. "Benchmarks : sensing therapeutic landscape qualities associated with seating choice on Terrell Mall on the Washington State University campus." Online access for everyone, 2006. http://www.dissertations.wsu.edu/Thesis/Spring2006/m%5Fmartin%5F050106.pdf.

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Taylor, Alfred O. "Black engineering and science student dropouts at the University of the District of Columbia from 1987 to 1991." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/39146.

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Chang, Yi-Ning. "The perceptions of luxury products as status symbols by Taiwanese college students." Online access for everyone, 2005. http://www.dissertations.wsu.edu/Thesis/Summer2005/y%5Fchang%5F061605.pdf.

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Tao, Andy Kenji. "Knowledge, Perceived Barriers, and Preventive Behaviors Associated with Cardiovascular Disease Among Gallaudet University Employees." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4818.

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When the Minority Health Improvement and Health Disparity Elimination Act of 2007 went into effect, there was a corresponding increase in research focused on cardiovascular disease (CVD) in underrepresented groups, except for 1: culturally Deaf Americans. Guided by the health belief model, the purpose of this study was to determine if there were significant differences in the level of knowledge, perceived barriers, and preventive behaviors associated with CVD among Deaf and hearing employees at Gallaudet University, Washington D.C. This cross-sectional quantitative research study used a survey with questions derived from 2 existing national surveys. One hundred eighty-six subjects were recruited on the campus of Gallaudet University. Chi-square analysis was conducted to seek any association between respondents and cardiovascular knowledge. A t test assessed for association between respondent characteristics and knowledge of CVD. A multivariate linear regression model was used to discover if differences in CVD knowledge score were predicted by socioeconomic factors. Deaf (28%) and hearing (43%) participants differed significantly in identifying all 6 correct signs/symptoms of heart attack (p = 0.04). Hearing females (80%) managed their blood pressure at healthy levels which is twice more than their Deaf female counterparts (61%, p = 0.01). Hearing Blacks (78%) had a discussion of their high blood pressure with their doctor more than Deaf Black counterparts (28%, p = 0.05). Gaining a better understanding of the Deaf health trends on CVD could inspire positive social change that ultimately could improve health for Deaf individuals in the United States.
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Akintounde, Abimbola. "Factors associated with international students' motivations to study at West Virginia University." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10465.

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Thesis (M.S.)--West Virginia University, 2009.
Title from document title page. Document formatted into pages; contains vii, 101 p. Vita. Includes abstract. Includes bibliographical references (p. 65-69).
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Linares, Ana G. "Factors Associated with Successful Hispanic Students in Higher Education." UNF Digital Commons, 2008. http://digitalcommons.unf.edu/etd/327.

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The Hispanic population in the United States already constitutes the fastest growing minority group in the United States and by the year 2050 this group will constitute 24% of the total population and one fourth of the national workforce. Because this is a very young population whose median age is 27.2 years old, the education of this group is pivotal to the future of this nation. The purpose of this study was to examine the perceived importance of personal and external factors found in the literature as significant in Hispanic college success for a sample of 137 Hispanic college seniors from four public higher education institutions in Florida. This mixed method study used an instrument containing 13 demographic variables, 61 quantitative items, and 5 qualitative questions. The information gathered from the demographic items revealed a relevant data characterizing the participants as first, second, and third generation immigrants or Hispanic Americans with a diverse Hispanic background. They also belonged to middle and upper income households with at least one college educated parent. The results from the descriptive analysis of the quantitative data from the survey indicated the students in the study had a strong desire to succeed, perceived a strong parental support and a supportive campus environment, and had a strong academic preparation to attend college. All these factors were corroborated by the qualitative results. The recommendations for future studies and practices should include a greater understanding of the important role a supportive family and institution play in the academic success of Hispanic students. More research is recommended on the family-student relationship and its effect on students. Reaching out to Hispanic parents and families and ensuring their participation in campus events, as well as increasing institutional support with the outreach and hiring of Hispanic faculty are two specific recommendations worthy of consideration in the effort to ensure greater success for Hispanic students.
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Verne, C. K. "Characteristics associated with academic performance a case study of special entry university students." Adelaide, 1985. http://web4.library.adelaide.edu.au/theses/09P/09pv531.pdf.

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Hasan, Dalal. "Personality characteristics of dental students in Kuwait University associated with preferred teaching methods." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3671.

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This study examined personality characteristics of dental students at Faculty of Dentistry at Kuwait University and investigated the relationships between personality characteristics of these students and their preferred teaching methods. In order to assess personality characteristics, The Myers-Briggs Type Inventory (MBTI) was used. For teaching method categorization Grasha’s (2002) classification was used. This research builds knowledge about personality traits as measured by the Myers-Briggs Type Inventory® of dental students in Kuwait. Further, it adds knowledge about teaching methods preferred by dental students. Two surveys, the Myers- Briggs Type Indicator® Form M and a brief learning preference for teaching methodology survey, served as data collection instruments. Twenty-seven out of 43 dental students were interested in participation. Twenty-three (53.4%) students completed both surveys. After the data were analyzed, no dominant personality types among the dental students surveyed was uncovered. There were, however, four types slightly more represented than others. This study did find some correlations between certain subgroups and preferences for teaching methods. The study also found that students perceived Hybrid and Demonstrator methods as both the most preferred and most beneficial. Overall, the findings support that there is association between personality and preferences of teaching method and there is a preference of a teaching method over the other in dental education in general.
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Books on the topic "University of Washington. Associated Students"

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Western Washington University. Associated Students. Bylaws of the Associated Students of Western Washington University, a nonprofit association. [Bellingham, Wash: The Association], 2004.

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Newman, Kristine. Western Washington University Associated Students Environmental Center co-ordinator: September 2002 - June 2003. Bellingham, WA: Huxley College of the Environment, Western Washington University, 2004.

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Garnett, Rebecca. Programming environmental events at Western Washington University. Bellingham, Wash: Huxley College of Environmental Studies, Western Washington University, 1992.

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McKinney, Gary. Systemwide indicators for Western Washington University. Bellingham, WA: Office of Institutional Assessment and Testing, Western Washington University, 1991.

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Simpson, Carl. The Western Washington University student survey series. Bellingham, Wash: Office of Survey Research, Western Washington University, 1988.

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McKinney, Gary. 1994 follow-up of 1985 Western Washington University freshmen. Bellingham, Wash: Office of Institutional Assessment and Testing, Western Washington University, 1990.

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McKinney, Gary. Summary report of admissions and graduation requirements of selected units and programs at Western Washington University. Bellingham, WA: Office of Institutional Assessment and Testing, Western Washington University, 1991.

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Dickson, Ryan A. Departmental academic advising study at Western Washington University. Bellingham, WA: Office of Institutional Assessment, Research, and Testing, Western Washington University, 2005.

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Madison, Ernestine N. Striving for excellence: Diversity progress at Washington State University, 1995-97. [Pullman]: Office of the Vice Provost for Human Relations and Resources, Washington State University, 1998.

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Western Washington University. Provost's Task Force on Improving the Transfer Year Experience. Report from the Provost's Task Force on Improving the Transfer Year Experience. [Bellingham, Wash: The Task Force], 1999.

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Book chapters on the topic "University of Washington. Associated Students"

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Silva, Jesús, Alex Castro Sarmiento, Nicolás María Santodomingo, Norka Márquez Blanco, Wilmer Cadavid Basto, Hugo Hernández P, Jorge Navarro Beltrán, Juan de la Hoz Hernández, and Ligia Romero. "Data Mining to Identify Risk Factors Associated with University Students Dropout." In Data Mining and Big Data, 44–52. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-32-9563-6_5.

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Crăciun, Daniela, Kata Orosz, and Viorel Proteasa. "Does Erasmus Mobility Increase Employability? Using Register Data to Investigate the Labour Market Outcomes of University Graduates." In European Higher Education Area: Challenges for a New Decade, 105–19. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_8.

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Abstract The chapter sets out to answer a question that has long been on the mind of policy-makers, university leaders, scholars and students: does international student credit mobility have a positive impact on graduate employability? Traditionally, this question has been answered using survey data where internationally mobile students self-report their employment situation at a certain point after graduation. According to these studies, international student mobility positively affects the labour market outcomes of students. For instance, the European Commission reports that: (1) students who completed an Erasmus mobility program are half as likely to face long-term unemployment; (2) the unemployment rate of Erasmus students is 23% lower five years after graduation (European Commission 2014). While these studies provide important insights about the benefits associated with the cross-border credit mobility of students, the results can be plagued by self-selection bias in reporting post-mobility employment outcomes. In order to avoid the problems associated with survey data, in this chapter we offer an analysis based on register data from university records and employment records, using as a case study the West University of Timisoara, a leading comprehensive university in Romania. Using register data offers the possibility to study population-level data and compare the employment outcomes of mobile and non-mobile students. The chapter analyses the impact of credit mobility on insertion in the labour market, income levels and occupational prestige. While the research question that the chapter is trying to answer is important, the main message of the chapter is broader: ministries and higher education institutions should release data for research purposes. Register data is readily available and helps researchers make efficient use of resources. In turn, this can encourage evidence-based policymaking.
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Cesarano, Valentina Paola, Marianna Capo, Maria Papathanasiou, and Maura Striano. "Guidance Models and Practices Adopted Internationally to Promote the Exploration of Skills Relating to the Employability of Students with Disabilities. A First Meta-Analysis." In Employability & Competences, 327–40. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.38.

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Employability is defined as an interweaving of a person’s human, social and psychological capital, mediated by situational variables, which allows individuals to enter the job market with a professional personal project (Grimaldi, Porcelli, Rossi 2014). Nowadays, young people enter the job market through long, precarious, and poorly contextualized paths, while the socialization processes become recursive, discontinuous, and fragmented (Lodigiani 2010). A key role can be played by guidance services, which can start at university, to meet the demands of the (many) young people who are discouraged and disillusioned to the point where they cannot even imagine a job while still at university. In the employability stakes, what is even more complex is the encounter between young people with disabilities and the world of work, due to the persistence of stereotypes and stigmas. Research questions: What are the intervention models and guidance practices adopted by university guidance services internationally to promote the exploration of skills relating to the employability of students with disabilities? Objectives: To analyse the main intervention models and guidance practices adopted internationally to explore the skills associated with employability in students with disabilities. Methodology: It was decided to carry out a theoretical analysis of 20 scientific articles concerning the models and practices adopted to explore the competences relating to employability in certain university orientation services for students with disabilities in Italy, France, the UK, and the United States. NVivo software was used (Richards 1999) to systematically explore the scientific literature. Preliminary Findings: A first scientific paper showed that, like in Italy and France, the «Competence Balance Sheet» (Ardouin 2010) is the guiding practice in the USA, while in the UK, it is the Career Guidance Approach (Reid, Scott 2010). In the literature, orientation models and practices are also closely linked to the various patterns of employability. Final remarks: The implementation of guidance counseling paths aimed at exploring the skills associated with employability among all students and graduates is crucial to the completion of a viable strategic action in the University’s social function, as a part of new organizational models that take the plurality of learning opportunities into account
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Inglebret, Ella, Susan Rae Banks, D. Michael Pavel, Rhonda Friedlander, and Mary Loy Stone. "Multimedia Curriculum Development Based on the Oval Tradition." In Information Technology and Indigenous People, 123–25. IGI Global, 2007. http://dx.doi.org/10.4018/978-1-59904-298-5.ch015.

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Responsiveness to cultural background has become a dominant theme associated with efforts to increase the effectiveness of human service delivery, both in educational and medical settings (Battle, 2002). As a consequence, service providers are in need of educational materials that accurately portray cultural factors impacting their interactions with members of culturally diverse groups. To address the need for materials pertinent to indigenous peoples in the Pacific Northwest (American Indians and Alaska Natives), an interactive, multimedia educational unit, titled “Diverse Voices: Native Perspectives in Human Service Delivery,” was developed with funding from the U.S. Department of Education (HO29K70133). A collaborative endeavor among faculty and students at Washington State University in partnership with members of nearby indigenous communities, this project sought to provide an information source for non-indigenous students and professionals, while simultaneously using a culturally congruent pedagogy — the oral tradition.
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Dietz, Gretchen, Julie Hessedence, Terry Long, and Helen E. Muga. "Empowering Women in STEM." In Strategies for Increasing Diversity in Engineering Majors and Careers, 61–87. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2212-6.ch004.

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This chapter covers a project that was part of an I3 (Ideas, Innovation, Invention) challenge within a global engineering, junior course at University of Mount Union. The course exposes engineering students to global societal challenges and their solutions. Of importance in this project is the need to boost numbers in the STEM (Science, Technology, Engineering, and Mathematics) and the need to increase diversity. With this in mind, the team developed and tested five different activities that involved different areas of STEM that were both fun and didactic in nature. Each activity had an associated module to allow for assessment of understanding. An orange buoyancy module, a strength of paper module, a soil erosion module, a simple circuit module, and a simple electric motor module were developed. They were tested on K-5 students at Washington Elementary School, Alliance, OH and on K-5 students at Ollas Arriba Elementary School, Panama City, Panama.
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Ross, Steven C., Brian K. Burton, and Craig K. Tyran. "Make, Source, or Buy." In IT Outsourcing, 1109–24. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-770-6.ch068.

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The College of Business (COB) at Northern Washington University (NWU) needs new data systems to provide reports and information both internally and for its external accrediting body. Dewitt Brown, COB’s associate dean, has been tasked with determining COB’s needs and developing recommendations for sources of systems. COB could develop the systems internally since it has database expertise among its faculty and staff. Or, it could outsource to NWU’s information technology staff. A third option, at least for some systems, is to purchase from an outside vendor. The decision is crucial: efficient, accurate reporting of data is key to COB’s strategic plan to continue its accreditation as well as ensure that operations are smooth as possible. If COB were to lose its accreditation, it would lose status and likely lose funding and students as well.
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Rosina Nkwana, Mbelege, Gift Makaleng, Mafoloa Suzan Monyeki, Hlengani James Siweya, and Kotsedi Daniel Monyeki. "Alcohol Consumption Practice and Associated Risk Factors among University of Limpopo Students." In Lifestyle and Epidemiology - Poverty and Cardiovascular Diseases a Double Burden in African Populations [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.96349.

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In South Africa, substance rehabilitation centers found alcohol as the primary substance abuse in eight out of the nine provinces. This study aimed to investigate the prevalence of alcohol use and associated risk factors among University of Limpopo students with mean age of 21.5 years. This was a cross-sectional study and constituted a total of 500 female students and 417 male students from the University of Limpopo. Logistic regression was used to calculate the association between alcohol consumption and its predictors. Information about their alcohol consumption, the type of alcohol and the practice related to alcohol consumption was collected using a validated questionnaire. Tobacco and marijuana product use were significantly (P < 0.05) associated with alcohol use among University of Limpopo students for unadjusted (OR ranges 4.31 95%CI 2.71 6.87 to 4.92 95%CI 3.16 7.70) and after adjusting for age gender and amount of money deposited into the student account by the bursary scheme (OR ranges from 4.14 95%CI 2.59 6.62 to 4.50 95%CI 2.87 7.06). Tobacco product use, marijuana use and enhancing interpersonal relationships are major risk factors associated to current alcohol use. Future studies are required to investigate the development of lifestyle and cardiovascular disease over time among University of Limpopo students.
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Huq, Sheikh Md Monzurul, Sheikh Mohammed Rafiul Huque, and Md Baktiar Rana. "Entrepreneurship Education and University Students' Entrepreneurial Intentions in Bangladesh." In Advances in Business Strategy and Competitive Advantage, 288–312. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8798-1.ch013.

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A university plays a fundamental role in establishing and developing an entrepreneurial-oriented economy. The entrepreneurship education has been recognized very important which helps students to understand and foster entrepreneurial intention and attitude. The purpose of the present study is to examine entrepreneurship education and associated entrepreneurial intentions of students of public and private universities of Bangladesh. Few empirical studies done in Bangladesh have examined the entrepreneurial intentions of the university students. This study will fill the research gap in this respect. This study implies that university role, types of course programs influence attitude and intention and elevates the chances that students would eventually choose an entrepreneurial career. The findings of this study have policy implications in inducing more university graduates to start their own businesses.
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Willetts, David. "Robbins and After." In A University Education. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198767268.003.0007.

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The early 1960s saw the biggest transformation of English higher education of the past hundred years. It is only matched by the break-up of the Oxbridge monopoly and the early Victorian reforms. It will be forever associated with the name of Lionel Robbins, whose great report came out in November 1963: he is for universities what Beveridge is for social security. His report exuded such authority and was associated with such a surge in the number of universities and of students that Robbins has given his name to key decisions which had already been taken even before he put pen to paper. In the 1950s Britain’s twenty-five universities received their funding from fees, endowments (invested in Government bonds which had largely lost their value because of inflation since the First World War), and ‘deficit funding’ from the University Grants Committee, which was a polite name for subsidies covering their losses. The UGC had been established in 1919 and was the responsibility not of the Education Department but the Treasury, which was proud to fund these great national institutions directly. Like museums and art galleries, higher education was rarefied cultural preservation for a small elite. Public spending on higher education was less than the subsidy for the price of eggs. By 1962 there were 118,000 full-time university students together with 55,000 in teacher training and 43,000 in further education colleges. This total of 216,000 full-time higher education students broadly matches the number of academics now. Young men did not go off to university—they were conscripted into the army. The annual university intake of around 50,000 young people a year was substantially less than the 150,000 a year doing National Service. The last conscript left the army in the year Robbins was published. Reversing the balance between those two very different routes to adulthood was to change Britain. It is one of the many profound differences between the baby boomers and the generation that came before them. Just over half of students were ‘county scholars’ receiving scholarships for fees and living costs from their own local authority on terms decided by each council.
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Brand, Susan Trostle. "Service-Learning and Social Justice for College and University Students." In Handbook of Research on Diversity and Social Justice in Higher Education, 78–104. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-5268-1.ch005.

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All students deserve access to the types of learning that enable them to experience firsthand the rich diversity of life to understand the challenges that others face in their everyday living and to learn collaborative and impactful problem-solving skills to help combat inequality at the local, national, and international levels. A perusal of service-learning addressed in this chapter includes an examination of the benefits for both the participant and the recipient. The chapter addresses the need for service-learning for people who are marginalized because of their gender identity or sexual preferences, disabilities, class, race, gender, age, or a combination of factors associated with marginalization. Recommended practices for ensuring successful service-learning projects and various types of service-learning are discussed. Six sequential steps in implementing a service-learning project are delineated. The chapter concludes with examples of local, regional, national, and international service-learning projects and testimonials from recent local and international service-learning providers.
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Conference papers on the topic "University of Washington. Associated Students"

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Hawthorne, Bryant, Zhenghui Sha, Jitesh H. Panchal, and Farrokh Mistree. "Developing Competencies for the 21st Century Engineer." In ASME 2012 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/detc2012-71153.

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This is the second paper in a four-part series focused on a competency-based approach for personalized education in a group setting. In the first paper, we focus on identifying the competencies and meta-competencies required for the 21st century engineers. In this paper, we provide an overview of an approach to developing competencies needed for the fast changing world and allowing the students to be in charge of their own learning. The approach fosters “learning how to learn” in a collaborative environment. We believe that two of the core competencies required for success in the dynamically changing workplace are the abilities to identify and manage dilemmas. In the third paper, we discuss our approach for helping students learn how to identify dilemmas in the context of an energy policy design problem. The fourth paper is focused on approaches to developing the competency to manage dilemmas associated with the realization of complex, sustainable, socio-techno-eco systems. The approach is presented in the context of a graduate-level course jointly offered at University of Oklahoma, Norman and Washington State University, Pullman during Fall 2011. The students were asked to identify the competencies needed to be successful at creating value in a culturally diverse, distributed engineering world at the beginning of the semester. The students developed these competencies by completing various assignments designed to collaboratively answer a Question for Semester (Q4S). The Q4S was focused on identifying and managing dilemmas associated with energy policy and the next generation bridging fuels. A unique aspect of this course is the collaborative structure in which students completed these assignments individually, in university groups and in collaborative university teams. The group and team structures were developed to ultimately aid individual learning. The details of the answer to the Q4S are elaborated in the other three papers which address identifying and managing dilemmas, specifically related to Feed-In-Tariff (FIT) policy and bridging fuels. The fundamental principles of our approach include a shift in the role of the instructor to orchestrators of learning, shift in the role of students to active learners, providing opportunities to learn, shift in focus from lower levels to upper levels of learning, creation of learning communities, embedding flexibility in courses, leveraging diversity, making students aware of the learning process, and scaffolding. Building on our experience in the course, we discuss specific ways to foster the development of learning organizations within classroom settings. Additionally, we present techniques for scaffolding the learning activities in a distributed classroom based on systems thinking, personal mastery, mental models, a shared vision, and team learning. The approach enables personalized learning of individuals in a group setting.
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Lin, Yi-Ching, Helen Crompton, John Paul Asija, Kristen St. John, and Omar Elgaouni. "COLLEGE STUDENTS’ GEOSCIENCE COURSE ENGAGEMENT AND SATISFACTION ASSOCIATED WITH CHOOSING GEOSCIENCE MAJORS." In GSA Annual Meeting in Seattle, Washington, USA - 2017. Geological Society of America, 2017. http://dx.doi.org/10.1130/abs/2017am-298488.

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Giraldo Montoya, Angela María, and Giovanni García Castro. "Factors and concepts associated with the start of cigarette smoking in university students." In ERS International Congress 2020 abstracts. European Respiratory Society, 2020. http://dx.doi.org/10.1183/13993003.congress-2020.1371.

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Matta-Solis, Eduardo Percy, Hernan Hugo Matta-Solis, and Rosa Eva Perez-Siguas. "FACTORS ASSOCIATED WITH THE ATTITUDES OF UNIVERSITY STUDENTS OF HEALTH SCIENCES TOWARDS E-LEARNING." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1853.

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Schmidt, Nancy, Noah P. Fay, Karl W. Flessa, Bailey Bellavance, Ashlee Cowles, Patrick Dougherty, Sarah Patterson, et al. "GEOPATHWAYS - A UNIVERSITY OF ARIZONA – PIMA COMMUNITY COLLEGE PARTNERSHIP AND INTERNSHIP PROGRAM FOR TRANSFER STUDENTS: YEAR 2." In GSA Annual Meeting in Seattle, Washington, USA - 2017. Geological Society of America, 2017. http://dx.doi.org/10.1130/abs/2017am-295295.

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Carter, Deron T., Shanaka de Silva, and Susan C. Eriksson. "LBOS GEOBRIDGE: AN EXTRA-CURRICULAR PROGRAM BRIDGING GEOSCIENCE STUDENTS FROM LINN-BENTON COMMUNITY COLLEGE TO OREGON STATE UNIVERSITY." In GSA Annual Meeting in Seattle, Washington, USA - 2017. Geological Society of America, 2017. http://dx.doi.org/10.1130/abs/2017am-305018.

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Saleh, Jeehan, Lowri Evans, Helen Rigg, Hassan Burhan, Nadja Van Ginnekin, Ian Sinha, Gareth Jones, Diane Exley, and Theresa Nuttall. "Factors associated with poor asthma control in the year prior to students' first year at university." In ERS International Congress 2017 abstracts. European Respiratory Society, 2017. http://dx.doi.org/10.1183/1393003.congress-2017.pa4759.

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Foo, Chai Nien, Sin Yee Yap, Yang Mooi Lim, Foong Leng Ng, Sherina Mohd Sidik, Pek Yee Tang, Jagjit Kaur Najar Singh, and Kai Shuen Pheh. "Prevalence of Depression and its Associated Risk Factors among University Students in Malaysia: A Pilot Study." In The 3rd International Electronic Conference on Environmental Research and Public Health —Public Health Issues in the Context of the COVID-19 Pandemic. Basel, Switzerland: MDPI, 2021. http://dx.doi.org/10.3390/ecerph-3-09005.

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Al Thani, Sharifa, Munass Mohammed, and Hanaa Ahmed. "Factors associated with Vitamin D Deficiency in Women: Lesson from Biobank in Qatar." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0190.

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Background: Vitamin D deficiency is affecting the health of humans around the world, and different factors associated with it were studied among different populations. Vitamin D deficiency was studied more often as a predictor to diseases. However, certain factors that could be associated with vitamin D deficiency were not explored among women, specifically in Qatar. Objective: To explore potential risk factors of vitamin D deficiency among women aged 20 to 65, using a sample of records from women volunteers to Qatar Biobank. Hypothesis: The study potential factors (age, BMI, education, income, milk consumption, occupation, pregnancy, physical activity and soft drinks) are associated with vitamin D deficiency. Methodology: We assessed some potential risk factors to vitamin D deficiency using data from Qatar Biobank (n=1000). Women aged 20-65 years old were included in the study. Univariate and multiple logistic regression models were used to model the association between our study potential factors (age, BMI, education, income, milk consumption, occupation, number of children, physical activity, and soft drinks) and being vitamin D deficient. Analysis was conducted using Stata (IC) version 15.0. Results: 654 women out of 1000 had vitamin D deficiency (serum level<20ng/mL), and 346 women that had normal level of vitamin D (serum level>20ng/mL). Vitamin D deficiency was significantly associated with women who drank soda 1-3 per month (p-value= 0.038) and 1-3 per week or more (p-value= 0.021). Also, women who were 41-50 years old (p-value= 0.006), 50 years and older (p-value= 0.000) and women who were students as their occupation (p-value= 0.003). Conclusion: Vitamin D deficiency was common among women in Qatar, as found in the present study. Students, women who drank soda, and younger age (<50) had the highest vitamin D deficiency
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Fabien, Brian C., and Keon L. Vereen. "Implementing a Freshman Engineering Design Experience at the University of Washington." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5603.

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A project-oriented introductory engineering design course has been developed within the University of Washington’s College of Engineering to enhance the first-year student experience. The role of engineering was de-mystified, explaining the difference between trade specialists and engineers. The students learned that the “art of engineering” is in solving complex problems. Throughout the course, students learned about programming, computer-aided design, and 3D printer technology to assist in the development of team projects. As each new prototype was unveiled, teams learned important lessons about the transition from conception to implementation. One of the biggest outcomes of the course was learning to work effectively in teams. At the end of the course, each team was assessed not only on quality of design project but also team efficacy. The students developed their professional socialization skills while preparing technical reports and oral (PowerPoint and poster) presentations. On the closing day of the program, students presented their group projects in front of campus and industry partners.
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Reports on the topic "University of Washington. Associated Students"

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Fedasiuk, Ryan, and Emily Weinstein. Universities and the Chinese Defense Technology Workforce. Center for Security and Emerging Technology, December 2020. http://dx.doi.org/10.51593/20200043.

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To help U.S. policymakers address long-held concerns about risks and threats associated with letting Chinese university students or graduates study in the United States, CSET experts examine which forms of collaboration, and with which Chinese universities, pose the greatest risk to U.S. research security.
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Vreeland, Heidi, Christina Norris, Lauren Shum, Jaya Pokuri, Emily Shannon, Anmol Raina, Ayushman Tripathi, et al. Collaborative Efforts to Investigate Emissions From Residential and Municipal Trash Burning in India. RTI Press, September 2018. http://dx.doi.org/10.3768/rtipress.2018.rb.0019.1809.

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Emissions from trash burning represent an important component of regional air quality, especially in countries such as India where the practice of roadside, residential, and municipal trash burning is highly prevalent. However, research on trash emissions is limited due to difficulties associated with measuring a source that varies widely in composition and burning characteristics. To investigate trash burning in India, a collaborative program was formed among RTI, Duke University, and the India Institute of Technology (IIT) in Gandhinagar, involving both senior researchers and students. In addition to researching emission measurement techniques, this program aimed to foster international partnerships and provide students with a hands-on educational experience, culminating in a pilot study in India. Before traveling, students from Duke and IIT met virtually to design experiments. IIT students were able to visit proposed sites and offer specified knowledge on burning practices prior to the pilot study, allowing potential experiments to be iteratively improved. The results demonstrated a proof of concept of using a low-cost sensor attached to a commercial drone to measure emissions from a municipal dump site. In addition, for small-scale residential and roadside trash burning, a combustor was designed to burn trash in a consistent way. Results suggested that thermocouples and low-cost sensors may offer an affordable way for combustor designers to assess particulate emissions during prototype iterations. More experiences like this should be made available so that future research can benefit from the unique insights that come from having veteran researchers work with students and from forming international partnerships.
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