scholarly journals Combining Management, Education and Participation for the Transformation of Universities towards Sustainability: The Trébol Programme

2021 ◽  
Vol 13 (11) ◽  
pp. 5959
Author(s):  
Antonio Gomera ◽  
Ana de Toro ◽  
José Emilio Aguilar ◽  
Clara Guijarro ◽  
Miguel Antúnez ◽  
...  
Keyword(s):  
Environmental Sustainability ◽  
Good Practice ◽  
Environmental Behaviour ◽  
University Environment ◽  
Environmental Commitment ◽  
Whole Process ◽  
Wide Range ◽  
The University ◽  
Academic Year ◽  
And Training

This article presents the design and development of the ‘Trébol (Clover) Programme’, a tool which allows us to improve environmental sustainability in the university environment by reinforcing the education, awareness, and training of its members. The system for certifying ‘good practice’ is divided into four progressive levels, and a certificate is awarded in order to demonstrate the environmental commitment acquired to third parties. The aim of the whole process is to create a practical forum for participation, communication, motivation and competence, which is necessary to foster effective pro-environmental behaviour. The study took place at the University of Córdoba (Spain), and, since it began in the 2013/2014 academic year, over 50 groups a wide range of areas have taken part, making a total of nearly 600 participants. The results show that the Trébol Programme enables environmental commitment to be put into practice, through continuous, systematised, participative and well-organised improvements in environmental performance. Its potential as an educational resource for environmental improvement should also be noted, by boosting environmental awareness and establishing new norms. It fits in well with the principles and areas of action of Education for Sustainable Development, and can be applied to universities and other settings to bring about a shift towards sustainability in the fields of teaching, research and management.

scholarly journals Health inequalities within professional health education at the University of Malta

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
C Copperstone ◽  
M Bonello
Keyword(s):  
Public Health ◽  
Health Professional ◽  
Health Inequalities ◽  
Health Professionals ◽  
Professional Training ◽  
Mesh Terms ◽  
Wide Range ◽  
Professional Health ◽  
The University ◽  
And Training

Abstract Background Addressing health inequalities is a crucial public health issue. It is thus imperative that health professionals are equipped with explicit competences to recognise and address health inequalities. Methods This is a multi-phase mixed-methods study exploring health inequalities and training within professional health curricula at the University of Malta. Phase One consists of a scoping study which explores whether and how health inequalities feature within the health professions' undergraduate curricula. This involved a systematic search of undergraduate health professional curricula, including competency profiles in each programme of study, using information available in the public domain. Academic year reviewed was 2019-2020. To ensure harmonisation, the two independent reviewers used the following search strategy: a) using a keyword descriptive approach (MeSH terms divided into two levels: direct, level one, and more general keywords, level two) and b) a more subjective approach to assess wider topic elements. Results Preliminary results emanating from mapping of 19 different programmes of study will be presented. A wide range of occurrences, from zero occurrences in some programmes to a maximum of one occurrence for level one and 12 for level two keywords in other programmes, was observed. Conclusions There is a wide disparity between the awareness of and training of inequalities across different professional training programmes. This provides the groundwork for Phase Two of this research during which public health stakeholders' attitudes and perceptions on health professional training and current practices will be explored. Findings from this study will provide the evidence and the impetus for possible interdisciplinary modules and/or continuous professional development programmes in health inequalities. Key messages The need for developing short courses/reviewing health curricula to incorporate health inequalities is encouraged. Public health professionals have a responsibility to address health inequalities in their professional practice.

scholarly journals A implementação de ações sustentáveis baseadas na Agenda Ambiental na Administração Pública (A3P): uma experiência extensionista no ambiente universitário

2019 ◽  
Vol 12 (5) ◽  
pp. 1913
Author(s):  
Henrique Elias Pessoa Gutierres ◽  
Iran Araújo Cabral ◽  
Rafaella Rodrigues da Silva
Keyword(s):  
Environmental Management ◽  
Public Administration ◽  
Environmental Awareness ◽  
Federal State ◽  
University Environment ◽  
Fluorescent Lamps ◽  
Awareness Raising ◽  
The University ◽  
And Training ◽  
Consumption Waste

A Agenda Ambiental na Administração Pública (A3P) surge com o propósito de estimular a inserção de práticas sustentáveis nos órgãos públicos das três esferas de governo (Federal, Estadual e Municipal) e nos três poderes da república (Executivo, Legislativo e Judiciário). O artigo aborda a implementação de ações sustentáveis, a partir das diretrizes estabelecidas pela A3P, no tocante ao consumo de energia elétrica, água, gestão de resíduos (papel, plástico, pilhas, baterias, lâmpadas fluorescentes e óleo de cozinha), comunicação, ações de conscientização e capacitação, em três setores da Universidade Federal da Paraíba. Os resultados obtidos demonstram que ações pontuais e em menor escala podem ser bastante eficazes na promoção de uma consciência ambiental no cotidiano da administração pública brasileira.  The implementation of sustainable actions based on the Environmental Agenda in Public Administration (A3P): an extensionist experience in the university environment A B S T R A C TThe Environmental Agenda in Public Administration (A3P) was created with the purpose of stimulating the insertion of sustainable practices in public bodies of the three spheres of government (Federal, State and Municipal) and in the three branches of government (Executive, Legislative and Judiciary). The text addresses an example of public environmental management through the implementation of sustainable actions, based on the guidelines established by A3P, regarding the consumption of electricity, water consumption, waste management (paper, plastic, batteries, fluorescent lamps and cooking oil), communication, awareness raising and training actions, in three sectors of the Federal University of Paraíba. The results show that timely actions and to a lesser extent can be quite effective in promoting an environmental awareness in the daily life of the Brazilian public administration.Keywords: Public environmental management, sustainable actions, environmental awareness.

OUTLIERS OF ACTION RESEARCH – THE IDENTITY CONSTRUCT OF FUTURE TEACHERS

2019 ◽  
Vol 1 ◽  
pp. 290
Author(s):  
Jiří Kropáč ◽  
Štefan Chudý
Keyword(s):  
Action Research ◽  
Identity Construction ◽  
Teaching And Learning ◽  
Good Practice ◽  
Teaching Profession ◽  
Point Of View ◽  
Future Teachers ◽  
Educational Preparation ◽  
University Environment ◽  
The University

Queries, activities and those sufficient solutions of teaching and learning situations are daily bread of the teaching profession. Thus, in learning of future teachers exist possibilities how to influence the progress of the teachers’ identity construction with self-creative and critical tools which are connected to the complexity of the personality. However, action research helps to deeply understand techniques which are behind the line of the traditional point of view and helps to understand the situations from the pragmatic way of natural learning in the process of preparation at the university. The research aim is focused on the support of integration of the action research as a tool for the teachers’ preparation in the good practice of the university environment. Mixed research methods are based on the narrative corpus which consists of the coded interviews and specific tasks connected to the educational preparation. Results reflect the current various ways of developing future teachers and their impact on future teachers‘ identities.  

Music in the National Curriculum: The First Year

1994 ◽  
Vol 11 (3) ◽  
pp. 191-196 ◽  
Author(s):  
Janet Mills
Keyword(s):  
Secondary Schools ◽  
Primary Schools ◽  
National Curriculum ◽  
Good Practice ◽  
First Year ◽  
Music Teaching ◽  
Music Lessons ◽  
Wide Range ◽  
Academic Year

During the academic year 1992–93 HM Inspectors of Schools (HMI) inspected 1208 class music lessons in maintained schools in England. These included almost 400 lessons attended by pupils in their first, third or seventh year of statutory schooling, that is pupils to whom the National Curriculum applies. HMI found a wide range in the quality of the practice in both primary and secondary schools. However, the proportion of lessons which HMI judged to be satisfactory or better in at least one of three important dimensions was substantially higher in primary schools. Primary class teachers often under-rated the quality of their music teaching. Some principles for developing good practice were identified.

scholarly journals PEDAGOGICAL EDUCATION FOR FUTURE UNIVERSITY TEACHERS: DETERMINANTS OF EFFECTIVE IMPLEMENTATION

2020 ◽  
pp. 60-66
Author(s):  
O. K. Logvinova ◽  
V. K Vittenbek ◽  
G. P Ivanova
Keyword(s):  
Higher Education ◽  
Empirical Investigation ◽  
Group Method ◽  
University Environment ◽  
University Teachers ◽  
Effective Implementation ◽  
Wide Range ◽  
Higher Education Pedagogy ◽  
The University ◽  
Focus Group Method

The study is aimed at identifying and analyzing the determinants of effective pedagogical education for future university teachers. Research interest in this issue stems from world wide dramatic changes in higher education caused by interdependent processes of globalization, massification and digitalization, which in turn foregrounds the problem of effective teaching in a more diverse and complex university environment. The research is based on both theoretical analysis and comparison of modern approaches to the problem under study, generalization of pedagogical experience and empirical investigation. The authors focused on students’ expectations and perceptions regarding real and ideal university teachers. Data collection involved the qualitative approach with the use of focus group method as well as focused interviews. The findings obtained helped to substantiate key determinants of effective pedagogical education for future university teachers, namely an opportune content and teaching methods updating, relevant forms of training, consideration of students’ expectations. The results of the research are of interest to a wide range of experts in the field of higher education and can be applied within the courses of “Pedagogy of Higher Education”, “Pedagogy and Psychology of Higher Education”, “Methods of Teaching at the University”, etc.

scholarly journals Analysis of Courses and Teacher Training Programs on Playful Methodology in Andalusia (Spain)

2020 ◽  
Vol 10 (4) ◽  
pp. 105 ◽  
Author(s):  
Lina Higueras-Rodríguez ◽  
Marta Medina-García ◽  
Enriqueta Molina-Ruiz
Keyword(s):  
Teacher Training ◽  
Training Programs ◽  
Descriptive Analysis ◽  
Ministry Of Education ◽  
University Environment ◽  
Primary Teaching ◽  
Teacher Training Programs ◽  
Training Resources ◽  
The University ◽  
And Training

In this study we analyzed the primary teaching and training experiences that observe play as a didactic resource to facilitate learning, highlighting fundamental elements and characteristics. A descriptive analysis of the different programs and contents with respect to playful methodology proposed by the Ministry of Education of Andalusian Government (Spain) is presented. The purpose of this type of descriptive idiographic research is to define, classify, catalogue, or characterize the experiences of innovation and projects on ludic methodology. The results show a total of 217 experiences and programs that deal with the use of playful methodology in the classroom. The results conclude that there are training resources interested and involved in the training of teachers in relation to play as a didactic resource. This type of training is carried out outside the university environment and has the characteristics of permanent training.

Proceedings of the 14th annual RiboWest conference: perspectives and outcome

2020 ◽  
Vol 98 (1) ◽  
pp. vii-ix
Author(s):  
Nehal Thakor ◽  
Ute Kothe ◽  
Hans-Joachim Wieden ◽  
Trushar R. Patel
Keyword(s):  
Cell Biology ◽  
Western Canada ◽  
Therapeutic Tool ◽  
Wide Range ◽  
The University ◽  
Postdoctoral Researchers ◽  
Oral Presentations ◽  
And Training ◽  
Training Institute

The RiboWest Conference brings together RNA researchers in Canada with the 2-fold goals of fostering internationally competitive RNA research and of training the next generation of scientists. The 14th Annual RiboWest conference (RiboWest 2018) was held at the University of Lethbridge (Lethbridge, Alberta) from June 10th to 13th, 2018. This meeting was focused on all major aspects of RNA research, ranging from understanding the cellular role of RNA, studying RNA interactions and structures, and employing them as a therapeutic tool. The invited keynote speakers (5) provided insights into the wide-range of RNA-based research. One of the unique features of this conference was that the majority of the oral presentations were given by the trainees (undergraduate/graduate students and postdoctoral researchers). Hosted by the Alberta RNA Research and Training Institute (ARRTI) at the University of Lethbridge as the leading center of RNA research in Western Canada, the RiboWest 2018 was well attended by researchers from across the country (>110 attendees in total). This conference proceedings editorial presents the overview of the conference, and briefly introduces articles published in this special issue of Biochemistry and Cell Biology.

scholarly journals How teachers contribute to student success in completing study programs

Educatia 21 ◽  
2021 ◽  
pp. 86-96
Author(s):  
Ecaterina Sarah Frăsineanu ◽  
◽  
Vali Ilie ◽  
Keyword(s):  
Academic Success ◽  
Point Of View ◽  
External Support ◽  
Academic Learning ◽  
Difficult Situation ◽  
University Environment ◽  
Study Programs ◽  
Degree Of Satisfaction ◽  
The University ◽  
Academic Year

The present study analyzes the contribution that teachers, as important pedagogical factors, have in achieving success in the academic learning of students. With age, there comes a greater autonomy of the educated, and during the university studies, a maximum of the students’ level of acquisitions is reached. Even if the most important factors in attending and completing studies are internal, and success is a relative, difficult situation to quantify, it is necessary to analyze it objectively, identifying the students' perceptions of the external support from the teachers. From an applicative point of view, our contribution consisted in verifying the extent to which the communication and didactic evaluation components are valued, by organizing focus groups, by applying appreciation scales to a sample of students preparing to become teachers, at the University of Craiova. The subjects responded to the request to perform reflective-appreciative exercises on themselves and on the activity of their teachers in the academic year 2020-2021. They indicated the degree of satisfaction they attribute to the way they were helped in: conducting didactic communication, experiencing the feeling of belonging to the university environment, applying a correct evaluation, heading towards academic success. The ways in which teachers contribute to the success of their students have proven their usefulness and can be transformed into directions of action. Teachers make it easier for young people or adults in the university environment to make the most of their potential, both through quality teaching and through encouraging evaluation.

scholarly journals Pedagogical conditions for forming the project competence of future teachers in the university environment

2021 ◽  
Vol 18 (3) ◽  
pp. 103-114
Author(s):  
Olga Yu. Muller
Keyword(s):  
Higher Education ◽  
Education System ◽  
Professional Training ◽  
Educational Institution ◽  
Educational Process ◽  
Practical Significance ◽  
Future Teachers ◽  
University Environment ◽  
Wide Range ◽  
The University

The relevance of the problem under study is associated with an important task of the higher education system the preparation of students future teachers for project activities in an educational institution. A modern teacher should have a wide range of knowledge, skills and abilities in the field of project activities. The purpose of the paper is a theoretical substantiation of pedagogical conditions that contribute to the formation of project competence of future teachers in the university environment. As designated pedagogical conditions are named and described: organization of training in cooperation; introduction of an additional course Learning to work on a project into the educational process; the use of the project method as a form of independent work of students in the study of various disciplines of the curriculum. The scientific novelty of the research lies in the fact that pedagogical conditions have been developed and substantiated, contributing to the effective formation of the project competence of future teachers in the conditions of a university. The theoretical significance of the study lies in the fact that its results enrich the theory and methodology of vocational education in the field of forming the project competence of future teachers; complement scientific ideas about the pedagogical conditions for the effective formation of project competence, as well as about the features of its functioning; scientific approaches are systematized. The practical significance of the study lies in the fact that the revealed pedagogical conditions lead to the effective formation of the project competence of future teachers in the conditions of a university. The developed additional course can be applied in the practice of teaching universities in order to improve the quality of professional training of future teachers. The experimental base of the study was the budgetary institution of higher education Surgut State University. The methods used in the research: generalization, analysis and synthesis of information, comparison, analysis of educational and project activities of students. The effectiveness of preparing students - future teachers - for project activities with students is an urgent task in the education system, which can be ensured through the implementation of certain pedagogical conditions. It is the pedagogical conditions that increase the effectiveness of educational and cognitive activities and contribute to the most fruitful work of the teacher and students.

scholarly journals Supporting Students in the Transition to Postgraduate Taught Study in STEM Subjects

2017 ◽  
Vol 5 (2) ◽  
Author(s):  
Jessica Bownes ◽  
Nicolas Labrosse ◽  
David Forrest ◽  
David MacTaggart ◽  
Hans Senn ◽  
...  
Keyword(s):  
Methodological Approach ◽  
Minority Group ◽  
Science And Engineering ◽  
Postgraduate Students ◽  
Academic Confidence ◽  
Wide Range ◽  
Research Students ◽  
The University ◽  
Academic Year

While there has been a wide range of studies examining the transition of undergraduate and postgraduate research students, there are few which concentrate on the experiences of postgraduate taught (PGT) students. This is unfortunate, because PGT students have pressing needs for support: since taught masters courses last for usually one academic year, postgraduate students are asked to adapt and succeed at a far faster rate than undergraduates, who take four years in Scotland to complete an honours degree. PGT students are a minority group amongst the university population, with e.g. more than three times as many undergraduates enrolled at the University of Glasgow than postgraduates. Furthermore, international students represent a high proportion of PGT students. To better understand the needs of PGT students and therefore improve the quality of their education, we need to understand their experiences and challenges as they transition through their course. This paper presents a study focused on PGT students in STEM subjects at the University of Glasgow. Feedback from students in the College of Science and Engineering was gathered using a multi-methodological approach. Surveys, one-to-one interviews and a workshop were utilised to investigate students’ perceptions of support received from staff and services. This data was linked to student academic confidence, social confidence, and overall satisfaction with their experience at the university. Data were gathered at three points in the year to evaluate whether perceptions change as students progress through their course. This data from surveys and interviews was used to direct a workshop, which discussed potential solutions to issues raised. Better online resources were identified as key to feeling prepared before the commencement of a PGT course, and better communication with lecturers and peers was important to the success and satisfaction of students, particularly after beginning PGT study.

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