First year mathematics undergraduates’ settled images of tangent line

This article was published in the serial, The Journal of Mathematical Behavior [© Elsevier]. The definitive version is available at: http://www.sciencedirect.com/science/article/pii/S0732312310000556This study concerns 182 first year mathematics undergraduates’ perspectives on the tangent line of function graph in the light of a previous study on Year 12 pupils’ perspectives. The aim was the investigation of tangency images that settle after undergraduates’ distancing from the notion for a few months and after their participation in university admission examination. To this end we related the performances of the undergraduates and the pupils in the same questions of a questionnaire; we classified the undergraduates in distinct groups through Latent Class Analysis; and, we examined this classification according to the Analytical Local, Geometrical Global and Intermediate Local perspectives on tangency we had identified among pupils. The findings suggest that more undergraduates than pupils demonstrated intermediate perspectives on tangency. Also, the undergraduates’ settled images were influenced by persistent images about tangency and their prior experience in the context of preparation for and participation in the examination

EMPLOYMENT AND AUTONOMY IN HIGHER EDUCATION

At the turning of the 20th century there were 67 universities and colleges in Hungary. Act No. XXXVI. of 1912 established two other universities seated in Pozsony and Debrecen. The number of undergraduates increased significantly in that time (from 1895 to 1912 with 81.5 percents); however the number of undergraduates were below the number in Western-Europe. As Andor Ladányi stated, in the semesters 1913/14 there were 16.5 undergraduates in every 100,000 residents in Austria, 14 undergraduates in Germany, and only 9.6 undergraduates in Hungary. On the other hand, the growth of number of teachers was not harmonized with the growth of number of undergraduates at all.undergraduates, employment, higher education, Hungarian system of higher education.

Overcrowding, Age and Gender Differences in the Manifestation of state Anxiety among Undergraduate Students in a Nigerian Public University

Most students in tertiary institutions in Nigeria have a hard time procuring adequate accommodation. Hence, they are usually left with the option of having to share a room with many people resulting inover-crowded hostels. This study sought to examine the effect of over-crowding, age and gender on the state anxiety levels of undergraduates in a Nigerian public university. 192 participants were selected from male and female students residing in the hostels and off-campus with age range of 16 – 30 (mean age = 22.80; SD = 2.70). Average person per room was used to determine how crowded the room was and the State Trait Anxiety Inventory form Y – 1 (STAI – Y1) was administered on the participants. A three-way ANOVA showed a non significant interaction effect between overcrowding, age and gender on the manifestation of anxiety among university undergraduates, F(2, 180) = 2.22, p = 0.11. The result also revealed a significant main effect of gender on the manifestation of state anxiety among undergraduates, F(1, 180) = 18.212, p = 0.00, where males manifested more anxiety than female undergraduates. There was also a significant interaction effect of overcrowding and gender F(1, 180) = 5.67, p = 0.02. It was concluded that university undergraduates should be provided with adequate accommodation in higher institutions they attend in order to reduce overcrowding and state anxiety among undergraduates

Research Mentoring and Scientist Identity: Insights from Undergraduates and their Mentors

Background Mentored research apprenticeships are a common feature of academic outreach programs that aim to promote diversity in science fields. The current study tests for links between three forms of mentoring (instrumental, socioemotional, and negative) and the degree to which undergraduates psychologically identify with science. Participants were 66 undergraduate-mentor dyads who worked together in a research apprenticeship. The undergraduate sample was predominantly composed of women, first-generation college students, and members of ethnic groups that are historically underrepresented in science. Results Findings illustrated that undergraduates who reported receiving more instrumental and socioemotional mentoring were higher in scientist identity. Further, mentors who reported engaging in higher levels of negative mentoring had undergraduates with lower scientist identity. Qualitative data from undergraduates’ mentors provided deeper insight into their motivation to become mentors and how they reason about conflict in their mentoring relationships. Conclusions Discussion highlights theoretical implications and details several methodological recommendations

Every student counts: promoting numeracy and enhancing employability

This three-year project investigated factors that influence the development of undergraduates’ numeracy skills, with a view to identifying ways to improve them and thereby enhance student employability. Its aims and objectives were to ascertain: the generic numeracy skills in which employers expect their graduate recruits to be competent and the extent to which employers are using numeracy tests as part of graduate recruitment processes; the numeracy skills developed within a diversity of academic disciplines; the prevalence of factors that influence undergraduates’ development of their numeracy skills; how the development of numeracy skills might be better supported within undergraduate curricula; and the extra-curricular support necessary to enhance undergraduates’ numeracy skills

Engaging Undergraduates in Science Research: Not Just About Faculty Willingness.

Despite the many benefits of involving undergraduates in research and the growing number of undergraduate research programs, few scholars have investigated the factors that affect faculty members' decisions to involve undergraduates in their research projects. We investigated the individual factors and institutional contexts that predict faculty members' likelihood of engaging undergraduates in their research project(s). Using data from the Higher Education Research Institute's 2007-2008 Faculty Survey, we employ hierarchical generalized linear modeling to analyze data from 4,832 science, technology, engineering, and mathematics (STEM) faculty across 194 institutions to examine how organizational citizenship behavior theory and social exchange theory relate to mentoring students in research. Key findings show that faculty who work in the life sciences and those who receive government funding for their research are more likely to involve undergraduates in their research project(s). In addition, faculty at liberal arts or historically Black colleges are significantly more likely to involve undergraduate students in research. Implications for advancing undergraduate research opportunities are discussed

Auditing the ICT experiences of teacher education undergraduates

The importance of teacher education graduates having appropriate information and communication technology OCT) for learning competencies and experiences is well documented. However, without well developed processes for auditing the ICT experiences of undergraduates it should not be assumed that teachers enter their profession with the required ICT competencies to support their students' learning. This paper reports on the first phase of a project to audit the ICT experiences of teacher education undergraduates. It finds that the individual experiences of undergraduates can vary considerably depending on their choice of majors, electives or specialist teaching areas. It further finds that high percentages of students perceive themselves to have no competency with a range of ICT applications that would support the more motivational and interesting aspects of ICT integration for student learning

Teaching Peirce to Undergraduates

Fourteen philosophers share their experience teaching Peirce to undergraduates in a variety of settings and a variety of courses. The latter include introductory philosophy courses as well as upper-level courses in American philosophy, philosophy of religion, logic, philosophy of science, medieval philosophy, semiotics, metaphysics, etc., and even an upper-level course devoted entirely to Peirce. The project originates in a session devoted to teaching Peirce held at the 2007 annual meeting of the Society for the Advancement of American Philosophy. The session, organized by James Campbell and Richard Hart, was co-sponsored by the American Association of Philosophy Teachers

Measuring the Effects of a Research-Based Field Experience on Undergraduates and K-12 Teachers

During the summer of 1999, a new type of field course was taught in five of eastern Utah's National Parks and Monuments. It targeted a combination of university undergraduates and K-12 teachers, emphasized development of participants' problem-solving skills, and assessed the effectiveness of several non-traditional teaching methods. The course's primary goal was to teach participants to develop and test their own ideas. The course was also designed to help participants learn to use tools and methods employed by research scientists. A mix of undergraduates and teachers was targeted so that the course could be used to introduce undergraduates to the concept of teaching as a career. Assessments of the course's effectiveness were made on the basis of the achievements of stated outcomes, and by pre-course and post-course testing. Educational levels: Graduate or professional