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undergraduate students</title> <meta name="description" content="Search results for: undergraduate students"> <meta name="keywords" content="undergraduate students"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="undergraduate students"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 6206</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: undergraduate students</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6176</span> Improving Learning and Teaching of Software Packages among Engineering Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sara%20Moridpour">Sara Moridpour</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To meet emerging industry needs, engineering students must learn different software packages and enhance their computational skills. Traditionally, face-to-face is selected as the preferred approach to teaching software packages. Face-to-face tutorials and workshops provide an interactive environment for learning software packages where the students can communicate with the teacher and interact with other students, evaluate their skills, and receive feedback. However, COVID-19 significantly limited face-to-face learning and teaching activities at universities. Worldwide lockdowns and the shift to online and remote learning and teaching provided the opportunity to introduce different strategies to enhance the interaction among students and teachers in online and virtual environments and improve the learning and teaching of software packages in online and blended teaching methods. This paper introduces a blended strategy to teach engineering software packages to undergraduate students. This article evaluates the effectiveness of the proposed blended learning and teaching strategy in students’ learning by comparing the impact of face-to-face, online and the proposed blended environments on students’ software skills. The paper evaluates the students’ software skills and their software learning through an authentic assignment. According to the results, the proposed blended teaching strategy successfully improves the software learning experience among undergraduate engineering students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teaching%20software%20packages" title="teaching software packages">teaching software packages</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20students" title=" undergraduate students"> undergraduate students</a>, <a href="https://publications.waset.org/abstracts/search?q=blended%20learning%20and%20teaching" title=" blended learning and teaching"> blended learning and teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=authentic%20assessment" title=" authentic assessment"> authentic assessment</a> </p> <a href="https://publications.waset.org/abstracts/160407/improving-learning-and-teaching-of-software-packages-among-engineering-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160407.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">115</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6175</span> Influence of HIV Testing on Knowledge of HIV/AIDS Prevention Practices and Transmission among Undergraduate Youths in North-West University, Mafikeng</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Paul%20Bigala">Paul Bigala</a>, <a href="https://publications.waset.org/abstracts/search?q=Samuel%20Oladipo"> Samuel Oladipo</a>, <a href="https://publications.waset.org/abstracts/search?q=Steven%20Adebowale"> Steven Adebowale</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines factors influencing knowledge of HIV/AIDS Prevention Practices and Transmission (KHAPPT) among young undergraduate students (15-24 years). Knowledge composite index was computed for 820 randomly selected students. Chi-square, ANOVA, and multinomial logistic regression were used for the analyses (α=.05). The overall mean knowledge score was 16.5±3.4 out of a possible score of 28. About 83% of the students have undergone HIV test, 21.0% have high KHAPPT, 18% said there is cure for the disease, 23% believed that asking for condom is embarrassing and 11.7% said it is safe to share unsterilized sharp objects with friends or family members. The likelihood of high KHAPPT was higher among students who have had HIV test (OR=3.314; C.I=1.787-6.145, p<0.001) even when other variables were used as control. The identified predictors of high KHAPPT were; ever had HIV test, faculty, and ever used any HIV/AIDS prevention services. North-West University Mafikeng should intensify efforts on the HIV/AIDS awareness program on the campus. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=HIV%2FAIDS%20knowledge" title="HIV/AIDS knowledge">HIV/AIDS knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20students" title=" undergraduate students"> undergraduate students</a>, <a href="https://publications.waset.org/abstracts/search?q=HIV%20testing" title=" HIV testing"> HIV testing</a>, <a href="https://publications.waset.org/abstracts/search?q=Mafikeng" title=" Mafikeng"> Mafikeng</a> </p> <a href="https://publications.waset.org/abstracts/15361/influence-of-hiv-testing-on-knowledge-of-hivaids-prevention-practices-and-transmission-among-undergraduate-youths-in-north-west-university-mafikeng" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15361.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">443</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6174</span> Development of Industry Oriented Undergraduate Research Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sung%20Ryong%20Kim">Sung Ryong Kim</a>, <a href="https://publications.waset.org/abstracts/search?q=Hyung%20Sup%20Han"> Hyung Sup Han</a>, <a href="https://publications.waset.org/abstracts/search?q=Jae-Yup%20Kim"> Jae-Yup Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many engineering students feel uncomfortable in solving the industry related problems. There are many ways to strengthen the engineering student’s ability to solve the assigned problem when they get a job. Korea National University of Transportation has developed an industry-oriented undergraduate research program (URP). An URP program is designed for engineering students to provide an experience of solving a company’s research problem. The URP project is carried out for 6 months. Each URP team consisted of 1 company mentor, 1 professor, and 3-4 engineering students. A team of different majors is strongly encouraged to integrate different perspectives of multidisciplinary background. The corporate research projects proposed by companies are chosen by the major-related student teams. A company mentor gives the detailed technical background of the project to the students, and he/she also provides a basic data, raw materials and so forth. The company allows students to use the company's research equipment. An assigned professor has adjusted the project scope and level to the student’s ability after discussing with a company mentor. Monthly meeting is used to check the progress, to exchange ideas, and to help the students. It is proven as an effective engineering education program not only to provide an experience of company research but also to motivate the students in their course work. This program provides a premier interdisciplinary platform for undergraduate students to perform the practical challenges encountered in their major-related companies and it is especially helpful for students who want to get a job from a company that proposed the project. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=company%20mentor" title="company mentor">company mentor</a>, <a href="https://publications.waset.org/abstracts/search?q=industry%20oriented" title=" industry oriented"> industry oriented</a>, <a href="https://publications.waset.org/abstracts/search?q=interdisciplinary%20platform" title=" interdisciplinary platform"> interdisciplinary platform</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20research%20program" title=" undergraduate research program"> undergraduate research program</a> </p> <a href="https://publications.waset.org/abstracts/74494/development-of-industry-oriented-undergraduate-research-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74494.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">245</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6173</span> Forensic Imaging as an Effective Learning Tool for Teaching Forensic Pathology to Undergraduate Medical Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vasudeva%20Murthy%20Challakere%20Ramaswamy">Vasudeva Murthy Challakere Ramaswamy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Conventionally forensic pathology is learnt through autopsy demonstrations which carry various limitations such as unavailability of cases in the mortuary, medico-legal implication and infection. Over the years forensic pathology and science has undergone significant evolution in this digital world. Forensic imaging is a technology which can be effectively utilized for overcoming the current limitations in the undergraduate learning of forensic curriculum. Materials and methods: demonstration of forensic imaging was done using a novel technology of autopsy which has been recently introduced across the globe. Three sessions were conducted in international medical university for a total of 196 medical students. The innovative educational tool was evacuated by using quantitative questionnaire with the scoring scales between 1 to 10. Results: The mean score for acceptance of new tool was 82% and about 74% of the students recommended incorporation of the forensic imaging in the regular curriculum. 82% of students were keen on collaborative research and taking further training courses in forensic imaging. Conclusion: forensic imaging can be an effective tool and also a suitable alternative for teaching undergraduate students. This feedback also supports the fact that students favour the use of contemporary technologies in learning medicine. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=forensic%20imaging" title="forensic imaging">forensic imaging</a>, <a href="https://publications.waset.org/abstracts/search?q=forensic%20pathology" title=" forensic pathology"> forensic pathology</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20students" title=" medical students"> medical students</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20tool" title=" learning tool"> learning tool</a> </p> <a href="https://publications.waset.org/abstracts/11591/forensic-imaging-as-an-effective-learning-tool-for-teaching-forensic-pathology-to-undergraduate-medical-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11591.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">480</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6172</span> Mistakes in Translation Causing Translation Problems for Undergraduate Students in Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Benjawan%20Tipprachaban">Benjawan Tipprachaban</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to investigate mistakes in translation, particularly from Thai to English, which cause translation problems for undergraduate students in Thailand. The researcher had the non-English major students of Suratthani Rajabhat University as samples. The data were collected by having 27 non-English major students translate 50 Thai sentences into English. After the translation, lots of mistakes were found and the researcher categorized them into 3 main types which were the grammatical mistake, the usage mistake, and the spelling mistake. However, this research is currently in the process of analyzing the data and shall be completed in August. The researcher, nevertheless, predicts that, of all the mistakes, the grammatical mistake will principally be made, the usage mistake and the spelling one respectively, which will support the researcher’s hypothesizes, i.e. 1) the grammatical mistake, mainly caused by language transfer, essentially leads to considerable translation problems; 2) the usage mistake is another critical problem that causes translation problems; 3) basic knowledge in Thai to English translation of undergraduate students in Thailand is at low level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English" title="English">English</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=Thai" title=" Thai"> Thai</a>, <a href="https://publications.waset.org/abstracts/search?q=translation" title=" translation"> translation</a> </p> <a href="https://publications.waset.org/abstracts/33553/mistakes-in-translation-causing-translation-problems-for-undergraduate-students-in-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33553.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">458</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6171</span> Assessing the Self-Directed Learning Skills of the Undergraduate Nursing Students in a Medical University in Bahrain: A Quantitative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Catherine%20Mary%20Abou-Zaid">Catherine Mary Abou-Zaid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This quantitative study discusses the concerns with the self-directed learning (SDL) skills of the undergraduate nursing students in a medical university in Bahrain. The nursing undergraduate student SDL study was conducted taking all 4 years and compiling data collected from the students themselves by survey questionnaire. The aim of the study is to understand and change the attitudes of self-directed learning among the undergraduate students. The SDL of the undergraduate student nurses has been noticed to be lacking and motivation to actually perform without supervision while out-with classrooms are very low. Their use of the resources available on the virtual learning environment and also within the university is not as good as it should be for a university student at this level. They do not use them to their own advantage. They are not prepared for the transition from high school to an academic environment such as a university or college. For some students it is the first time in their academic lives that they have faced sharing a classroom with the opposite sex. For some this is a major issue and we as academics need to be aware of all issues that they come to higher education with. Design Methodology: The design methodology that was chosen was a quantitative design using convenience sampling of the students who would be asked to complete survey questionnaire. This sampling method was chosen because of the time constraint. This was completed by the undergraduate students themselves while in class. The questionnaire was analyzed by the statistical package for social sciences (SPSS), the results interpreted by the researcher and the findings published in the paper. The analyzed data will also be reported on and from this information we as educators will be able to see the student’s weaknesses regarding self-directed learning. The aims and objectives of the research will be used as recommendations for the improvement of resources for the students to improve their SDL skills. Conclusion: The results will be able to give the educators an insight to how we can change the self-directed learning techniques of the students and enable them to embrace the skills and to focus more on being self-directed in their studies rather than having to be put on to a SDL pathway from the educators themselves. This evidence will come from the analysis of the statistical data. It may even change the way in which the students are selected for the nursing programme. These recommendations will be reported to the head of school and also to the nursing faculty. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-directed%20learning" title="self-directed learning">self-directed learning</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20students" title=" undergraduate students"> undergraduate students</a>, <a href="https://publications.waset.org/abstracts/search?q=transition" title=" transition"> transition</a>, <a href="https://publications.waset.org/abstracts/search?q=statistical%20package%20for%20social%20sciences%20%28SPSS%29" title=" statistical package for social sciences (SPSS)"> statistical package for social sciences (SPSS)</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a> </p> <a href="https://publications.waset.org/abstracts/41958/assessing-the-self-directed-learning-skills-of-the-undergraduate-nursing-students-in-a-medical-university-in-bahrain-a-quantitative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41958.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">315</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6170</span> Promoting Critical Thinking in a Robotics Class</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ian%20D.%20Walker">Ian D. Walker</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper describes the creation and teaching of an undergraduate course aimed at promoting critical thinking among the students in the course. The class, Robots in Business and Society, taught at Clemson University, is open to all undergraduate students of any discipline. It is taught as part of Clemson’s online class program and is structured to promote critical thinking via a series of interactive discussion boards and assignments. Critical thinking is measured via pre- and post-testing using a benchmark standardized test. The paper will detail the class organization, and describe and discuss the results and lessons learned with respect to improvement of student critical thinking from three offerings of the class. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=robotics" title=" robotics"> robotics</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20teaching" title=" undergraduate teaching"> undergraduate teaching</a> </p> <a href="https://publications.waset.org/abstracts/73009/promoting-critical-thinking-in-a-robotics-class" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73009.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">288</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6169</span> Physical Physics: Enhancing the Learning Experience for Undergraduate Game Development Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Y.%20Kavanagh">Y. Kavanagh</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20O%27Hara"> N. O'Hara</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Palmer"> R. Palmer</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Lowe"> P. Lowe</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Rafferty"> D. Rafferty</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Physical Physics is a physics education methodology for games programfmes that integrates physical activity with movement tracking and modelling. It significantly enhances the learning experience and it is effective in illustrating how physics is core in games design and programming, while allowing students to be active participants and take ownership of the learning process. It has been successfully piloted with undergraduate students studying Games Development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=activity" title="activity">activity</a>, <a href="https://publications.waset.org/abstracts/search?q=enhanced%20learning" title=" enhanced learning"> enhanced learning</a>, <a href="https://publications.waset.org/abstracts/search?q=game%20development" title=" game development"> game development</a>, <a href="https://publications.waset.org/abstracts/search?q=physics" title=" physics"> physics</a> </p> <a href="https://publications.waset.org/abstracts/40745/physical-physics-enhancing-the-learning-experience-for-undergraduate-game-development-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40745.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">289</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6168</span> Motivation and Livelihood of Undergraduate Students Based On Sufficiency Economy Philosophy in Suan Sunandha Rajabhat University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Luedech%20Girdwichai">Luedech Girdwichai</a>, <a href="https://publications.waset.org/abstracts/search?q=Suwaree%20Yordchim"> Suwaree Yordchim</a>, <a href="https://publications.waset.org/abstracts/search?q=Phusit%20Phukamchanoad"> Phusit Phukamchanoad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research is aimed to study about motivation that students of Suan Sunandha Rajabhat University follow and happily live according to Sufficiency Economy Philosophy. Having collected 394 questionnaires, the result showed that most students had great motivation to follow this philosophy in high level, especially in terms of righteousness in profession; besides, students’determination and intention to apply this philosophy in everyday lives were so impressive though students’ families were not ready enough. Each of students, in fact, consulted families for plans of any activities without tiredness and discouragement based on the saying” Where there is a will, there is a way.” On the part of universities lives, students interacted with society and created projects that supported income to the community including exercises, sports, recreational activities, and community services. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motivation" title="motivation">motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=livelihood" title=" livelihood"> livelihood</a>, <a href="https://publications.waset.org/abstracts/search?q=sufficiency%20economy%20philosophy" title=" sufficiency economy philosophy"> sufficiency economy philosophy</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20students%20of%20Suan%20Sunandha%20Rajabhat%20University" title=" undergraduate students of Suan Sunandha Rajabhat University"> undergraduate students of Suan Sunandha Rajabhat University</a> </p> <a href="https://publications.waset.org/abstracts/19526/motivation-and-livelihood-of-undergraduate-students-based-on-sufficiency-economy-philosophy-in-suan-sunandha-rajabhat-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19526.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">448</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6167</span> Use of Simulation in Medical Education: Role and Challenges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Raneem%20Osama%20Salem">Raneem Osama Salem</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayesha%20Nuzhat"> Ayesha Nuzhat</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatimah%20Nasser%20Al%20Shehri"> Fatimah Nasser Al Shehri</a>, <a href="https://publications.waset.org/abstracts/search?q=Nasser%20Al%20Hamdan"> Nasser Al Hamdan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Recently, most medical schools around the globe are using simulation for teaching and assessing students’ clinical skills and competence. There are many obstacles that could face students and faculty when simulation sessions are introduced into undergraduate curriculum. Objective: The aim of this study is to obtain the opinion of undergraduate medical students and our faculty regarding the role of simulation in undergraduate curriculum, the simulation modalities used, and perceived barriers in implementing stimulation sessions. Methods: To address the role of simulation, modalities used, and perceived challenges to implementation of simulation sessions, a self-administered pilot tested questionnaire with 18 items using a 5 point Likert scale was distributed. Participants included undergraduate male medical students (n=125) and female students (n=70) as well as the faculty members (n=14). Result: Various learning outcomes are achieved and improved through the technology enhanced simulation sessions such as communication skills, diagnostic skills, procedural skills, self-confidence, and integration of basic and clinical sciences. The use of high fidelity simulators, simulated patients and task trainers was more desirable by our students and faculty for teaching and learning as well as an evaluation tool. According to most of the students,' institutional support in terms of resources, staff and duration of sessions was adequate. However, motivation to participate in the sessions and provision of adequate feedback by the staff was a constraint. Conclusion: The use of simulation laboratory is of great benefit to the students and a great teaching tool for the staff to ensure students learning of the various skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=simulators" title="simulators">simulators</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20students" title=" medical students"> medical students</a>, <a href="https://publications.waset.org/abstracts/search?q=skills" title=" skills"> skills</a>, <a href="https://publications.waset.org/abstracts/search?q=simulated%20patients" title=" simulated patients"> simulated patients</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a>, <a href="https://publications.waset.org/abstracts/search?q=challenges" title=" challenges"> challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=skill%20laboratory" title=" skill laboratory"> skill laboratory</a> </p> <a href="https://publications.waset.org/abstracts/6844/use-of-simulation-in-medical-education-role-and-challenges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6844.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">407</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6166</span> Prevalence and Factors Associated with Illicit Drug Use Among Undergraduate Students in the University of Lagos, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abonyi">Abonyi</a>, <a href="https://publications.waset.org/abstracts/search?q=Emmanuel%20Ebuka"> Emmanuel Ebuka</a>, <a href="https://publications.waset.org/abstracts/search?q=Amina%20Jafaru%20O."> Amina Jafaru O.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Illicit substance use among students is a phenomenon that has been widely studied, but it remains of interest due to its high prevalence and potential consequences. It is a major mental health concern among university students which may result in behavioral and academic problems, psychiatric disorders, and infectious diseases. Thus, this study was done to ascertain the prevalence and factors associated with the use of illicit drugs among these groups of people. Methods: A cross-sectional and descriptive survey was conducted among undergraduate students of the University of Lagos for the duration of three(3) months (August to October 2021). A total number of 938 undergraduate students were selected from seventeen faculties in the university. Pretested questionnaires were administered, completed, and returned. The data were analyzed using descriptive statistics and multivariate regression analysis. Results: From the data collected, it was observed that out of 938 undergraduate students of the University of Lagos that completed and returned the questionnaires, 56.3% were female and 43.7% were male. No gender differences were observed in the prevalence of use of any of the illicit substances. The result showed that the majority of the students that participated in the research were females(56.6%); it was observed that there were a total of 541 2nd-year students(57.7%) and 397 final-year students(42.3). Students between the age brackets of 20- 24 years had the highest frequency of 648(69.1%) of illicit drug use and students in none health-related disciplines. The result also showed that the majority of the students reported that they use Marijuana (31.7%), while lifetime use of LSD (6.3%), Heroin(4.8%), Cocaine (4.7%), and Ecstasy(4.5), Ketamine (3.4%). Besides, the use of alcohol was below average(44.1%). Additionally, Marijuana was among the ones that were mostly taken by students having a higher percentage and most of these respondents had experienced relationship problems with their family and intentions (50.9%). From the responses obtained, major reasons students indulge in illicit drug use were; curiosity to experiment, relief of stress after rigorous academic activities, social media influence, and peer pressure. Most Undergraduate students are in their most hyperactive stage in life, which makes them vulnerable to always want to explore practically every adventure. Hence, individual factors and social media influence are identified as major contributors to the prevalence of illicit drug use among undergraduate students at the University of Lagos, Nigeria. Conclusion: Control programs are most needed among the students. They should be comprehensive and focused on students' psycho-education about substances and their related negative consequences, plus the promotion of students' life skills, and integration into the family – and peer-based preventive interventions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=illicit%20drugs" title="illicit drugs">illicit drugs</a>, <a href="https://publications.waset.org/abstracts/search?q=addiction" title=" addiction"> addiction</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20students" title=" undergraduate students"> undergraduate students</a>, <a href="https://publications.waset.org/abstracts/search?q=prevalence" title=" prevalence"> prevalence</a>, <a href="https://publications.waset.org/abstracts/search?q=substances" title=" substances"> substances</a> </p> <a href="https://publications.waset.org/abstracts/154299/prevalence-and-factors-associated-with-illicit-drug-use-among-undergraduate-students-in-the-university-of-lagos-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154299.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">104</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6165</span> Impacts of Nomophobia on Daily Performance: Validity, Reliability and Prevalence Estimates among Undergraduate Dental Students in Bhubaneswar, India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ramesh%20Nagarajappa">Ramesh Nagarajappa</a>, <a href="https://publications.waset.org/abstracts/search?q=Upasana%20Mohapatra"> Upasana Mohapatra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Considered a modern phobia, Nomophobia (NO MObile PHOne PhoBIA) is a term that describes the irrational fear or anxiety of being unable to access one’s own mobile phone. Objectives: To develop and validate the nomophobia questionnaire, administering it to a sample of adolescents representing undergraduate dental students. To assess the prevalence of Nomophobia, determine the usage pattern of mobile phones, and evaluate the impact due to lack of access to mobile phones among undergraduate dental students. Methodology: A cross-sectional study was conducted on 302 undergraduate students at Bhubaneswar through a self-administered questionnaire via Google Forms consisting of 19 items evaluating the pattern and anxiety related to usage of mobile phones. Responses were recorded on a 5-point Likert scale. Kruskal Wallis, Mann-Whitney U, and Chi-square tests were used for statistical analysis. Results: Test-Retest reliability showed kappa of k=0.86 and Internal consistency Chronbach’s-Alpha to be α=0.82. Prevalence of nomophobia (score ≥ 58) was 32.1%, and students at risk of being nomophobic (score 39-57) was 61.9%. It was highest in males (32.6%) and amongst the interns (41.9%) and lowest (25.5%) amongst the second-year students. Participants felt nervous/insecure if their phones were away from them because of the fear that somebody might have accessed their data (3.07±1.93) and or tried to contact them (3.09±1.13), which were not statistically significant (p>0.05). Conclusions: Effect of mobile phone on dental students and the fear of not having their phones with them is increasing elaborately, that needs to be controlled, which if not achieved, would negatively hamper their academic performance and their being in the society. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=addiction" title="addiction">addiction</a>, <a href="https://publications.waset.org/abstracts/search?q=dental%20students" title=" dental students"> dental students</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20phone" title=" mobile phone"> mobile phone</a>, <a href="https://publications.waset.org/abstracts/search?q=nomophobia" title=" nomophobia"> nomophobia</a> </p> <a href="https://publications.waset.org/abstracts/143873/impacts-of-nomophobia-on-daily-performance-validity-reliability-and-prevalence-estimates-among-undergraduate-dental-students-in-bhubaneswar-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143873.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">150</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6164</span> Adopting Structured Mini Writing Retreats as a Tool for Undergraduate Researchers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Clare%20Cunningham">Clare Cunningham</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Whilst there is a strong global research base on the benefits of structured writing retreats and similar provisions, such as Shut Up and Write events, for academic staff and postgraduate researchers, very little has been published about the worth of such events for undergraduate students. This is despite the fact that, internationally, undergraduate student researchers experience similar pressures, distractions and feelings towards writing as those who are at more senior levels within the academy. This paper reports on a mixed-methods study with cohorts of third-year undergraduate students over the course of four academic years. This involved a range of research instruments adopted over the four years of the study. They include the administration of four questionnaires across three academic years, a collection of ethnographic recordings in the second year, and the collation of reflective journal entries and evaluations from all four years. The final two years of data collection took place during the period of Covid-19 restrictions when writing retreats moved to the virtual space which adds an additional dimension of interest to the analysis. The analysis involved the collation of quantitative questionnaire data to observe patterns in expressions of attitudes towards writing. Qualitative data were analysed thematically and used to corroborate and support the quantitative data when appropriate. The resulting data confirmed that one of the biggest challenges for undergraduate students mirrors those reported in the findings of studies focused on more experienced researchers. This is not surprising, especially given the number of undergraduate students who now work alongside their studies, as well as the increasing number who have caring responsibilities, but it has, as yet, been under-reported. The data showed that the groups of writing retreat participants all had very positive experiences, with accountability, a sense of community and procrastination avoidance some of the key aspects. The analysis revealed the sometimes transformative power of these events for a number of these students in terms of changing the way they viewed writing and themselves as writers. The data presented in this talk will support the proposal that retreats should much more widely be offered to undergraduate students across the world. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20writing" title="academic writing">academic writing</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduates" title=" undergraduates"> undergraduates</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20retreat" title=" writing retreat"> writing retreat</a> </p> <a href="https://publications.waset.org/abstracts/139675/adopting-structured-mini-writing-retreats-as-a-tool-for-undergraduate-researchers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139675.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">199</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6163</span> Teaching Intercultural Literary Genres in Pakistani Universities: The Undergraduate Students’ Perspective on the Poetry of Rumi and Blake</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Afshan%20Liaquat">Afshan Liaquat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Pakistan is a multicultural country, and people are divided across political and religious values. The major objective of this study is to investigate the pedagogical relevance of the poetry of Rumi and Blake for culturally diverse undergraduate classes in Pakistani universities in Lahore. The study was based on a survey research design. A closed-ended questionnaire was developed for data collection from 100 students purposively selected from two universities in Lahore. The findings of the study indicate that intercultural poetry with the theme of Love, written by poets like Rumi and Blake, needs to be taught at the undergraduate level. The study has implications for students, teachers, and genre-based syllabus designers associated with teaching English Literature in Pakistani universities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intercultural%20literature" title="intercultural literature">intercultural literature</a>, <a href="https://publications.waset.org/abstracts/search?q=globalization" title=" globalization"> globalization</a>, <a href="https://publications.waset.org/abstracts/search?q=spiritual%20love" title=" spiritual love"> spiritual love</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20of%20cross-cultural%20literature" title=" teaching of cross-cultural literature"> teaching of cross-cultural literature</a> </p> <a href="https://publications.waset.org/abstracts/184720/teaching-intercultural-literary-genres-in-pakistani-universities-the-undergraduate-students-perspective-on-the-poetry-of-rumi-and-blake" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/184720.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">51</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6162</span> Implementation of Research Papers and Industry Related Experiments by Undergraduate Students in the Field of Automation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Veena%20N.%20Hegde">Veena N. Hegde</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20R.%20Desai"> S. R. Desai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Motivating a heterogeneous group of students towards engagement in research related activities is a challenging task in engineering education. An effort is being made at the Department of Electronics and Instrumentation Engineering, where two courses are taken up on a pilot basis to kindle research interests in students at the undergraduate level. The courses, namely algorithm and system design (ASD) and automation in process control (APC), are selected for experimentation purposes. The task is being accomplished by providing scope for implementation of research papers and proposing solutions for the current industrial problems by the student teams. The course instructors have proposed an alternative assessment tool to evaluate the undergraduate students that involve activities beyond the curriculum. The method was tested for the aforementioned two courses in a particular academic year, and as per the observations, there is a considerable improvement in the number of student engagement towards research in the subsequent years of their undergraduate course. The student groups from the third-year engineering were made to read, implement the research papers, and they were also instructed to develop simulation modules for certain processes aiming towards automation. The target audience being students, were common for both the courses and the students' strength was 30. Around 50% of successful students were given the continued tasks in the subsequent two semesters, and out of 15 students who continued from sixth semesters were able to follow the research methodology well in the seventh and eighth semesters. Further, around 30% of the students out of 15 ended up carrying out project work with a research component involved and were successful in producing four conference papers. The methodology adopted is justified using a sample data set, and the outcomes are highlighted. The quantitative and qualitative results obtained through this study prove that such practices will enhance learning experiences substantially at the undergraduate level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=industrial%20problems" title="industrial problems">industrial problems</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20experiences" title=" learning experiences"> learning experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20related%20activities" title=" research related activities"> research related activities</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20engagement" title=" student engagement"> student engagement</a> </p> <a href="https://publications.waset.org/abstracts/141562/implementation-of-research-papers-and-industry-related-experiments-by-undergraduate-students-in-the-field-of-automation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141562.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">165</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6161</span> Identifying the Source of Stress and Coping Strategies of Undergraduate Occupational Therapy Students' of BHPI in Bangladesh</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Md.%20Toufiq%20Hasan">Md. Toufiq Hasan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research set out to explore the source of stress and coping strategies of undergraduate Occupational Therapy students’ of Bangladesh Health Professions Institute (BHPI) in Bangladesh. For that reason, a quantitative and prospective type survey has been conducted by the researcher with 27 student participants of BHPI Occupational Therapy department whose stress scores were ≥40 according to Zung’s self-rating depression scale. Data was collected by using Bengali and English joined questionnaire of Inventory of College Students’ Recent Life Experience and Ways of Coping Scale. The researcher followed ‘Comprehensive sampling’ procedure to study the entire group of population. From the in-depth analysis to data found some source of stress and coping strategies of the students’. Stress was found significantly more in 2nd year students rather than other years. Female students were more vulnerable for stress rather than male. The age ranges 18-20 years of students are more vulnerable for stress. The main sources of stresses are found that, a lot of responsibilities and too many things to do at once and not enough time to meet their obligation or duties. The important coping strategies are found that, they criticized or lectured their selves, tried not to burn their bridges, but leave things open somewhat and inspired to do something creative. Findings of the study highlighted the need for teachers-students interactive relationship for better academic performance. The study also discloses some important recommendations for the students and teachers. At last the findings of the study will help the Occupational Therapy students and teachers of BHPI. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=BHPI%20undergraduate%20occupational%20therapy%20students" title="BHPI undergraduate occupational therapy students">BHPI undergraduate occupational therapy students</a>, <a href="https://publications.waset.org/abstracts/search?q=stress" title=" stress"> stress</a>, <a href="https://publications.waset.org/abstracts/search?q=source%20of%20stress" title=" source of stress"> source of stress</a>, <a href="https://publications.waset.org/abstracts/search?q=coping%20strategies" title=" coping strategies"> coping strategies</a> </p> <a href="https://publications.waset.org/abstracts/47880/identifying-the-source-of-stress-and-coping-strategies-of-undergraduate-occupational-therapy-students-of-bhpi-in-bangladesh" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47880.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">330</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6160</span> Examining the Level of Career Maturity on Cultural Aspect among Undergraduate Foreign Students in A Public University in Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mustafa%20Tekke">Mustafa Tekke</a>, <a href="https://publications.waset.org/abstracts/search?q=Nurullah%20Kurt"> Nurullah Kurt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined the level of career maturity of undergraduate foreign students in a public university in Malaysia by examining on cultural aspect by using the Career Maturity Inventory. Two hundred and twenty nine (Male = 106, Female = 123) foreign students studying in various majors completed the Career Maturity Inventory and the scores of the foreign students on the CMI suggested that they had slightly higher levels than the mean level of maturity in career. Result was also supported by testing the feeling about major, consideration of changing major and planning after graduation, which indicated that foreign students had their own career decision making. However, this result should be viewed with caution within ethnic difference. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=career%20maturity" title="career maturity">career maturity</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20students" title=" foreign students"> foreign students</a>, <a href="https://publications.waset.org/abstracts/search?q=career%20decision%20making" title=" career decision making"> career decision making</a>, <a href="https://publications.waset.org/abstracts/search?q=feeling%20about%20major" title=" feeling about major"> feeling about major</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20about%20major" title=" knowledge about major"> knowledge about major</a> </p> <a href="https://publications.waset.org/abstracts/7301/examining-the-level-of-career-maturity-on-cultural-aspect-among-undergraduate-foreign-students-in-a-public-university-in-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7301.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">307</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6159</span> Assessing the Effects of Entrepreneurship Education and Moderating Variables on Venture Creation Intention of Undergraduate Students in Ghana</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Daniel%20K.%20Gameti">Daniel K. Gameti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper explored the effects of active and passive entrepreneurship education methods on the venture creation intention of undergraduate students in Ghana. The study also examined the moderating effect of gender and negative personal characteristics (risk tolerance, stress tolerance and fear of failure) on students’ venture creation intention. Deductive approach was used in collecting quantitative data from 555 business students from one public university and one private university through self-administered questionnaires. Descriptive statistic was used to determine the dominant method of entrepreneurship education used in Ghana. Further, structural equation model was used to test four hypotheses. The results of the study show that the dominant method of education used in Ghana was lectures and the least method used was field trip. The study further revealed that passive methods of education are less effective compared to active methods which were statistically significant in venture creation intention among students. There was also statistical difference between male and female students’ venture creation intention but stronger among male students and finally, the only personal characteristics that influence students’ intention was stress tolerance because risk tolerance and fear of failure were statistically insignificant. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship%20education" title="entrepreneurship education">entrepreneurship education</a>, <a href="https://publications.waset.org/abstracts/search?q=Ghana" title=" Ghana"> Ghana</a>, <a href="https://publications.waset.org/abstracts/search?q=moderating%20variables" title=" moderating variables"> moderating variables</a>, <a href="https://publications.waset.org/abstracts/search?q=venture%20creation%20intention" title=" venture creation intention"> venture creation intention</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20students" title=" undergraduate students"> undergraduate students</a> </p> <a href="https://publications.waset.org/abstracts/68889/assessing-the-effects-of-entrepreneurship-education-and-moderating-variables-on-venture-creation-intention-of-undergraduate-students-in-ghana" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68889.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">453</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6158</span> Teaching Students Collaborative Requirements Engineering: Case Study of Red:Wire</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dagmar%20Monett">Dagmar Monett</a>, <a href="https://publications.waset.org/abstracts/search?q=Sven-Erik%20Kujat"> Sven-Erik Kujat</a>, <a href="https://publications.waset.org/abstracts/search?q=Marvin%20Hartmann"> Marvin Hartmann</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses the use of a template-based approach for documenting high-quality requirements as part of course projects in an undergraduate Software Engineering course. In order to ease some of the Requirements Engineering activities that are performed when defining requirements by using the template, a new CASE tool, RED:WIRE, was first developed and later tested by students attending the course. Two questionnaires were conceived around a study that aims to analyze the new tool’s learnability as well as other obtained results concerning its usability in particular and the Requirements Engineering skills developed by the students in general. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CASE%20tool" title="CASE tool">CASE tool</a>, <a href="https://publications.waset.org/abstracts/search?q=requirements%20engineering" title=" requirements engineering"> requirements engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=SOPHIST%20template" title=" SOPHIST template"> SOPHIST template</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20course" title=" undergraduate course"> undergraduate course</a> </p> <a href="https://publications.waset.org/abstracts/41626/teaching-students-collaborative-requirements-engineering-case-study-of-redwire" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41626.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">376</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6157</span> Use of Technology to Improve Students’ Attitude in Learning Mathematics of Non- Mathematics Undergraduate Students </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asia%20Majeed">Asia Majeed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The learning of mathematics in science, engineering and social science programs can be enhanced through practical problem-solving techniques. The instructors can design their lessons with some strategies to improve students’ educational needs and accomplishments in mathematics classrooms. The use of technology in class problem solving and application sessions can enhance deep understanding of mathematics among students. As mathematician, we believe in subject specific and content-driven teaching methods. Through technology the relationship between the physical problems and the mathematical models can be analyzed. This paper is about selective use of technology in mathematics classrooms and helpful to others mathematics instructors who wishes to improve their traditional teaching techniques to improve students’ attitude in learning mathematics. These techniques corpus can be used in teaching large mathematics classes in science, technology, engineering, and social science. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitude%20in%20learning%20mathematics" title="attitude in learning mathematics">attitude in learning mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=non-mathematics%20undergraduate%20students" title=" non-mathematics undergraduate students"> non-mathematics undergraduate students</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/128879/use-of-technology-to-improve-students-attitude-in-learning-mathematics-of-non-mathematics-undergraduate-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128879.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">221</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6156</span> Families’ Entrepreneurial Background as a Moderator between Entrepreneurial Intentions and Its Antecedents among Undergraduate Students in Ethiopia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Messele%20Kumilachew%20Aga">Messele Kumilachew Aga</a>, <a href="https://publications.waset.org/abstracts/search?q=Amanpreet%20Singh"> Amanpreet Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the effect of attitude toward entrepreneurship, subjective norm, and perceived behavioral control on entrepreneurial intentions and examines the moderating role of families’ entrepreneurial background in this causal relationship. Three hundred thirty-five undergraduate students from four universities in Ethiopia filled and returned a self-administrated questionnaire which was analyzed through independent sample t-test and process macro. The result obtained indicated that there was no mean difference in entrepreneurial intentions and its antecedents between students who have families with an entrepreneurial background and not. Besides, the study shows that families’ entrepreneurial background has no moderating effect on entrepreneurial intentions due to attitude toward entrepreneurship, subjective norm, and perceived behavioral control. Hence, the study suggests no need of considering families’ entrepreneurial background in nurturing entrepreneurship for undergraduate students in Ethiopian universities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitude%20toward%20entrepreneurship" title="attitude toward entrepreneurship">attitude toward entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20intentions" title=" entrepreneurial intentions"> entrepreneurial intentions</a>, <a href="https://publications.waset.org/abstracts/search?q=families%E2%80%99%20entrepreneurial%20background" title=" families’ entrepreneurial background"> families’ entrepreneurial background</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20behavioral%20control" title=" perceived behavioral control"> perceived behavioral control</a>, <a href="https://publications.waset.org/abstracts/search?q=subjective%20norm" title=" subjective norm"> subjective norm</a> </p> <a href="https://publications.waset.org/abstracts/129116/families-entrepreneurial-background-as-a-moderator-between-entrepreneurial-intentions-and-its-antecedents-among-undergraduate-students-in-ethiopia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129116.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">172</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6155</span> The Development of Research Based Model to Enhance Critical Thinking, Cognitive Skills and Culture and Local Wisdom Knowledge of Undergraduate Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nithipattara%20Balsiri">Nithipattara Balsiri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of this research was to develop instructional model by using research-based learning enhancing critical thinking, cognitive skills, and culture and local wisdom knowledge of undergraduate students. The sample consisted of 307 undergraduate students. Critical thinking and cognitive skills test were employed for data collection. Second-order confirmatory factor analysis, t-test, and one-way analysis of variance were employed for data analysis using SPSS and LISREL programs. The major research results were as follows; 1) the instructional model by using research-based learning enhancing critical thinking, cognitive skills, and culture and local wisdom knowledge should be consists of 6 sequential steps, namely (1) the setting research problem (2) the setting research hypothesis (3) the data collection (4) the data analysis (5) the research result conclusion (6) the application for problem solving, and 2) after the treatment undergraduate students possessed a higher scores in critical thinking and cognitive skills than before treatment at the 0.05 level of significance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20skills" title=" cognitive skills"> cognitive skills</a>, <a href="https://publications.waset.org/abstracts/search?q=culture%20and%20local%20wisdom%20knowledge" title=" culture and local wisdom knowledge"> culture and local wisdom knowledge</a> </p> <a href="https://publications.waset.org/abstracts/29253/the-development-of-research-based-model-to-enhance-critical-thinking-cognitive-skills-and-culture-and-local-wisdom-knowledge-of-undergraduate-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29253.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">366</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6154</span> Academic Skills Enhancement in Secondary School Students Undertaking Tertiary Studies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Richard%20White">Richard White</a>, <a href="https://publications.waset.org/abstracts/search?q=Anne%20Drabble"> Anne Drabble</a>, <a href="https://publications.waset.org/abstracts/search?q=Maureen%20O%E2%80%99Neill"> Maureen O’Neill</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The University of the Sunshine Coast (USC) offers secondary school students in the final two years of school (Years 11 and 12, 16 – 18 years of age) an opportunity to participate in a program which provides an accelerated pathway to tertiary studies. Whilst still at secondary school, the students undertake two first year university subjects that are required subjects in USC undergraduate degree programs. The program is called Integrated Learning Pathway (ILP) and offers a range of disciplines, including business, design, drama, education, and engineering. Between 2010 and 2014, 38% of secondary students who participated in an ILP program commenced undergraduate studies at USC following completion of secondary school studies. The research reported here considers “before and after” literacy and numeracy competencies of students to determine what impact participation in the ILP program has had on their academic skills. Qualitative and quantitative data has been gathered via numeracy and literacy testing of the students, and a survey asking the students to self-evaluate their numeracy and literacy skills, and reflect on their views of these academic skills. The research will enable improved targeting of teaching strategies so that students will acquire not only course-specific learning outcomes but also collateral academic skills. This enhancement of academic skills will improve undergraduate experience and improve student retention. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20skills%20enhancement" title="academic skills enhancement">academic skills enhancement</a>, <a href="https://publications.waset.org/abstracts/search?q=accelerated%20pathways" title=" accelerated pathways"> accelerated pathways</a>, <a href="https://publications.waset.org/abstracts/search?q=improved%20teaching" title=" improved teaching"> improved teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20retention" title=" student retention"> student retention</a> </p> <a href="https://publications.waset.org/abstracts/49299/academic-skills-enhancement-in-secondary-school-students-undertaking-tertiary-studies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49299.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">308</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6153</span> Preparing Undergraduate Nursing and Midwifery Students for Culturally Competent Health Care: A Qualitative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olayide%20Ogunsiji">Olayide Ogunsiji</a>, <a href="https://publications.waset.org/abstracts/search?q=Glenda%20McDonald"> Glenda McDonald</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Engendering cultural competence in nursing and midwifery students is germane to reducing disparities in contemporary health care settings, increasingly patronized by people from diverse background. Professional standards for registration in Australia require nurses and midwives to be culturally competent. Nursing and midwifery academics worldwide are responsible for preparing students for clinical practice, yet limited attention is paid to exploring how students are being prepared to care for a culturally diverse population. This paper provides insight into the perceptions of academics about how they are preparing undergraduate nursing and midwifery students for culturally competent health care. Academics were drawn from a tertiary educational institution in metropolitan Australia. They responded to a generic email indicating their interest in participating in the study. A total of nine academics who have taught undergraduate nursing and midwifery students in a unit that focused on health and illness perspectives for culturally diverse communities; and provided written consent to participate were included. These academics were engaged in a qualitative digitally-recorded semi-structured face-to-face or telephone interviews which lasted for about 45-60 minutes. Interview data were transcribed verbatim. Through constant comparison, three themes emerged: experiences of the teachers, strategies used for preparing students and challenges in preparing students. The participants spoke about their experiences of teaching in the unit and with the students. They faced challenges related to physical and relational space. They utilised a number of didactic approaches in teaching the unit and critiqued the adequacy of the content in preparing students for practice. This study demonstrated that didactic classroom approaches need to be supported with clinical practice and cultural immersion for a meaningful preparation of nursing and midwifery students to care for culturally diverse populations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultural%20competence" title="cultural competence">cultural competence</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20students" title=" nursing students"> nursing students</a>, <a href="https://publications.waset.org/abstracts/search?q=preparation" title=" preparation"> preparation</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate" title=" undergraduate"> undergraduate</a> </p> <a href="https://publications.waset.org/abstracts/105185/preparing-undergraduate-nursing-and-midwifery-students-for-culturally-competent-health-care-a-qualitative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105185.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">155</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6152</span> Educational Sustainability: Teaching the Next Generation of Educators in Medical Simulation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thomas%20Trouton">Thomas Trouton</a>, <a href="https://publications.waset.org/abstracts/search?q=Sebastian%20Tanner"> Sebastian Tanner</a>, <a href="https://publications.waset.org/abstracts/search?q=Manvir%20Sandher"> Manvir Sandher</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of simulation in undergraduate and postgraduate medical curricula is ever-growing, is a useful addition to the traditional apprenticeship model of learning within medical education, and better prepares graduates for the team-based approach to healthcare seen in real-life clinical practice. As a learning tool, however, undergraduate medical students often have little understanding of the theory behind the use of medical simulation and have little experience in planning and delivering their own simulated teaching sessions. We designed and implemented a student-selected component (SSC) as part of the undergraduate medical curriculum at the University of Buckingham Medical School to introduce students to the concepts behind the use of medical simulation in education and allow them to plan and deliver their own simulated medical scenario to their peers. The SSC took place over a 2-week period in the 3rd year of the undergraduate course. There was a mix of lectures, seminars and interactive group work sessions, as well as hands-on experience in the simulation suite, to introduce key concepts related to medical simulation, including technical considerations in simulation, human factors, debriefing and troubleshooting scenarios. We evaluated the success of our SSC using “Net Promotor Scores” (NPS) to assess students’ confidence in planning and facilitating a simulation-based teaching session, as well as leading a debrief session. In all three domains, we showed an increase in the confidence of the students. We also showed an increase in confidence in the management of common medical emergencies as a result of the SSC. Overall, the students who chose our SSC had the opportunity to learn new skills in medical education, with a particular focus on the use of simulation-based teaching, and feedback highlighted that a number of students would take these skills forward in their own practice. We demonstrated an increase in confidence in several domains related to the use of medical simulation in education and have hopefully inspired a new generation of medical educators. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=simulation" title="simulation">simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=SSC" title=" SSC"> SSC</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20students" title=" medical students"> medical students</a> </p> <a href="https://publications.waset.org/abstracts/158944/educational-sustainability-teaching-the-next-generation-of-educators-in-medical-simulation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158944.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">122</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6151</span> An Intervention Method on Improving Teamwork Competence for Business Studies Undergraduates</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Silvia%20Franco">Silvia Franco</a>, <a href="https://publications.waset.org/abstracts/search?q=Marcos%20Sarasola"> Marcos Sarasola</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Faculty of Business Administration at the Catholic University of Uruguay is performing an important educational innovation, unique in the country. In preparing future professionals in companies, teamwork competence is very important. However, there is no often a systematic and specific training in the acquisition of this competence in undergraduate students. For this reason, we have designed and implemented an educational innovation through an intervention method to improve teamwork competence for undergraduate students of business studies. Students’ teams are integrated according to the complementary roles of Belbin; changes in teamwork competence during training period are measured with CCSAC tool; classroom methodology in the prio-border teamwork by Team-Based Learning. Methodology also integrates coaching and support team performance during the first two semesters. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=business%20students" title="business students">business students</a>, <a href="https://publications.waset.org/abstracts/search?q=teamwork" title=" teamwork"> teamwork</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=competences" title=" competences"> competences</a> </p> <a href="https://publications.waset.org/abstracts/38668/an-intervention-method-on-improving-teamwork-competence-for-business-studies-undergraduates" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38668.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">365</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6150</span> Using Podcasts as an Educational Medium to Deliver Education to Pre-Registered Mental Health Nursing Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jane%20Killough">Jane Killough</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A podcast series was developed to support learning amongst first-year undergraduate mental health nursing students. Many first-year students do not have any clinical experience and find it difficult to engage with theory, which can present as cumbersome. Further, it can be challenging to relate abstract concepts to everyday mental health practice. Mental health professionals and service users from practice were interviewed on a range of core topics that are key to year one learning. The podcasts were made available, and students could access these recordings at their convenience to fit in with busy daily routines. The aim was to enable meaningful learning by providing access to those who have lived experience and who can, in effect, bring to life the theory being taught in university and essentially bridge the theory and practice gap while fostering working relationships between practice and academics. The student experience will be evaluated using a logic model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health%20nursing%20students" title=" mental health nursing students"> mental health nursing students</a>, <a href="https://publications.waset.org/abstracts/search?q=podcast" title=" podcast"> podcast</a>, <a href="https://publications.waset.org/abstracts/search?q=practice" title=" practice"> practice</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate" title=" undergraduate"> undergraduate</a> </p> <a href="https://publications.waset.org/abstracts/163580/using-podcasts-as-an-educational-medium-to-deliver-education-to-pre-registered-mental-health-nursing-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163580.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">150</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6149</span> Assessing Undergraduate Students' Awareness and Utilization of University Mental Health Services and Programs for Depression: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Calvin%20Odhiambo">Calvin Odhiambo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Depression among young adults is a common health problem and a growing public health concern. Of the young adult population, college students are particularly vulnerable to depression as they find themselves grappling with the stress and anxiety of college life while at the same navigating the demands of separation and independence from familial ties. To deal with the resultant mental health challenges affecting this population, most colleges offer counseling services to their student population. What is not known, however, is the extent to which students are aware of or even utilize such mental health services. Our study set out to assess the level of student awareness and utilization of counseling services and programs at a southeastern public university in the United States. Data were collected through self-administered questionnaires given to a convenience sample of 508 undergraduate students voluntarily recruited from 38 classes representing five colleges. Data analysis was done using the Statistical Package of Social Sciences (SPSS) version 25. Results showed that even though a majority of students were aware of the mental health services offered by the university, an overwhelming majority of these students did not utilize any of these services or participate in any mental health programs offered by the university. Significant gender and racial differences were observed. Reasons for the lack of awareness and utilization of mental health services are explored. Recommendations are made on how to increase student awareness and utilization of mental health services, and the implications of the findings are discussed. The findings of this study help to fill an academic lacuna on this issue and provides an important basis for developing policies to help mitigate the growing problem of depression and attendant mental health problems among undergraduate students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=depression" title="depression">depression</a>, <a href="https://publications.waset.org/abstracts/search?q=counseling%20services" title=" counseling services"> counseling services</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20college%20students" title=" undergraduate college students"> undergraduate college students</a>, <a href="https://publications.waset.org/abstracts/search?q=utilization%20of%20mental%20health%20services" title=" utilization of mental health services"> utilization of mental health services</a>, <a href="https://publications.waset.org/abstracts/search?q=perceptions%20and%20awareness" title=" perceptions and awareness"> perceptions and awareness</a> </p> <a href="https://publications.waset.org/abstracts/161251/assessing-undergraduate-students-awareness-and-utilization-of-university-mental-health-services-and-programs-for-depression-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161251.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">87</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6148</span> Sport and Exercise Behavior of Students in Suan Sunandha Rajabhat University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pimporn%20Thongmuang">Pimporn Thongmuang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research is to study sport and exercise behavior of students in Suan Sunandha Rajabhat University in September of 2012. The sample group used in this research was a group of regular students in undergraduate school enrolled in faculty of science and technology. This sample group consisted of 1,858 students. The research tool used to collect result was the checklist. The data was calculated by statistical percentage. From the research, it was discovered that most students did exercise in previous month. 71.6% of students exercised by running. 61.1% of students exercised in their neighborhood. 60.4% of students exercised in order to keep fit. 60.2% of students agreed that the result from this research can be educational and inspirational for students in campus in terms of living healthily by exercise. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=exercise%20behavior" title="exercise behavior">exercise behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=sport%20behavior" title=" sport behavior"> sport behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=health" title=" health"> health</a> </p> <a href="https://publications.waset.org/abstracts/9248/sport-and-exercise-behavior-of-students-in-suan-sunandha-rajabhat-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9248.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">470</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6147</span> Pedagogy to Involve Research Process in an Undergraduate Physical Fitness Course: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Indhumathi%20Gopal">Indhumathi Gopal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Undergraduate research is well documented in Science, Technology, Engineering, and Mathematics (STEM), neurosciences, and microbiology disciplines, though it is hardly part of a physical fitness & wellness discipline. However, students need experiential learning opportunities, like internships and research assistantships, to get ahead with graduate schools and be gainfully employed. The first step towards this goal is to have students do a simple research project in a semester-long course. The value of research experiences and how to integrate research activity in a physical fitness & wellness course are discussed. The investigator looks into a mini research project, “Awareness of Obesity among College Students” and explains how to guide students through the research process, including journal search, data collection, and basic statistics. Besides, students will be introduced to the statistical package program SPSS 22.0 to assist with data evaluation. The lab component of the combined lecture-physical activity course could include the measurement of student’s weight with respect to their height to obtain body mass index (BMI). Students could categorize themselves in accordance with the World Health Organization’s guidelines. Results obtained after completing the data analysis help students be aware of their own potential health risks associated with overweight and obesity. Overweight and obesity are risk factors for hypertension, hypercholesterolemia, heart disease, stroke, diabetes, and certain types of cancer. It is hoped that this experience will get students interested in scientific studies, gain confidence, think critically, and develop problem-solving and good communication skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=physical%20fitness" title="physical fitness">physical fitness</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20research%20experience" title=" undergraduate research experience"> undergraduate research experience</a>, <a href="https://publications.waset.org/abstracts/search?q=obesity" title=" obesity"> obesity</a>, <a href="https://publications.waset.org/abstracts/search?q=BMI" title=" BMI"> BMI</a> </p> <a href="https://publications.waset.org/abstracts/171814/pedagogy-to-involve-research-process-in-an-undergraduate-physical-fitness-course-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171814.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">81</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=undergraduate%20students&page=1" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=undergraduate%20students&page=1">1</a></li> <li class="page-item active"><span class="page-link">2</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=undergraduate%20students&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=undergraduate%20students&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=undergraduate%20students&page=5">5</a></li> 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