Abstract—The annual graduation design in universities is the
final cultivation process of the comprehensive professional
competencies for undergraduates before they end their college
career, and is also an important component in the tasks of
undergraduate education. Teaching effect of graduation design
on one hand depends on the foundation and application ability
of professional knowledge of each student, and also depends on
the psychological identity on advisor and the topic chosen from
the student point of view on the other hand. In this paper,
undergraduates who have all finished their graduation design in
Department of Electronic and Information Engineering in
Independent College T from the year 2017 to 2019 have been set
as study objects, by deeply investigating students’ attitudes
toward advisors and topics chosen from questionnaire survey,
and by analyzing the grade point averages (GPA) of students,
the relationship between psychological identity on advisor as
well as topic chosen and the teaching effect of graduation design
for each student has been found out, and related reform
strategies on teaching methods has been discussed.
Index Terms—Undergraduates, graduation design, psychological identity, teaching effect analysis, reform strategies.
The authors are with the Department of Electronic and Information Engineering, Tongji Zhejiang College, Jiaxing 314051, Zhejiang, China (e-mail: firstname.lastname@example.org, email@example.com, firstname.lastname@example.org).
Cite: Wei Nai, Lanfei Ma, and Yidan Xing, "Teaching Effect and Reform Strategies on Graduation Design for Undergraduates in Information Related Majors in Independent College Based on Psychological Identity," International Journal of Information and Education Technology vol. 11, no. 1, pp. 35-40, 2021.Copyright © 2021 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).