Inclusion of Sustainability in University Classrooms Through Methodology

2016 ◽  
pp. 3-19 ◽  
Author(s):  
Esther García-González ◽  
Rocío Jiménez-Fontana ◽  
Pilar Azcárate Goded ◽  
José M. Cardeñoso
Keyword(s):  
University Classrooms

scholarly journals Performance Evaluation of Particulate Matter and Indoor Microclimate Monitors in University Classrooms under COVID-19 Restrictions

2021 ◽  
Vol 18 (14) ◽  
pp. 7363
Author(s):  
Laurentiu Predescu ◽  
Daniel Dunea
Keyword(s):  
Performance Evaluation ◽  
Particulate Matter ◽  
Air Quality ◽  
Indoor Environment ◽  
Indoor Environments ◽  
University Campus ◽  
Particle Counter ◽  
Thermal Environments ◽  
University Classrooms ◽  
Academic Personnel

Optical monitors have proven their versatility into the studies of air quality in the workplace and indoor environments. The current study aimed to perform a screening of the indoor environment regarding the presence of various fractions of particulate matter (PM) and the specific thermal microclimate in a classroom occupied with students in March 2019 (before COVID-19 pandemic) and in March 2021 (during pandemic) at Valahia University Campus, Targoviste, Romania. The objectives were to assess the potential exposure of students and academic personnel to PM and to observe the performances of various sensors and monitors (particle counter, PM monitors, and indoor microclimate sensors). PM1 ranged between 29 and 41 μg m−3 and PM10 ranged between 30 and 42 μg m−3. It was observed that the particles belonged mostly to fine and submicrometric fractions in acceptable thermal environments according to the PPD and PMV indices. The particle counter recorded preponderantly 0.3, 0.5, and 1.0 micron categories. The average acute dose rate was estimated as 6.58 × 10−4 mg/kg-day (CV = 14.3%) for the 20–40 years range. Wearing masks may influence the indoor microclimate and PM levels but additional experiments should be performed at a finer scale.

scholarly journals Unlocking the Cultural Diversity Black Box: Application of Culturally Responsive Pedagogies in University Classrooms in Zimbabwe

2020 ◽  
Vol 19 (12) ◽  
pp. 146-162
Author(s):  
Norman Rudhumbu
Keyword(s):  
Classroom Management ◽  
Culturally Responsive ◽  
Principal Component ◽  
Sampling Strategy ◽  
Diversity Management ◽  
Cultural Knowledge ◽  
Mediating Role ◽  
Diverse Classrooms ◽  
University Lecturers ◽  
University Classrooms

The study investigated the mediating role of lecturers’ biographic factors and multicultural competences in the use of Culturally Responsive Pedagogies (CRPs) to effectively teach culturally diverse classrooms in universities. Studies show that culture has an influence on student learning and that if it is not effectively managed, it can affect how students learn. The study employed a quantitative approach that used structured questionnaires for data collection from a sample of 370 lecturers selected from six universities using a stratified random sampling strategy. Principal Component Analysis (PCA) was used for data purification. Data were analyzed using descriptive statistics, One-way ANOVA, multiple regression analysis, and correlation analysis. Results showed that verbal and non-verbal communication, cultural knowledge, classroom management, and student-teacher interaction significantly influenced the application of CRPs by university lecturers. It also emerged from the study that the application of CRPs has a significant effect on diversity management in universities. Results further showed that the use of CRPs by university lecturers is still work in progress due to a myriad of challenges they face chief among which is a lack of cultural competence skills. These results have implications to diversity management in university classrooms in particular as well as in universities in general.

scholarly journals Professional Development Tutoring: Comparing Italian and International Models

2018 ◽  
pp. 249-263
Author(s):  
Alessandra Romano
Keyword(s):  
Professional Development ◽  
Graduate Students ◽  
Comparative Research ◽  
Green Paper ◽  
Different Types ◽  
Organizational Action ◽  
University Classrooms

The paper presents the first outcomes of a comparative research of the incoming, on-going and outgoing practices of tutorship. The purposeful sample of universities extracted consisted of 18 Italian universities and 18 US universities. A tutorship concept in line with the transversal cross-curricular skills required for undergraduate and graduate students (Green Paper 2016, Dublin descriptors 2004) exceeds the vision of assistential tutorship and student tutoring practices, exercised by teachers and/or offered by services devoted to different types of intervention. The tutorship can be conceived as systemic and organizational action coherent in all phases with professionalising approach, starting from the earliest initiatives between school and university classrooms

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