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You searched for subject:(Undergraduate Research Experience). Showing records 1 – 10 of 10 total matches.

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Syracuse University

1. Ceyhan, Gaye D. Early-year undergraduate research experiences: How students are mentored, how valuable they find this experience, and what kinds of costs they associate with it.

Degree: PhD, Teaching and Leadership, 2019, Syracuse University

Undergraduate research has been considered as a high impact practice. Engaging in research in early college years are crucial to attracting and retaining students… (more)

Subjects/Keywords: expectancy-value theory; mentoring structure; undergraduate research experience; undergraduate STEM education; Education

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APA (6th Edition):

Ceyhan, G. D. (2019). Early-year undergraduate research experiences: How students are mentored, how valuable they find this experience, and what kinds of costs they associate with it. (Doctoral Dissertation). Syracuse University. Retrieved from https://surface.syr.edu/etd/1114

Chicago Manual of Style (16th Edition):

Ceyhan, Gaye D. “Early-year undergraduate research experiences: How students are mentored, how valuable they find this experience, and what kinds of costs they associate with it.” 2019. Doctoral Dissertation, Syracuse University. Accessed July 13, 2020. https://surface.syr.edu/etd/1114.

MLA Handbook (7th Edition):

Ceyhan, Gaye D. “Early-year undergraduate research experiences: How students are mentored, how valuable they find this experience, and what kinds of costs they associate with it.” 2019. Web. 13 Jul 2020.

Vancouver:

Ceyhan GD. Early-year undergraduate research experiences: How students are mentored, how valuable they find this experience, and what kinds of costs they associate with it. [Internet] [Doctoral dissertation]. Syracuse University; 2019. [cited 2020 Jul 13]. Available from: https://surface.syr.edu/etd/1114.

Council of Science Editors:

Ceyhan GD. Early-year undergraduate research experiences: How students are mentored, how valuable they find this experience, and what kinds of costs they associate with it. [Doctoral Dissertation]. Syracuse University; 2019. Available from: https://surface.syr.edu/etd/1114


Cornell University

2. Patel, Maya. Understanding Student Learning In Undergraduate Research Experiences At The Cutting Edge Of Biotechnology And Genomics .

Degree: 2012, Cornell University

Undergraduate research experiences (UREs) have been at the leading edge of undergraduate science education reform efforts, having the potential to involve students in authentic and… (more)

Subjects/Keywords: Undergraduate research experience (URE); Inquiry; Nature of Science

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APA (6th Edition):

Patel, M. (2012). Understanding Student Learning In Undergraduate Research Experiences At The Cutting Edge Of Biotechnology And Genomics . (Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/29161

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Patel, Maya. “Understanding Student Learning In Undergraduate Research Experiences At The Cutting Edge Of Biotechnology And Genomics .” 2012. Thesis, Cornell University. Accessed July 13, 2020. http://hdl.handle.net/1813/29161.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Patel, Maya. “Understanding Student Learning In Undergraduate Research Experiences At The Cutting Edge Of Biotechnology And Genomics .” 2012. Web. 13 Jul 2020.

Vancouver:

Patel M. Understanding Student Learning In Undergraduate Research Experiences At The Cutting Edge Of Biotechnology And Genomics . [Internet] [Thesis]. Cornell University; 2012. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/1813/29161.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Patel M. Understanding Student Learning In Undergraduate Research Experiences At The Cutting Edge Of Biotechnology And Genomics . [Thesis]. Cornell University; 2012. Available from: http://hdl.handle.net/1813/29161

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Clemson University

3. Lee, Dennis Michael. Argument as a Context to Understand Students' Biology Epistemology.

Degree: PhD, Engineering and Science Education, 2020, Clemson University

  Science epistemology, what we know about science and how we know it, is an essential part of scientific literacy. Individuals’ science epistemology allows them… (more)

Subjects/Keywords: Argumentation; Biology Education; Epistemology; Phenomenography; Undergraduate Research Experience

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APA (6th Edition):

Lee, D. M. (2020). Argument as a Context to Understand Students' Biology Epistemology. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/2625

Chicago Manual of Style (16th Edition):

Lee, Dennis Michael. “Argument as a Context to Understand Students' Biology Epistemology.” 2020. Doctoral Dissertation, Clemson University. Accessed July 13, 2020. https://tigerprints.clemson.edu/all_dissertations/2625.

MLA Handbook (7th Edition):

Lee, Dennis Michael. “Argument as a Context to Understand Students' Biology Epistemology.” 2020. Web. 13 Jul 2020.

Vancouver:

Lee DM. Argument as a Context to Understand Students' Biology Epistemology. [Internet] [Doctoral dissertation]. Clemson University; 2020. [cited 2020 Jul 13]. Available from: https://tigerprints.clemson.edu/all_dissertations/2625.

Council of Science Editors:

Lee DM. Argument as a Context to Understand Students' Biology Epistemology. [Doctoral Dissertation]. Clemson University; 2020. Available from: https://tigerprints.clemson.edu/all_dissertations/2625


University of Newcastle

4. Shaw, Kylie. Student experience of undergraduate research projects: a perspective on Honours in Australia.

Degree: PhD, 2009, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

This exploratory study investigated the student experience across a range of fourth-year undergraduate research programs in an Australian… (more)

Subjects/Keywords: research preparedness; research journey; Honours; undergraduate research project; student experience; higher education; transition; research self efficacy; attrition; doctoral

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APA (6th Edition):

Shaw, K. (2009). Student experience of undergraduate research projects: a perspective on Honours in Australia. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/804325

Chicago Manual of Style (16th Edition):

Shaw, Kylie. “Student experience of undergraduate research projects: a perspective on Honours in Australia.” 2009. Doctoral Dissertation, University of Newcastle. Accessed July 13, 2020. http://hdl.handle.net/1959.13/804325.

MLA Handbook (7th Edition):

Shaw, Kylie. “Student experience of undergraduate research projects: a perspective on Honours in Australia.” 2009. Web. 13 Jul 2020.

Vancouver:

Shaw K. Student experience of undergraduate research projects: a perspective on Honours in Australia. [Internet] [Doctoral dissertation]. University of Newcastle; 2009. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/1959.13/804325.

Council of Science Editors:

Shaw K. Student experience of undergraduate research projects: a perspective on Honours in Australia. [Doctoral Dissertation]. University of Newcastle; 2009. Available from: http://hdl.handle.net/1959.13/804325

5. May, Nathaniel. Atmospheric Particle Production from Freshwater and Oceanic Wave-breaking.

Degree: PhD, Chemistry, 2018, University of Michigan

 Wave-breaking in natural bodies of water forms bubbles that burst at the air-sea interface to produces atmospheric particles, known as sea spray aerosol (SSA) in… (more)

Subjects/Keywords: Sea Spray Aerosol; Lake Spray Aerosol; Atmospheric Chemistry; Wave-breaking particle production from the Great Lakes and Arctic Ocean; Course Based Undergraduate Research Experience; Chemical Education; Chemistry; Science

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APA (6th Edition):

May, N. (2018). Atmospheric Particle Production from Freshwater and Oceanic Wave-breaking. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/146116

Chicago Manual of Style (16th Edition):

May, Nathaniel. “Atmospheric Particle Production from Freshwater and Oceanic Wave-breaking.” 2018. Doctoral Dissertation, University of Michigan. Accessed July 13, 2020. http://hdl.handle.net/2027.42/146116.

MLA Handbook (7th Edition):

May, Nathaniel. “Atmospheric Particle Production from Freshwater and Oceanic Wave-breaking.” 2018. Web. 13 Jul 2020.

Vancouver:

May N. Atmospheric Particle Production from Freshwater and Oceanic Wave-breaking. [Internet] [Doctoral dissertation]. University of Michigan; 2018. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/2027.42/146116.

Council of Science Editors:

May N. Atmospheric Particle Production from Freshwater and Oceanic Wave-breaking. [Doctoral Dissertation]. University of Michigan; 2018. Available from: http://hdl.handle.net/2027.42/146116

6. Keagy, Amy Haddock. The Impact of Undergraduate Research Experiences on the Development of Biology Students’ Domain Knowledge, Domain Interest, and Career Aspirations.

Degree: 2019, University of North Florida

 Federal and state agencies in the United States have pressured institutions in higher education to increase the number of graduates in STEM disciplines and supply… (more)

Subjects/Keywords: Thesis; University of North Florida; UNF; Dissertations, Academic  – UNF – Doctor of Education in Educational Leadership; Dissertations, Academic  – UNF – Education; Undergraduate, biology, research experience, STEM education; Higher Education

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APA (6th Edition):

Keagy, A. H. (2019). The Impact of Undergraduate Research Experiences on the Development of Biology Students’ Domain Knowledge, Domain Interest, and Career Aspirations. (Thesis). University of North Florida. Retrieved from https://digitalcommons.unf.edu/etd/886

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Keagy, Amy Haddock. “The Impact of Undergraduate Research Experiences on the Development of Biology Students’ Domain Knowledge, Domain Interest, and Career Aspirations.” 2019. Thesis, University of North Florida. Accessed July 13, 2020. https://digitalcommons.unf.edu/etd/886.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Keagy, Amy Haddock. “The Impact of Undergraduate Research Experiences on the Development of Biology Students’ Domain Knowledge, Domain Interest, and Career Aspirations.” 2019. Web. 13 Jul 2020.

Vancouver:

Keagy AH. The Impact of Undergraduate Research Experiences on the Development of Biology Students’ Domain Knowledge, Domain Interest, and Career Aspirations. [Internet] [Thesis]. University of North Florida; 2019. [cited 2020 Jul 13]. Available from: https://digitalcommons.unf.edu/etd/886.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Keagy AH. The Impact of Undergraduate Research Experiences on the Development of Biology Students’ Domain Knowledge, Domain Interest, and Career Aspirations. [Thesis]. University of North Florida; 2019. Available from: https://digitalcommons.unf.edu/etd/886

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Florida

7. Marshall, Adrianna A. Non-Orchestral, Pre-Service Teachers Attitudes and Beliefs Toward Teaching Strings in the Public Schools.

Degree: PhD, Music Education - Music, 2013, University of Florida

 The objective of this study was to examine the attitudes and beliefs of non-string playing, preservice teachers regarding string education,and their outlook on potentially accepting… (more)

Subjects/Keywords: Education; Educational research; Methods courses; Music education; Music students; Music teachers; Musical rudiments; Preservice teachers; String instruments; Teachers; attitudes  – beliefs  – education  – efficacy  – experience  – field  – methods  – music  – non  – orchestra  – orchestral  – playing  – pre  – public  – questionnaire  – schools  – self  – service  – strings  – survey  – undergraduate

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APA (6th Edition):

Marshall, A. A. (2013). Non-Orchestral, Pre-Service Teachers Attitudes and Beliefs Toward Teaching Strings in the Public Schools. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0045308

Chicago Manual of Style (16th Edition):

Marshall, Adrianna A. “Non-Orchestral, Pre-Service Teachers Attitudes and Beliefs Toward Teaching Strings in the Public Schools.” 2013. Doctoral Dissertation, University of Florida. Accessed July 13, 2020. https://ufdc.ufl.edu/UFE0045308.

MLA Handbook (7th Edition):

Marshall, Adrianna A. “Non-Orchestral, Pre-Service Teachers Attitudes and Beliefs Toward Teaching Strings in the Public Schools.” 2013. Web. 13 Jul 2020.

Vancouver:

Marshall AA. Non-Orchestral, Pre-Service Teachers Attitudes and Beliefs Toward Teaching Strings in the Public Schools. [Internet] [Doctoral dissertation]. University of Florida; 2013. [cited 2020 Jul 13]. Available from: https://ufdc.ufl.edu/UFE0045308.

Council of Science Editors:

Marshall AA. Non-Orchestral, Pre-Service Teachers Attitudes and Beliefs Toward Teaching Strings in the Public Schools. [Doctoral Dissertation]. University of Florida; 2013. Available from: https://ufdc.ufl.edu/UFE0045308


University of Illinois – Urbana-Champaign

8. Johnson, Jamil D. Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution.

Degree: PhD, Educational Policy Studies, 2015, University of Illinois – Urbana-Champaign

 African American males are often characterized by disparaging terms, such as: endangered, uneducable, dysfunctional, incorrigible, and dangerous (Strayhorn, 2013, Ferguson, 2000, Gibbs, 1988; Majors &… (more)

Subjects/Keywords: African American; African American Males; Underrepresented Students; Science, Technology, Engineering, and Mathematics (STEM); Enrollment of African American Males in Doctoral Study; Graduate Study; Social Barriers; Urban Neighborhoods; Summer Research Opportunities Program (SROP); Ronald E. McNair Scholars Program; Predominately White Institutions (PWI); Historically Black Colleges and Universities (HBCUs); Access and Participation of African American Males in Higher Education; Educational Pipeline; Gateway Courses; High School; Secondary Education; Qualitative Methods; Racism; Student Integration Theory; Engagement Model; First-Generation; Black Greek Organizations; First Year Experience (FYE); Stereotypes; Cultural Capital; Social Capital; Humanities; Mentoring; Undergraduate Research Programs; Professoriate; Professor; Parental Involvement; Outreach; Recruitment; Recruitment of Underrepresented groups for Higher Education; Minority Studies; Sociology of Education

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APA (6th Edition):

Johnson, J. D. (2015). Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78402

Chicago Manual of Style (16th Edition):

Johnson, Jamil D. “Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed July 13, 2020. http://hdl.handle.net/2142/78402.

MLA Handbook (7th Edition):

Johnson, Jamil D. “Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution.” 2015. Web. 13 Jul 2020.

Vancouver:

Johnson JD. Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/2142/78402.

Council of Science Editors:

Johnson JD. Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78402


Queensland University of Technology

9. Brammer, Jillian Diane. Understanding the role of the registered nurse in student learning.

Degree: 2002, Queensland University of Technology

Subjects/Keywords: Nursing Study and teaching; Nursing students; Nurses; registered nurses with students; nursing student education; nurse education; registered nurses as student buddy; registered nurse/student relationship; student learning; clinical placement experience; clinical education; undergraduate nursing; phenomenography; qualitative research; thesis; doctoral

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APA (6th Edition):

Brammer, J. D. (2002). Understanding the role of the registered nurse in student learning. (Thesis). Queensland University of Technology. Retrieved from http://eprints.qut.edu.au/36782/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Brammer, Jillian Diane. “Understanding the role of the registered nurse in student learning.” 2002. Thesis, Queensland University of Technology. Accessed July 13, 2020. http://eprints.qut.edu.au/36782/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Brammer, Jillian Diane. “Understanding the role of the registered nurse in student learning.” 2002. Web. 13 Jul 2020.

Vancouver:

Brammer JD. Understanding the role of the registered nurse in student learning. [Internet] [Thesis]. Queensland University of Technology; 2002. [cited 2020 Jul 13]. Available from: http://eprints.qut.edu.au/36782/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Brammer JD. Understanding the role of the registered nurse in student learning. [Thesis]. Queensland University of Technology; 2002. Available from: http://eprints.qut.edu.au/36782/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

10. Jones, Noelle P. American Undergraduates Undone: Social and Intellectual Dysfunction on Campus.

Degree: MLA, Liberal Arts, 2016, Washington University in St. Louis

  The pivotal, formative years of typical undergraduates, ages 18-22, represent a time when students mold their distinctive identities, social personalities, and intellects more intensively… (more)

Subjects/Keywords: undergraduate, college experience, problems in higher education, college social experience, college literature, college peer influence; American Literature; Curriculum and Social Inquiry; Educational Assessment, Evaluation, and Research; Educational Sociology; Gender and Sexuality; Higher Education Administration; Modern Literature; Social History; Social Psychology and Interaction

experience novel of the twentieth century evokes the idea of the undergraduate years as a… …future, a true examination of the undergraduate experience shows how both places subscribe to a… …college experience as a sole entity, however, an important distinction must be made between a… …in “transmitting knowledge of and from the past to undergraduate students so they may draw… …consists of “an array of research activities conducted by faculty and graduate students with the… 

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APA (6th Edition):

Jones, N. P. (2016). American Undergraduates Undone: Social and Intellectual Dysfunction on Campus. (Thesis). Washington University in St. Louis. Retrieved from https://openscholarship.wustl.edu/art_sci_etds/696

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Jones, Noelle P. “American Undergraduates Undone: Social and Intellectual Dysfunction on Campus.” 2016. Thesis, Washington University in St. Louis. Accessed July 13, 2020. https://openscholarship.wustl.edu/art_sci_etds/696.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Jones, Noelle P. “American Undergraduates Undone: Social and Intellectual Dysfunction on Campus.” 2016. Web. 13 Jul 2020.

Vancouver:

Jones NP. American Undergraduates Undone: Social and Intellectual Dysfunction on Campus. [Internet] [Thesis]. Washington University in St. Louis; 2016. [cited 2020 Jul 13]. Available from: https://openscholarship.wustl.edu/art_sci_etds/696.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jones NP. American Undergraduates Undone: Social and Intellectual Dysfunction on Campus. [Thesis]. Washington University in St. Louis; 2016. Available from: https://openscholarship.wustl.edu/art_sci_etds/696

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.