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Formação e seleção de docentes para currículos inovadores na graduação em saúde; Faculty recruitment and development for innovative curricula in undergraduate health courses

MACHADO, José Lúcio Martins; MACHADO, Valéria Menezes; VIEIRA, Joaquim Edson
Fonte: Associação Brasileira de Educação Médica Publicador: Associação Brasileira de Educação Médica
Tipo: Artigo de Revista Científica
Português
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A expansão do número de vagas no ensino superior, especialmente na área da saúde, deu-se principalmente às custas do setor privado e sob as recomendações das Diretrizes Curriculares Nacionais. A formação de profissionais de saúde demanda um novo perfil de competências para a docência no ensino superior. O objetivo deste estudo foi avaliar os Projetos Político-Pedagógicos (PPPs) dos novos cursos de graduação na área da saúde que incorporam metodologias ativas de ensino-aprendizagem e observar a coerência entre a proposta pedagógica e a forma de recrutamento, contratação e capacitação do corpo docente. O estudo é descritivo. Foram analisados os processos de recrutamento e capacitação de professores em novos cursos da área da saúde que expressam uma concepção inovadora no período de 2000 a 2008. Foram observadas sete instituições públicas e sete particulares. Apenas dois cursos entre os 19 analisados organizam os currículos por disciplinas e não por módulos integrados. As instituições privadas realizaram o mesmo processo de recrutamento e capacitação de docentes, com a seleção ocorrendo em meio à capacitação. As públicas realizaram capacitação após a definição do concurso público, com os docentes já contratados. Este estudo propõe a necessidade de redimensionar a formação docente na universidade...

Ensino superior: percepção do docente de enfermagem quanto à formação pedagógica; Higher Education: perception of nursing faculty regarding pedagogical training

Nunes, Zigmar Borges
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 30/09/2011 Português
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Esta pesquisa teve como objetivo identificar a percepção dos docentes de Ensino Superior em Enfermagem de uma universidade privada do interior do estado de São Paulo quanto à formação pedagógica. Trata-se de um estudo descritivo, de natureza qualitativa. A participação foi espontânea, após conhecimento da proposta do estudo e consentimento por meio de assinatura do Termo de Consentimento Livre e Esclarecido. A coleta de dados foi realizada nos meses de fevereiro e março de 2011, a população foi constituída por 17 docentes, dos quais 9 eram enfermeiros e 7 eram professores oriundos de outras categorias profissionais. Os dados foram obtidos utilizando-se o grupo focal como técnica, a pesquisadora conduziu as discussões utilizando uma questão norteadora e ao finalizar o grupo os sujeitos responderam a um questionário semiestruturado cujo objetivo foi o de caracterizar o perfil sociodemográfico, identificar a formação profissional, a formação pedagógica e o grau de atualização. Os encontros foram filmados e gravados com autorização dos sujeitos, posteriormente transcritos e analisados, cujos dados constituíram-se em material de análise deste estudo. A análise de conteúdo temática foi selecionada para análise dos dados...

Capacitação pedagógica de docentes de enfermagem: desenvolvimento e avaliação de um curso a distância; Pedagogical training of teachers of nursing: Development and evaluation of a distance learning course

Heimann, Candice
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 19/04/2012 Português
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O papel estratégico da educação como alavanca do crescimento e desenvolvimento socioeconômico é hoje consenso internacional. Além da democratização do acesso ao ensino, faz-se mister garantir uma educação de qualidade, que prepare cidadãos para atuar de maneira crítica e participativa da vida social, possibilitando-lhes a entrada e a permanência em um mercado de trabalho em constante transformação. Muitas universidades e professores tem tido dificuldades em acompanhar as mudanças, o que tem provocado debates e publicações sobre educação, discutindo-se tanto a premência de reformulações nos projetos pedagógicos, quanto de formação, atuação e desenvolvimento dos que nela ensinam. Nesse sentido, a possibilidade de utilizar a tecnologia como ferramenta pedagógica se mostra como um caminho promissor, tanto na intenção de alcançar objetivos educacionais, bem como, de ir ao encontro de interesses e necessidades, de professores e de alunos, quanto da demanda do mercado. O presente estudo constitui-se de uma pesquisa aplicada de produção tecnológica, que teve como objetivos desenvolver e avaliar um curso à distância de Capacitação Pedagógica para Docentes de Enfermagem. A metodologia de desenvolvimento do curso baseou-se no modelo Addie fundamentado no Design Instrucional Contextualizado (DIC) e baseou-se nos referenciais pedagógicos de Lev Vygotsky...

Formação de professores na melhoria da prática docente: um estudo a partir do método P.E.R.A

Garcia, Clarice Aparecida Alencar
Fonte: Universidade Estadual Paulista (UNESP) Publicador: Universidade Estadual Paulista (UNESP)
Tipo: Tese de Doutorado Formato: 216 f. : il. (algumas color.)
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES); Pós-graduação em Educação Escolar - FCLAR; O presente trabalho é uma pesquisa-ação que estudou o potencial formativo do método aqui denominado de P.E.R.A. (percepção, expressão, reflexão, ação). Essa pesquisa tem por objetivos: verificar o impacto desta prática formativa na prática docente através da percepção da tarefa do educador, da relação professor-aluno, das estratégias de trabalho e apontar algumas pistas para um trabalho formativo preocupado com a constituição da inteireza dos educadores. Trata-se de um estudo pautado em práticas holísticas que, aos poucos, vem tentando ganhar espaço nas discussões acadêmicas. Esse método foi utilizado em formato de curso durante um semestre letivo na capacitação de professores na cidade de Lençóis Paulista, interior de São Paulo. O método é composto de quatro momentos diferentes, sendo o primeiro voltado à percepção, o seguinte para a expressão, outro para a reflexão e o último para a ação. O curso teve a duração de 30 horas e aconteceu uma vez por semana. Os dados da pesquisa foram levantados por meio de observações durante o curso e por questionários e entrevistas. Eles revelaram que as capacitações usuais oferecidas aos professores não haviam contemplado as necessidades de formação pessoal do professor...

Teaching-learning process in times of the Unified Health System (SUS): training of faculty and dental surgeons in Brazil

Diógenes,Vivianne Coelho Noronha; Souza,Georgia Costa de Araújo; Emiliano,Gustavo Barbalho Guedes; Lima Júnior,José Ferreira; Suliano,André Alencar
Fonte: Pontifícia Universidade Católica do Rio Grande do Sul Publicador: Pontifícia Universidade Católica do Rio Grande do Sul
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2010 Português
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With the aim of contributing to the current curricular transformation of Brazilian Dentistry courses, this study describes the training of dental surgeons considering the needs of the public Unified Health System (SUS - Sistema Único de Saúde). We focus on the health care model currently in force and emphasize the idea that so as to attain the principles of this model, a shift in the training of instructors who lecture in Dentistry should occur. Some aspects of the training of such instructors, together with the implementation of the National Curricular Guidelines in Dentistry courses, are discussed, and the professional profiles of graduates from Brazilian dental schools are analyzed. We conclude our work by considering some elements that should be observed in order to improve the training process so that it will lead to the training of dental surgeons able to act within a new perspective, that of health promotion.

Creative Solution for Implementation of Experiential, Competency-Based Palliative Care Training for Internal Medicine Residents

Ross, Douglas D.; Shpritz, Deborah W.; Wolfsthal, Susan D.; Zimrin, Ann B.; Keay, Timothy J.; Fang, Hong-Bin; Schuetz, Carl A.; Stapleton, Laura M.; Weissman, David E.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /09/2011 Português
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To graduate internal medicine residents with basic competency in palliative care, we employ a two-pronged strategy targeted at both residents and attending physicians as learners. The first prong provides a knowledge foundation using web-based learning programs designed specifically for residents and clinical faculty members. The second prong is assessment of resident competency in key palliative care domains by faculty members using direct observation during clinical rotations. The faculty training program contains Competency Assessment Tools addressing 19 topics distributed amongst four broad palliative care domains designed to assist faculty members in making the clinical competency assessments. Residents are required to complete their web-based training by the end of their internship year; they must demonstrate competency in one skill from each of the four broad palliative care domains prior to graduation. Resident and faculty evaluation of the training programs is favorable. Outcome-based measures are planned to evaluate long-term program effectiveness.

Retention of Underrepresented Minority Faculty: Strategic Initiatives for Institutional Value Proposition Based on Perspectives from a Range of Academic Institutions

Whittaker, Joseph A.; Montgomery, Beronda L.; Martinez Acosta, Veronica G.
Fonte: Faculty for Undergraduate Neuroscience Publicador: Faculty for Undergraduate Neuroscience
Tipo: Artigo de Revista Científica
Publicado em 07/07/2015 Português
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The student and faculty make-up of academic institutions does not represent national demographics. Racial and ethnic minorities are disproportionately underrepresented nationally, and particularly at predominantly white institutions (PWIs). Although significant efforts and funding have been committed to increasing points of access or recruitment of under-represented minority (URM) students and faculty at PWIs, these individuals have not been recruited and retained at rates that reflect their national proportions. Underrepresentation of URMs is particularly prevalent in Science, Technology, Engineering, and Mathematics (STEM) disciplines. This reality represents a national crisis given a predicted shortage of workers in STEM disciplines based on current rates of training of all individuals, majority and URM, and the intersection of this limitation with persistent challenges in the recruitment, training, retention and advancement of URMs who will soon represent the largest pool of future trainees. An additional compounding factor is the increasingly disproportionate underrepresentation of minorities at higher professorial and administrative ranks, thus limiting the pool of potential mentors who are correlated with successful shepherding of URM students through STEM training and development. We address issues related to improving recruitment and retention of URM faculty that are applicable across a range of academic institutions. We describe challenges with recruitment and retention of URM faculty and their advancement through promotion in the faculty ranks and into leadership positions. We offer specific recommendations...

O est??gio na forma????o de professores presencial e a dist??ncia: a experi??ncia do curso de Matem??tica da UFPel; The training in teacher education and distance learning: the experience of mathematics course from UFPel.

FELDKERCHER, Nadiane
Fonte: Universidade Federal de Pelotas; Educa????o; Programa de P??s-Gradua????o em Educa????o; UFPel; BR Publicador: Universidade Federal de Pelotas; Educa????o; Programa de P??s-Gradua????o em Educa????o; UFPel; BR
Tipo: Dissertação Formato: application/pdf
Português
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The supervised training is an obligatory curriculum element in initial teacher education courses that aims above all, the development of teaching and the approach to the teaching profession, with education professionals and their diverse practices. The training also requires educational relations or job orientation and also between trainee teacher and mentor teacher. The idealizations and legal guidance that has been designed on teacher education training are usually based on the actual courses, and the training of distance education courses lie still in the dark. Thus, this study aimed to investigate how training are developed in graduate courses in mathematics distance and presence courses in the Federal University of Pelotas (Pelotas University) from the perspective of faculty advisers, coordinators and trainee students from centers, and to investigate how is the orientation of these training and what are the similarities and differences between the training of these two courses. This is a qualitative study that used interviews as an instrument of data collection with the faculty advisers training, trainee and center coordinators tied to Courses in Mathematics Classroom and Distance courses from UFPel. Among the key findings it includes: the training of the curriculum organization is identical in the two courses...

Librarian and Faculty Partnerships: Teaching, Technology and Triumphs

Durando, Paola; Griffith, Gillian; Halliday, Sandra; Maranda, Suzanne; Ross-White, Amanda; Smithers, Anne; Thomas, Matthew; Wickett, Sarah
Fonte: Quens University Publicador: Quens University
Tipo: Outros Formato: 3104376 bytes; application/pdf
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The primary goal of librarian and faculty partnerships in Bracken Health Sciences Library, Queen’s University, is to provide information literacy training to health care practitioners beginning in their student years and continuing into their professional careers. Such partnerships have had a long history and have produced numerous triumphs. Since 1991 information literacy courses have been integrated into the medicine, nursing, rehabilitation therapy and life sciences curricula so that students can learn to embrace life-long, self-directed learning, navigate and access multiple layers of information, and meet discipline-specific competencies. Of course, undergraduate and graduate students are not the only focus of Bracken Library’s information literacy program. Courses are also developed and delivered to faculty (e.g. via “House Calls”, and recognized Continuing Medical Education courses). These courses are invaluable as health care professionals must promote a learning culture and maintain their own information literacy competencies for evidence based practice. Librarians and faculty collaborate on curriculum committees to ensure the seamless integration of knowledge and to produce positive learning outcomes. The Health Sciences Faculty’s “Technology Learning Community” is an innovative...

The Self-Perceived Effects on Faculty that Result From the Experience of Serving in a Residential College

Arneson, Eric E
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
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The purpose of this phenomenological study was to examine the effects that faculty who live in residence with college students perceive result from their experience. This study examined the perspectives from current and recent residential faculty members. Data were gathered through individual structured interviews with current and former residential faculty who gave firsthand accounts of how they felt that experience impacted them. Literature consistently showed that faculty-student interaction is very important to the development and success of students (Astin, 1993). Research has clearly demonstrated positive outcomes that result for students. The present study was undertaken because there is a dearth of research, however, regarding this impact on the faculty members themselves. Given the importance of faculty-student interaction outside of the classroom (Lundberg, 2004), it is crucial to recruit faculty for these communities. Thus, more information regarding this experience will be valuable to faculty and administrators considering working with residential colleges. The study was conducted at a mid-sized private university in the Southeastern United States. The reason for this choice was the fact that this school has a 25-year history as a residential college system and utilizes 12-15 residential faculty members yearly. The researcher conducted interviews with 13 faculty members and coded and analyzed the data. The study findings indicated that the faculty perceived great benefits from serving as residential college faculty members. Perceived benefits as described by the participants included increased skill in teaching...

Collective Bargaining And Faculty Unionization: An Administrative Perspective

Quinn, Colleen M.
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
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The purpose of this qualitative case study was to gain insight into the perspectives of experienced higher education administrators regarding faculty unionization, the collective bargaining process, and the interpersonal relationships between higher education faculty members and administrators. The primary method of data collection was semi-structured face to face interviews with nine administrators from two community colleges and two universities in the south Florida area. All of the study participants worked with unionized faculty members and had direct experience participating in bargaining negotiations. Upon the completion of each interview, the researcher listened to the taped audio recording of the interview several times and then transcribed all of the information from the audiotape into a Word file. Data collection and analysis for each participant were performed concurrently. Using a modified concept mapping approach, the research questions were written on large yellow sticky notes and placed in the middle of a wall in the researcher’s home with nine descriptive categorical themes written on smaller sticky notes placed around the study questions. The highlighted quotes and key phrases were cut from each transcript and placed under each of the descriptive categories. Over the course of a few months repeatedly reviewing the research questions that guided this study...

Necesidades formativas del profesorado universitario en infografía y multimedia; Computer graphics and multimedia training needs of university teaching staff

Muñoz Carril, Pablo César; Fuentes Abeledo, Eduardo José; González Sanmamed, Mercedes
Fonte: Universidade de Múrcia Publicador: Universidade de Múrcia
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
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En la educación superior se constata un renovado interés por el diseño, producción y utilización de recursos multimedia. Pero su complejidad en aspectos técnicos, gráficos o pedagógicos, puede resultar problemática y desanimar a los docentes interesados en crear materiales multimedia. Con el propósito de conocer las necesidades formativas del profesorado universitario en materia de infografía y multimedia y, de este modo, poder orientar el diseño de actividades formativas para mejorar la capacitación docente, se desarrolló un estudio ex post facto en el que participaron un total de 166 docentes universitarios de diferentes ámbitos de conocimiento. El instrumento de recogida de datos utilizado fue un cuestionario on-line.Los resultados obtenidos evidenciaron que las mayores necesidades formativas se sitúan en el "diseño y desarrollo web", el "tratamiento de imágenes" y la "edición digital de vídeo y audio".; There is a renewed interest in design, production and the use of multimedia in Higher Education. Yet, its complexity as a technical and educational tool discourages teachers interested in developing multimedia materials. We developed an ex-post-facto study in order to find out and meet the training needs of university teachers in the field of computer graphics and multimedia...

Open Access and DSpace@ScienceUofK IR Training Week at the Faculty of Science, University of Khartoum (July 24-30, 2011): a report

Baleela, Rania; Castro Martín, Pablo de
Fonte: Universidade Carlos III de Madrid Publicador: Universidade Carlos III de Madrid
Tipo: info:eu-repo/semantics/acceptedVersion; info:eu-repo/semantics/report Formato: application/pdf
Publicado em 15/08/2011 Português
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Along the week from Jul 24th to 30th, a series of training courses and dissemination activities on Open Access and the DSpace@ScienceUofK pilot Institutional Repository (IR) were held at the University of Khartoum (U of K) in the framework of the eIFL.net-funded OASCIR Project (Open Access Scientific Institutional Repository). OASCIR is a 10-month project aiming to promote awareness of Open Access-related issues among the U of K researchers and librarians. OASCIR started in March 2011 with the objective of setting up a DSpace-based pilot Institutional Repository (IR) for the Faculty of Science in the first place, then carrying out an Open Access advocacy campaign once the IR was running. Once the DSpace@ScienceUofK repository was released for the University of Khartoum IP address range on July 4th, two training courses on Open Access and the IR management were scheduled for the end of July, the first one mainly oriented to U of K librarians to be held on Jul 24-25th at the Electronic Library Computer Lab and the second, more researcher-focused one, to be carried out on Jul 27-28th at the Faculty of Science Old Lecture Theatre (OLT).; eIFL.net, Carlos III University Madrid; 7 pages, 5 photos

A distance education case study: A comparison of instructional delivery methods practiced by higher education faculty and emerging standards

Tate-Blake, Carmeta Agatha Edwards
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
Português
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The purpose of this research was to compare the delivery methods as practiced by higher education faculty teaching distance courses with recommended or emerging standard instructional delivery methods for distance education. Previous research shows that traditional-type instructional strategies have been used in distance education and that there has been no training to distance teach. Secondary data, however, appear to suggest emerging practices which could be pooled toward the development of standards. This is a qualitative study based on the constant comparative analysis approach of grounded theory.^ Participants (N = 5) of this study were full-time faculty teaching distance education courses. The observation method used was unobtrusive content analysis of videotaped instruction. Triangulation of data was accomplished through one-on-one in-depth interviews and from literature review. Due to the addition of non-media content being analyzed, a special time-sampling technique was designed by the researcher--influenced by content analyst theories of media-related data--to sample portions of the videotape instruction that were observed and counted. A standardized interview guide was used to collect data from in-depth interviews. Coding was done based on categories drawn from review of literature...

Aerobic exercise training induces metabolic benefits in rats with metabolic syndrome independent of dietary changes

Caponi, Paula Wesendonck; Lehnen, Alexandre Machado; Pinto, Graziela Hünning; Borges, Júlia; Markoski, Melissa; Machado, Ubiratan Fabres; Schaan, Beatriz D'Agord
Fonte: Hospital das Clínicas, Faculty of Medicine, University of São Paulo; São Paulo Publicador: Hospital das Clínicas, Faculty of Medicine, University of São Paulo; São Paulo
Tipo: Artigo de Revista Científica
Português
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OBJECTIVES: We evaluated the effects of aerobic exercise training without dietary changes on cardiovascular and metabolic variables and on the expression of glucose transporter Type 4 in rats with metabolic syndrome. METHODS: Twenty male spontaneously hypertensive rats received monosodium glutamate during the neonatal period. The animals were allocated to the following groups: MS (sedentary metabolic syndrome), MS-T (trained on a treadmill for 1 hour/day, 5 days/week for 10 weeks), H (sedentary spontaneously hypertensive rats) and H-T (trained spontaneously hypertensive rats). The Lee index, blood pressure (tail-cuff system), insulin sensitivity (insulin tolerance test) and functional capacity were evaluated before and after 10 weeks of training. Glucose transporter Type 4 expression was analyzed using Western blotting. The data were compared using analysis of variance (ANOVA) (p<0.05). RESULTS: At baseline, the MS rats exhibited lower insulin sensitivity and increased Lee index compared with the H rats. Training decreased the body weight and Lee index of the MS rats (MS-T vs. MS), but not of the H rats (H-T vs. H). There were no differences in food intake between the groups. At the end of the experiments, the systolic blood pressure was lower in the two trained groups than in their sedentary controls. Whole-body insulin sensitivity increased in the trained groups. Glucose transporter Type 4 content increased in the heart...

Faculty-librarian partnership: a practical approach at Faculty of Pharmacy – University of Lisbon

Lopes, Sílvia
Fonte: Universidade de Lisboa Publicador: Universidade de Lisboa
Tipo: Conferência ou Objeto de Conferência
Publicado em //2011 Português
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University libraries have played a key role in scientific research as well as in the support of education-related activities. Their main goal is to provide its users with immediate access to relevant information through updated information sources. Science evolves rapidly and so the daily information needs on health matters are large and require rapid access to the sources. As services to support research, Libraries should create and develop mechanisms that answer positively to these issues. These services should look at users as customers seeking a service - information - and for whom all the efforts will be made to respond at all information needs. So, it's necessary to adjust their services to new needs and kinds of users, more dependent on the use of information technology but not always prepared for the overwhelming information that is discovered on the Web. However, Librarians face a constant struggle to convince students and faculty that information skills are important and needed by all. The argument is that everything is available on the Web. If, with the advances in technology and the increased technology skills of undergraduates, it is easy to find "something" to answer most any question and students can apparently find answers to simple information needs...

Developing an example-based faculty training course

Vignare, Karen; Trippe, Anthony
Fonte: The Eighth Sloan-C International Conference on Asynchronous Learning Networks (ALN): The Power of Online Learning: The Faculty Experience. Publicador: The Eighth Sloan-C International Conference on Asynchronous Learning Networks (ALN): The Power of Online Learning: The Faculty Experience.
Tipo: Relatório Formato: 77422 bytes; application/pdf
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Developing an example-based faculty training course Karen K. Vignare Anthony P. Trippe Rochester Institute of Technology Abstract In an effort to attract and retain students, higher education distance learning organizations are coming to realize the importance of faculty training and support. Research has shown that one of the factors highly correlated to student retention in the online environment is faculty performance. (1) It is generally accepted that there is also a connection between student satisfaction with faculty performance and student learning. (2) (3) Student satisfaction rises when students are challenged by the faculty and interested in the material. The presence of knowledgeable, experienced, personable, confident and most importantly well-trained faculty creates a classroom environment which produces student interaction and ultimately leads to a high level of student satisfaction with the entire learning experience. This paper/presentation describes lessons learned in the development of a faculty training course intended for faculty who plan to present their first online course. The course detailed in this paper is based upon the principle of placing the new faculty member in the role of a student. Typical students are motivated and they are adults. We tell students...

Developing an example-based faculty training course

Trippe, Anthony; Vignare, Karen
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Conferência ou Objeto de Conferência Formato: 274338 bytes; application/pdf
Português
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The course detailed in this presentation is based upon the principle of placing the new faculty member in the role of a student. Typical students are motivated and they are adults. We tell students, up-front, the course is completely asynchronous and that they must be prepared to logon and participate in course activities five out of seven days every week (this simulates how they should manage their own future classrooms). Active participation counts for 30 to 40% of the credit earned for successful course completion.

Effect of exercise order on the resistance training performance during a circuit training session; Efeito da ordem dos exercícios sobre o desempenho durante uma sessão de treinamento resistido no método circuito

Pirauá, André Luiz Torres; University of Pernambuco. Asces Faculty; Beltrão, Natália Barros; University of Pernambuco. Federal Rural University of Pernambuco; Lima Júnior, Dalton Roberto Alves Araújo de; University of Pernambuco.; Queiroz, Gregório
Fonte: Universidade Federal de Santa Catarina. Florianópolis, SC. Brasil Publicador: Universidade Federal de Santa Catarina. Florianópolis, SC. Brasil
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; "Avaliado por Pares",; Original paper; Avaliado por Pares; Artigos Originais Formato: application/pdf
Publicado em 28/03/2014 Português
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DOI: http://dx.doi.org/10.5007/1980-0037.2014v16n3p325 The aim of this study was to compare total work volume, number of repeti-tions and rate of perceived effort performed in two different sequences of circuit training sessions. Eleven recreationally trained men (24.0 ± 4.8 years, 76.1 ± 8.5 kg, 1.75 ± 0.06 m) performed two different sequences of circuit training sessions. All sessions consisted of eight stations (exercises) of three sets in circuit, performed to volitional fatigue, alternating upper and lower body exercises, with 1-minute rest interval between exercises. Sequence A began with multiple joint exercises and progressed to single joint exercises, whereas sequence B was performed with the opposite exercise order. Number of repetitions and rating of perceived exertion (RPE) were compared by repeated measures multivariate analysis of variance (repeated measures MANOVA). Total work volume (TWV) was compared by paired t-test. There were no differences between exercise order for TWV (p=0.47) and RPE of all exercises (p>0.05). For both sequences, number of repetitions was greater when exercise was performed first (p<0.05). These results indicate that during a circuit training session, exercises order influenced the number of repetition...

Continuing theological training at the University of Pretoria

Nel,Malan
Fonte: Verbum et Ecclesia Publicador: Verbum et Ecclesia
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2009 Português
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Around the world, most professional people are requested and expected to participate in continuing training, which is often referred to as 'continuing professional development'. Many denominations expect their pastors and other clergy to participate in such training. The Dutch Reformed Church has an official policy, in terms of which it expects such continuing theological training and ministry development of its ordained pastors. The introduction to this article offers some insight into the rationale behind such an expectation. After describing the history and programme of one of the first centres that offers such training, the history and programme of the ecumenical Centre for Contextual Ministry, Faculty of Theology at the University of Pretoria is described.