A COMPUTER-BASED, STUDENT-OPERATED ADVISING SYSTEM FOR EDUCATION MAJORS

1989 ◽  
Vol 9 (1) ◽  
pp. 25-32
Author(s):  
William D. Milheim ◽  
Nancy I. Bredemeier ◽  
Rebecca Clemente
Keyword(s):  
Student Teaching ◽  
Undergraduate Students ◽  
College Of Education ◽  
Preliminary Evaluation ◽  
Education Majors ◽  
State University ◽  
Education Students ◽  
Kent State University ◽  
Computer Based ◽  
Computer Controlled

The College of Education at Kent State University has recently implemented a computer-controlled advising system for use by undergraduate education students. This computer program provides information in a variety of different areas including descriptions of various education programs, deadlines and applications, student teaching, and other topics that may be helpful to these students. Preliminary evaluation shows that the system is easy to use and effectively able to answer the questions often asked by undergraduate students in the College.

scholarly journals Cross-Mode Comparability of Computer-Based Testing (CBT) Versus Paper-Pencil Based Testing (PPT): An Investigation of Testing Administration Mode among Iranian Intermediate EFL Learners

2017 ◽  
Vol 10 (2) ◽  
pp. 23 ◽  
Author(s):  
Hooshang Khoshsima ◽  
Monirosadat Hosseini ◽  
Seyyed Morteza Hashemi Toroujeni
Keyword(s):  
Undergraduate Students ◽  
Pearson Correlation ◽  
Language Assessment ◽  
State University ◽  
Pearson Correlation Test ◽  
Computer Based ◽  
Computer Based Testing ◽  
Testing Mode ◽  
And Performance ◽  
And Gender

Advent of technology has caused growing interest in using computers to convert conventional paper and pencil-based testing (Henceforth PPT) into Computer-based testing (Henceforth CBT) in the field of education during last decades. This constant promulgation of computers to reshape the conventional tests into computerized format permeated the language assessment field in recent years. But, enjoying advantages of computers in language assessment raise the concerns of the effects that computerized mode of testing may have on CBT performance. Thus, this study investigated the score comparability of Vocabulary in Use test taken by 30 Iranian undergraduate students studying at a state university located in Chabahar region of Iran (CMU) to see whether scores from two administrations of testing mode were different. Therefore, two similar tests were administered to the male and female participants on two testing mode occasions with four weeks interval. Employing One-Way ANOVA statistical test to compare the mean scores and Pearson Correlation test to find the relationship between mode preference and performance revealed that two sets of scores were not different and gender difference was not also considered a variable that might affect performance on CBT. Based on the results, computerized version of the test can be considered a favorable alternative for the state undergraduate students in Iran.

scholarly journals INSIGHTS ON TEACHING CHESS TO UNDERGRADUATE UNIVERSITY STUDENTS

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
William Bart
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Critical Evaluation ◽  
Thinking Skills ◽  
First Year ◽  
State University ◽  
Correct Usage ◽  
Undergraduate University Students ◽  
The Usa ◽  
Computer Based

The purpose of this study was to explore how undergraduate university students react to chess instruction. Certain patterns emerged from 10 offerings of a Freshman Seminar entitled “Beginners’ Chess and 21st Century Thinking Skills”. The course enrolled only first-year and second-year undergraduate students at a large public state university in the USA. The students tended to have little or no knowledge of chess prior to the course. The course made extensive use of chess-related websites available on the Internet such as chess.com, lichess.org, and chessgames.com. The instruction involved the projection of a chess-related website projected onto a large classroom screen with the use of an instructor’s computer connected to a projector that projected the computer-based image onto the screen. The course had 10-20 students in each annual offering of the course that lasted 15 weeks. The student evaluations of the course were very positive, indicating that the students enjoyed the course very much. The course involved instruction in chess on topics such as tactics and basic checkmates along with instruction on the cognitive psychological foundations of chess on topics such as problem solving and critical thinking. The primary task in the course was that each student had to prepare a critical evaluation of two of their own chess games that included correct usage of proper algebraic notation for the chess moves. The chess activity that the students enjoyed the most was group competition.

scholarly journals Evaluating Interactive Transect Area Assessments Hands-On Instruction for Natural Resource Undergraduate Students

2016 ◽  
Vol 6 (4) ◽  
pp. 90
Author(s):  
Daniel Unger ◽  
Sarah Schwab ◽  
Ryan Jacques ◽  
Yanli Zhang ◽  
I-Kuai Hung ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Aerial Image ◽  
State University ◽  
Comprehensive Overview ◽  
Bachelor Of Science ◽  
Transect Line ◽  
Science Degree ◽  
Hands On ◽  
Assessment Techniques ◽  
Computer Based

<p>Undergraduate students pursuing a Bachelor of Science in Spatial Science degree at Stephen F. Austin State University (SFASU) receive instruction in the spatial sciences with a focus on hands-on applications. All undergraduate students take the course Introduction to Spatial Science which includes a comprehensive overview of spatial science incorporating a comparison of standard inexpensive area assessment techniques with high-end computer based area assessment methodologies. Students within this course were instructed how to assess the area of a surface feature on an aerial image with a ruler applying the transect method. Student’s average Root Mean Square Error (RMSE) between a student’s transect derived area and surveyed area was 0.45, 0.13, 0.07, and 0.02 acres for 5, 10, 15, and 20 transect lines, respectfully. An ANOVA analysis of area assessment and area error assessment indicated that mean area and mean absolute area error were statistically different between transect line groups. In addition, the accuracy of area measured increased significantly as the number of transect lines increased which: (1) indicates students receiving hands-on instruction in estimating area using the transect method can record accurate area measurements after only a limited 2 hour introduction; (2) reveals the accuracy of the transect method is not user dependent; (3) shows area accuracy increases as the number of transects increases; and, (4) validates the interactive hands-on instruction methodology employed at SFASU.</p>

Building an Inclusive, Accessible, and Responsive Campus at California State University East Bay, 2010-2015

2015 ◽  
Vol 22 (2) ◽  
pp. 44-63
Author(s):  
Dianne Rush Woods ◽  
Sarah Taylor ◽  
Duke Austin ◽  
Julie Beck ◽  
Ken Chung ◽  
...  
Keyword(s):  
Student Learning ◽  
Undergraduate Students ◽  
Ethnically Diverse ◽  
Personal Communication ◽  
California State University ◽  
Preliminary Evaluation ◽  
Institutional Research ◽  
State University ◽  
Multiple Perspectives ◽  
East Bay

California State University East Bay (CSUEB), opened in 1959 with 300 students on one campus. Since then, it has grown to serve over 14,000 students on three campuses. The motto of our university is “Per Aspera Ad Astra”, or “Through Adversity to the Stars”. This is an apt motto given that our university is the most racially and ethnically diverse campus in the continental United States (The Chronicle of Higher Education, 2014), and 61% of our undergraduate students are the first in their families to earn a college degree (Office of Institutional Research, personal communication, March 9, 2015). Our students are also highly diverse in terms of age, ability status, parenting experience, immigration background, sexual orientation, gender, religion, and much more. Though the diversity of our campus provides ample opportunities for faculty, staff, and students to be exposed to multiple perspectives, we have learned that intentional efforts are required to build an inclusive, accessible, and responsive community. This article describes strategies we have employed over the past five years across three broad areas: (a) support for student learning, engagement, and retention; (b) professional development; and (c) policies around inclusion and access. Preliminary evaluation of these efforts suggests that we have made significant progress in building an inclusive campus that supports student learning, respects all members of the campus community, and facilitates our continuing engagement in this work.

scholarly journals Courses perceived difficult by undergraduate students majoring in biology

Biosfer ◽  
2018 ◽  
Vol 11 (2) ◽  
pp. 78-89 ◽  
Author(s):  
Ahmad Fauzi ◽  
Anisa Fariantika
Keyword(s):  
Undergraduate Students ◽  
Descriptive Analysis ◽  
Biology Education ◽  
State University ◽  
Education Students ◽  
Study Program ◽  
Biology Students ◽  
Analysis Technique ◽  
Education Study ◽  
Difficult Subjects

Some previous reports inform many students having learning difficulties on some science subjects. The purpose of this study is to map the courses considered difficult by undergraduate students majoring in Biology. This study used survey research design. Participants in this study are undergraduate students of Biology Education Study Program and undergraduate students of Biology Study Program, from the Department of Biology in one of the state university in Malang. The instruments used in this study are questionnaires of difficult courses in the Department of Biology and descriptive analysis is used as a data analysis technique. The results of this study are the majority of Biology Education students positioning Genetics, Genetics, and Biochemistry as the first, second, and third most difficult courses, while the majority of Biology students positioning Genetics, Genetics, and Botany as the first, second, and third most difficult courses. The Genetics, Statistics, and Biochemistry are the three most frequently selected courses as the three most difficult subjects in Biology Education Study Program, while in Biology Study Program is Genetics, Biochemistry, and Botany.

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