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Book part
Publication date: 31 October 2015

Hyunju Oh

Since joining Bennett College in 2008, Dr. Oh has directed 17 undergraduate students’ research projects in applied mathematics. The National Science Foundation (NSF…

Abstract

Since joining Bennett College in 2008, Dr. Oh has directed 17 undergraduate students’ research projects in applied mathematics. The National Science Foundation (NSF) awarded Dr. Oh grants from the Historically Black Colleges and Universities – Undergraduate Program (HBCU-UP). The grants allowed her to mentor eight mathematics majors/minors in summer research for four years (2009–2012). Based on the four years of successful undergraduate research (UGR) experiences, she, together with Dr. Jan Rychtar from the University of North Carolina at Greensboro (UNCG), received funding for two summers National Research Experience for Undergraduates (NREUP), an activity of Mathematical Association of America (MAA), funded by the NSF in 2013 and 2014. During the six years of funded UGR, Bennett students made 33 presentations at regional, state, and national conferences; two teams won the outstanding student presentation award and first place for presentation. Three papers were published; two of them by Dr. Oh and one of them with a UGR coauthor. Three projects resulted in manuscripts. As a result of the UGR experiences in 2015, Dr. Oh received three more grants: the MAA NREUP, the NSF’s Center for Undergraduate Research in Mathematics (CURM), and the NSF’s Preparation for Industrial Careers in Mathematical Sciences (PIC Math) program awarded grants. A grant was also submitted to HBC-UP-Targeted Infusion Projects: Computational Mathematics at Bennett College.

Overall, the six years of UGR at Bennett College attained the three goals of: (1) enhancing the quality of undergraduate STEM education and research for a deeper appreciation in those disciplines; (2) supporting increased graduation rates in STEM undergraduate education of females; and (3) broadening participation in the nation’s STEM workforce as well as enrollments in graduate schools.

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Infusing Undergraduate Research into Historically Black Colleges and Universities Curricula
Type: Book
ISBN: 978-1-78560-159-0

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Book part
Publication date: 31 October 2015

Guoqing Tang and Caesar R. Jackson

In this chapter, we present our ongoing efforts in developing and sustaining interdisciplinary STEM undergraduate programs at North Carolina A&T State University (NCA&T) …

Abstract

In this chapter, we present our ongoing efforts in developing and sustaining interdisciplinary STEM undergraduate programs at North Carolina A&T State University (NCA&T) – a state-supported HBCU and National Science Foundation (NSF) Historically Black Colleges and Universities Undergraduate Program (HBCU-UP) Institutional Implementation Project grantee. Through three rounds of NSF HBCU-UP implementation grants, a concerted effort has been made in developing interdisciplinary STEM undergraduate research programs in geophysical and environmental science (in round 1), geospatial, computational, and information science (in round 2), and mathematical and computational biology (in round 3) on NCA&T campus. We first present a brief history and background information about the interdisciplinary STEM undergraduate research programs developed and sustained at NCA&T, giving rationales on how these programs had been conceived, and summarizing what have been achieved. Next we give a detailed description on the development of undergraduate research infrastructure including building research facilities through multiple and leveraged funding sources, and engaging a core of committed faculty mentors and research collaborators. We then present, as case studies, some sample interdisciplinary research projects in which STEM undergraduate students were engaged and project outcomes. Successes associated to our endeavor in developing undergraduate research programs as well as challenges and opportunities on implementing and sustaining these efforts are discussed. Finally, we discuss the impact of well-structured undergraduate research training on student success in terms of academic performance, graduation rate and continuing graduate study, and summarize many of the learnings we have gained from implementation and delivery of undergraduate research experiences at HBCUs.

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Infusing Undergraduate Research into Historically Black Colleges and Universities Curricula
Type: Book
ISBN: 978-1-78560-159-0

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Article
Publication date: 23 November 2012

Daqing He, Dan Wu, Zhen Yue, Anna Fu and Kim Thien Vo

This paper aims to identify the opinions of undergraduate students on the importance of internet‐based information sources when they undertake academic tasks.

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Abstract

Purpose

This paper aims to identify the opinions of undergraduate students on the importance of internet‐based information sources when they undertake academic tasks.

Design/methodology/approach

Based on a set of identified typical academic tasks for undergraduate students, three research questions were designed around the students' usage and views of information resources for completing these tasks. Web‐accessible questionnaires were used to collect data from participants in two universities in the USA and China, and the data were analyzed using quantitative methods, which included several statistic methods.

Findings

The results confirm that undergraduate students use different information resources for various academic tasks. In their tasks, online electronic resources including search engines are the most commonly used resources, particularly for complex academic tasks. Social networking sites are not used for the students' individual academic tasks, and traditional resources still play equal or more important roles in certain specific academic tasks. Students in collaborative tasks look for resources that make it easy to share documents. Participants from the two countries also exhibit interesting and important differences in their usage of information resources.

Originality/value

This study examines undergraduate students' usages and views of different information resources in their various academic tasks, and pays special attention to the impacts of being from their different countries. The study also considers both students' individual academic tasks and collaborative tasks. This study is an invaluable addition to the information seeking behaviour literature.

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Article
Publication date: 13 November 2017

Latisha Reynolds, Amber Willenborg, Samantha McClellan, Rosalinda Hernandez Linares and Elizabeth Alison Sterner

This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated…

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6348

Abstract

Purpose

This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of publications covering all library types.

Design/methodology/approach

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2016.

Findings

The paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

Originality/value

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Details

Reference Services Review, vol. 45 no. 4
Type: Research Article
ISSN: 0090-7324

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Article
Publication date: 14 February 2008

Teh Pei‐Lee and Yong Chen‐Chen

The purpose of this paper is to examine the first three dimensions of the triple helix model. The focus of this paper is to study and develop a model for the role and…

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1793

Abstract

Purpose

The purpose of this paper is to examine the first three dimensions of the triple helix model. The focus of this paper is to study and develop a model for the role and functions performed by a university to nurture undergraduate student technopreneur development.

Design/methodology/approach

This study provides a comprehensive understanding of the process of the technopreneurship program undertaken by Multimedia University (MMU) in 1999‐2005. The analysis is based on the self‐administered questionnaires, qualitative interviews, internal documents, web sites and direct observation. Electronic questionnaires are e‐mailed to 24 founders of start‐ups to explore their views on the entrepreneurial support structures in MMU.

Findings

The success of MMU in undertaking the technopreneurship programs is the result of the organization structure, management's policies and priorities which are concentrated on creating and sustaining the necessary support structures to foster undergraduate student entrepreneurial activities.

Practical implications

A very interesting and useful information and impartial for new university planning to establish a culture of new enterprise creation within a university. It should be noted that though this is a study of various aspects of the success of MMU in undertaking technopreneurship programs, however, this will have an implication of how triple helix strategic model can be implemented in China.

Originality/value

Many universities have focused more on linkages of entrepreneurship and commercial‐valued research involving academic staff and postgraduate students rather than undergraduate student entrepreneurship. It is believed that MMU is one of the few entrepreneurial universities which focuses on undergraduate students, who, from enrollment to graduation, are offered constant encouragement, training and support for their efforts to conceive and start up business enterprises. This paper is intended to share the experiences of MMU in fostering and supporting undergraduate student technopreneurship programs in a triple helix model. This paper is intended to share the experiences of MMU in fostering and supporting undergraduate student technopreneurship programs in a triple helix model with readers in China and out of China who have interest on the effective implementation of the university ‐ government ‐ industry strategic partnership.

Details

Journal of Technology Management in China, vol. 3 no. 1
Type: Research Article
ISSN: 1746-8779

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Article
Publication date: 1 June 2015

Ngozi Blessing Ukachi

The purpose of this paper is to determine the relationship existing between undergraduate students’ information literacy skills and their use of electronic resources (ERs…

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1481

Abstract

Purpose

The purpose of this paper is to determine the relationship existing between undergraduate students’ information literacy skills and their use of electronic resources (ERs) located in university libraries in Nigeria.

Design/methodology/approach

The descriptive design was adopted for the research questions, while the correlational design was adopted for the hypothesis. The purposive sampling technique was also adopted in selecting 12 university libraries which the preliminary study had revealed that they have Internet access and also subscribe to ERs in the south-west geopolitical zone in Nigeria. Questionnaire and oral interview were used for data collection. The population size consists of all the 36,116 library-registered undergraduate students in the 12 universities, while the sample size is 1,806 (5 per cent of the population) and the 12 librarians heading the ERs sections of the libraries.

Findings

The findings revealed that ERs are not adequately utilized, undergraduate students do not possess adequate information literacy skills necessary for optimal utilization of the libraries’ ERs and strong positive correlation between level of undergraduate students’ information literacy skill and their use of ERs provided in the library.

Practical implications

This paper provides practical insights into the impact of possessing inadequate information literacy skills on the use of ERs.

Originality/value

This paper is the first to relate undergraduate students’ information literacy skills and their use of libraries’ ERs in south-western zone of Nigeria.

Details

The Electronic Library, vol. 33 no. 3
Type: Research Article
ISSN: 0264-0473

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Article
Publication date: 11 February 2019

Innocent Otache

The purpose of this paper is to conceptually explore the relationship between Entrepreneurship Education (EE) and undergraduate students’ self- and paid-employment…

Abstract

Purpose

The purpose of this paper is to conceptually explore the relationship between Entrepreneurship Education (EE) and undergraduate students’ self- and paid-employment intentions. Specifically, the paper aims to examine the effect of paid-employment intention on the relationship between EE and self-employment intention.

Design/methodology/approach

This paper reviewed extensively related literature on EE, entrepreneurial intentions and the theory of planned behaviour (TPB). The detailed literature review undertaken formed the basis for the development of the conceptual framework.

Findings

It is found that undergraduate students have two opposing employment intentions within them, namely, self- and paid-employment intentions. The two employment intentions interact and have a tendency to dominate each other, and consequently lead to different employment behaviours. The dominant employment intention determines whether a graduate will exhibit self- or paid-employment behaviour. This confirms that graduates are faced with two career paths or choices, namely, self- and paid-employment.

Research limitations/implications

It is not an empirical paper. Thus, the conceptual framework needs to be further empirically tested. More specifically, the proposition that undergraduate students’ paid-employment intentions moderate the impact of EE on their self-employment intentions needs to be empirically validated.

Practical implications

This paper provides some insightful and practical implications for the government and the policymakers in the education sector, particularly in tackling the menace of graduate unemployment and its associated problems. It provides an insight into the problem of graduate unemployment. The government and the policymakers should initiate enlightenment programmes that will reorient undergraduate students away from having the mentality of securing paid-jobs after graduation. Equally, undergraduate students should be enlightened about the difficulties in securing paid-jobs and the benefits of being a self-employed graduate.

Originality/value

It is the first to explore the moderating effect of undergraduate students’ paid-employment intentions on the relationship between EE and their self-employment intentions. Therefore, it makes a valuable contribution to the existing literature on EE and entrepreneurial intentions. It further strengthens the TPB by applying it to explain how undergraduate students’ paid-employment intentions could neutralise the impact of EE on their self-employment intentions.

Details

Education + Training, vol. 61 no. 1
Type: Research Article
ISSN: 0040-0912

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Book part
Publication date: 31 October 2015

Doreen F. Cunningham, Alieu Wurie, Grace E. Byfield and Mark A. Melton

This chapter examines the design and impact on student learning in two STEM (Science, Technology, Engineering, and Mathematics) capstone undergraduate research courses at…

Abstract

This chapter examines the design and impact on student learning in two STEM (Science, Technology, Engineering, and Mathematics) capstone undergraduate research courses at Saint Augustine’s University. It discusses how these courses help student metacognitive capabilities as they synthesize their learning across the program, demonstrate holistic development, and successfully negotiate the transition to their next academic and career pathway. It couples data from these capstone research courses with a review of the literature to elucidate the conditions and impact that undergraduate research STEM capstone courses have benefited students, faculty and the University. These best practices for the capstone courses may be used as a model for other HBCUs capstone courses or undergraduate research experiences. Throughout this chapter, the following questions are addressed: How do the capstone courses prepare students for graduate school and/or the STEM workforce? How are the capstone courses enhancing student undergraduate experiences? How do the capstone courses offer authentic research experiences for each student in spite of limited resources and faculty? How do students and faculty feel they have benefited from the capstone course experience? How have students overall learning been enhanced because of the capstone courses?

Details

Infusing Undergraduate Research into Historically Black Colleges and Universities Curricula
Type: Book
ISBN: 978-1-78560-159-0

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Book part
Publication date: 28 August 2020

Ana Baptista

Higher Education (HE) teaching, learning and research require not only cognitive but also emotional commitment from all who are involved in those dialogic processes: the…

Abstract

Higher Education (HE) teaching, learning and research require not only cognitive but also emotional commitment from all who are involved in those dialogic processes: the academic and the student. The focus of this chapter is on unexplored territory: emotions at play within undergraduate research (UR) outside the classroom, specifically experienced by students who are engaged in these opportunities for the first time. After reflecting on the problem and bringing together theoretical approaches related to this theme, the authors present a case study, drawing on qualitative data collected in two institutional contexts – one in the UK and other in Portugal. The data analysis leads us to create a framework that addresses the authors’ two research questions, concerning: the emotions that students experience when they are involved in an UR project, and the aspects of that experience the reported emotions relate to. This leads the authors to suggest some recommendations at the end, so they can move toward a more humanized HE experience. This chapter gives an original contribution to discussions on emotions in HE teaching, learning and research in general, and UR in particular.

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Improving Classroom Engagement and International Development Programs: International Perspectives on Humanizing Higher Education
Type: Book
ISBN: 978-1-83909-473-6

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Book part
Publication date: 28 February 2019

Tyrslai M. Williams, Melissa B. Crawford, Linda M. Hooper-Bui, Stephanie Givens, Heather Lavender, Shannon Watt and Isiah M. Warner

Louisiana State University (LSU)’s Office of Strategic Initiatives (OSI) is an award-winning office devoted to developing effective, educational approaches that…

Abstract

Louisiana State University (LSU)’s Office of Strategic Initiatives (OSI) is an award-winning office devoted to developing effective, educational approaches that incorporate guidance and exploration, increase students’ academic standing, and support measures to improve the institution’s diversity, predominantly in science, technology, engineering, and mathematics (STEM) departments. Through the incorporation of three main factors, Mentoring, Education, and Research, OSI has developed a holistic development model that offers students strategies to overcome those factors that affect their persistence in STEM. OSI houses several programs with a diverse population of students ranging from the high school to doctoral levels. Although varied in student population, these programs unite under the holistic development model to provide support and opportunities to students at each critical educational juncture. OSI’s holistic approach has successfully supported over 135 high school, 560 undergraduate, and 100 graduate students. Of the 560 undergraduate students served, 51% were underrepresented minorities and 55% were women. The undergraduate initiatives have garnered 445 bachelor’s degrees, with 395 degrees from STEM disciplines, and an impressive overall graduation rate ranging from 64% to 84%. Through all of the remarkable work performed in OSI, the greatest accomplishment has been the capacity to offer students from mixed backgrounds tools and strategies to thrive at any point in their academic career.

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Broadening Participation in STEM
Type: Book
ISBN: 978-1-78756-908-9

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