Albert Bandura

Excerpt: Known for his development of a social learning theory of personality and abnormal behavior. Bandura grew up in the hamlet of Mundare in northern Alberta. His undergraduate study was done at the University of British Columbia, and at his graduation in 1949 he received the Bolocan Award in psychology

Attainment and transition experiences of students progressing from an evening access programme to undergraduate study

The under-representation of particular sections of society in Higher Education (HE) is a driver for the current widening participation agenda. The Scottish Government has an ambition that ‘by 2030 students from the 20 per cent most deprived backgrounds should represent 20 per cent of entrants to higher education’ (COWA, 2016). However, there is recognition that in order to achieve this target there may need to be a range of entry routes and contextual offers available. According to Scottish government figures, Abertay is one of Scotland’sleading HE centres for wider access (SFC, 2016). The university has offered a free part-time evening access course (Access to Higher Education Abertay Dundee (AHEAD) for a number of years but it underwent significant restructuring in 2012. This study considers the progression, attainment and experiences of students transitioning from the revised access route to their chosen undergraduate degree programme and through subsequent stages of study

Exploring practice and participation in transition to postgraduate social science study

This project aims to understand the processes of inclusion and transition into postgraduate education. Whilst there has been a research focus on transitions in schools and transitions to undergraduate study, postgraduate study has largely been ignored. This project includes the voices of both staff and students in generating data that has enabled the formulation of practical recommendations to HEIs surrounding the design of postgraduate learning environments and, importantly, recommendations for students and staff for managing learning and ensuring inclusion

Extracurricular teaching in Ophthalmology: undergraduate study groups

This study aims at identifying the existence and at evaluating the functioning of undergraduate and facult y associations/study groups dedicated to continued education and community services in Ophthalmology. A cross-section descriptive survey based on a convenience sample was conducted by means of a questionnaire answered by residents and students from 107 Brazilian medical schools during the months February and March 2002. Twelve (11.21%) study groups in Ophthalmology were identified among these medical schools. Eleven (91.67%) of these 12 associations are controlled by their own by-laws. The admission criteria normally require having followed an introductor y course and / or admission exam. The number of students in the study groups varies between 9 and 30. Half of the groups admit students from the third year on. All study groups count on the participation of faculty members and 75% of them admit residents. The most common activities of the groups include attendance to regular classes and participation in communit y projects and scientific research. Though most of the study groups fulfill the requirements for providing primar y undergraduate Ophthalmologic education, the number of study groups is still not significant.O objetivo deste estudo é identificar a existência e avaliar o funcionamento de associações de docentes e alunos de graduação (núcleos, ligas, grupos de estudo e ações) dedicadas à complementação extracurricular do ensino de Oftalmologia e à prestação de ser viços comunitários. Realizou-se estudo transversal descritivo e compôs-se amostra de conveniência formada por estudantes de graduação de Medicina e residentes em Oftalmologia das 107 faculdades de Medicina do Brasil. Os dados foram coletados por entrevista, mediante aplicação de questionário, em fevereiro e março de 2002. Encontraram-se 12 ligas de Oftalmologia. O critério de seleção para ingresso inclui, na maior parte, presença em curso introdutório e/ou realização de prova. O número de membros varia de 9 a 30. Metade das ligas aceita alunos a partir do terceiro ano de graduação. Todas as associações apresentam participação de docentes, e 75%, de residentes. As atividades mais comuns incluem participação em aulas teóricas e em projetos comunitários, atendimento em ambulatório e/ou pronto-socorro e realização de pesquisa científica. A maioria das ligas de Oftalmologia preenche os requisitos para suplementar o ensino de Oftalmologia na graduação médica, porém o número de ligas ainda é pequeno.Universidade Federal de São Paulo (UNIFESP)Universidade de São PauloUniversidade Estadual de CampinasUNIFESPSciEL

An FPGA Multiprocessor System for Undergraduate Study

We present our experiences using multiple soft processor cores on an FPGA to study advanced computer architecture at the undergraduate level. Our system instantiates multiple processor cores on a single FPGA device using the Altera Nios® II soft processor and associated CAD tools. With an easy to use development environment and powerful tools to quickly generate designs, an FPGA platform provides the necessary flexibility to quickly produce a working system. Students are able to easily modify and adapt their designs for a specific application. We demonstrate that multiprocessor systems can be developed, implemented and studied by undergraduate students due to the availability and accessibility of design tools and FPGA development boards. Further, these systems enhance the learning of multiprocessors and aptly compliment advanced computer architecture courses covering topics to include shared memory, synchronization, sequential consistency, and memory coherency

A case study of argumentation at undergraduate level in history

This article examines two essays by undergraduate students in the first year of study in History at a university in the UK. It also draws on documentary evidence from the department in question and interviews with the students themselves to paint a picture of the way argumentation operates at this level. While no firm conclusions can be drawn, the evidence suggests a department with a high degree of awareness of the importance of argument and argumentation in studying History; and students who are aware and articulate about the problem facing them in constructing essays in the discipline. Suggestions are made about induction into the epistemological and argumentative demands of undergraduate study

Identifying Challenges to Infusing Ethics into the Development of Engineers at Texas State University

Over the past six years we have worked to integrate ethics education throughout the curriculum of the still-new Ingram School of Engineering. During work on an NSF funded grant, we were able to infuse ethics related modules in 13 different courses, across three colleges and at all levels of undergraduate study. Our goal in participating in the GSW ASEE meeting is to share ideas about addressing challenges that arose during this project. We also hope to learn about faculty resources others have found most helpful in allowing faculty with diverse cultural and professional backgrounds to effectively infuse ethics into technical courses.Cockrell School of Engineerin