Racially inclusive climates within degree programs and increasing student of color enrollment: An examination of environmental/sustainability programs.

2018 ◽  
Vol 11 (2) ◽  
pp. 201-220 ◽  
Author(s):  
Juan C. Garibay ◽  
Shirley Vincent
Keyword(s):  
Environmental Sustainability ◽  
Degree Programs ◽  
Student Of Color

scholarly journals Environmental Management: an evaluation model for the brazilian bachelor degree programs

2014 ◽  
Vol 9 (1) ◽  
pp. 87-101
Author(s):  
Luiz Leandro ◽  
Elza Neffa
Keyword(s):  
Higher Education ◽  
Environmental Management ◽  
Environmental Sustainability ◽  
Qualitative Content Analysis ◽  
Evaluation Model ◽  
Student Assessment ◽  
Degree Programs ◽  
Higher Education Management ◽  
Bachelor Degree ◽  
Brazilian Government

Abstract: In the last ten years, the Brazilian government has made efforts to build an economic policy that promotes growth and has lead the country to be amongst the world's largest economies. However, such goals highlight the capitalist model of production and consumption while aggravating environmental conflicts faced in recent decades. In the first decade of the 2000s, in an attempt to reconcile economic growth and environmental sustainability, Brazilian universities began implementing training courses in environmental management with the purpose of forming a new class of managers to take the role of decision makers in management processes. With 200 higher education courses in Environmental Management, 10 Bachelor degree programs and 190 technical courses, Brazil stands as an example for the design of such programs. This study presents the process of building a methodology for the evaluation of educational projects of these Environmental Management Bachelor degree programs based on qualitative content analysis using social context, professional profiles and student assessment. Such methodology will be developed as part of a later study which aims to define the profile of Brazilian Bachelor degree programs in Environmental Management and point out ways to build curriculum guidelines. Keywords: Qualitative Analysis; Environment; Higher Education; Management. Resumo: O governo brasileiro tem realizado esforços para construir uma política econômica que proporcione crescimento de modo a incluir o país entre os maiores produtores e consumidores mundiais. Tais metas realçam o modelo capitalista de produção e de consumo que agrava os conflitos socioambientais enfrentados nas últimas décadas. Como tentativa de conciliação entre crescimento econômico e sustentabilidade as universidades brasileiras iniciaram, na primeira década dos anos 2000, cursos de formação em Gestão Ambiental – GA, com objetivo de formar uma nova classe de gestores para assumirem o papel de tomadores de decisões nos processos gerenciais. Atualmente, o Brasil conta com 200 cursos superiores em GA, sendo 190 tecnológicos e 10 bacharelados. Na perspectiva de traçar o perfil dos cursos de bacharelado em GA no Brasil e apontar caminhos para a construção de Diretrizes Curriculares Nacionais dos cursos em tela, este estudo apresenta o processo de construção de uma metodologia para a avaliação dos projetos político-pedagógicos dos cursos de bacharelado em GA oferecidos no Brasil, baseado na análise de conteúdo qualitativa a partir: do contexto social, dos objetivos, do perfil profissional, dos componentes curriculares e dos processos de avaliação adotados nos cursos. Palavras-chave: Análise Qualitativa; Meio Ambiente; Educação Superior; Gerenciamento.

Student Experience Applying to Graduate School for Speech-Language Pathology

2020 ◽  
Vol 5 (1) ◽  
pp. 192-205
Author(s):  
Lesley Sylvan ◽  
Andrea Perkins ◽  
Carly Truglio
Keyword(s):  
Graduate School ◽  
Master's Degree ◽  
Graduate Programs ◽  
Student Experience ◽  
Degree Programs ◽  
Speech Language Pathology ◽  
Application Process ◽  
Master's Degree Programs ◽  
Language Pathology ◽  
Master’S Degree

Purpose The purpose of this study is to better understand the experiences faced by students during the application process for master's degree programs in speech-language pathology. Method Data were collected through administering an online survey to 365 volunteers who had applied to master's degree programs in speech-language pathology. Survey questions were designed to gain the student perspective of the application process through exploration of students' deciding factors for top choices of graduate programs, emotional involvement in the application process, biases/rumors heard, student challenges, advice to future applicants, and what students would change about the application process. Results Factors that influenced participants' reasoning for selecting their “top choice” programs were largely consistent with previous studies. Issues that shaped the student experience applying to graduate school for speech-language pathology included financial constraints, concern regarding the prominence of metrics such as Graduate Record Examinations scores in the admissions process, a perceived lack of guidance and advising from faculty, and confusion regarding variation among graduate program requirements. Conclusion Gaining insight into the student experience with the application process for graduate programs in speech-language pathology yields useful information from a perspective not frequently explored in prior literature. While the data presented in this study suggest the process is confusing and challenging to many applicants, the discussion highlights practical solutions and sheds light on key issues that should be considered carefully by individual graduate programs as well as the field as a whole.

Exposing the intersections in LGBQ+ student of color belongingness: Disrupting hegemonic narratives sustained in college impact work.

2020 ◽  
Author(s):  
Antonio Duran ◽  
Laura S. Dahl ◽  
Kaity Prieto ◽  
Zach Hooten ◽  
Matthew J. Mayhew
Keyword(s):  
College Impact ◽  
Student Of Color

Hospitals - Enormous Waste Powerhouses: Leapfrog to Environmental Sustainability

PRODUCTIVITY ◽  
2019 ◽  
Vol 60 (3) ◽  
pp. 250-263
Author(s):  
Dr. VIKRAM SANDHU ◽  
◽  
Dr. HARLEEN KAUR ◽  
Dr. HEENA ATWAL ◽  
◽  
...  
Keyword(s):  
Environmental Sustainability

EXTERNAL INDEPENDENT EVALUATION IN ENGLISH AS A CRITERION FOR ADMISSION TO MASTER`S DEGREE PROGRAMS IN UKRAINE: PROBLEMS AND PERSPECTIVES

2020 ◽  
Vol 94 (1) ◽  
pp. 39-50
Author(s):  
Л. Е. Бєловецька
Keyword(s):  
Higher Education ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
English Proficiency ◽  
Educational Process ◽  
International Standards ◽  
Degree Programs ◽  
Scientific Publications ◽  
Independent Evaluation

The problem of external independent evaluation in English for admission Master`s degree programs in Ukraine is considered in the article. The perspective for further improvement of English teaching and learning standards at Ukrainian universities has been found. The correspondence to the CEFR basic levels and English proficiency has been identified. Conceptual Principles of State Policy on the Development of English in the Field of Higher Education are considered. The study included 1546 participants. The age of students, who studied to gain the first higher education, was between 17 and 20. The students were not familiar with the structure of External Independent Evaluation and they have never passed it. The research was carried out during the period 2018–2019. The relevance of English language competence in the professional context is noted emphasized as a key point of the presented research. The necessity to provide a sufficient competitive level for Ukrainian graduates through improving correspondent English language training has been considered. The study is based on a study of reports by British experts and contemporary scientific publications presented international researchers have focused on the problems of internationalization and perspectives for Ukrainian universities in the English language dimension. The relevance of studying and adaptation of the UK higher education successful practice has been highlighted. The problems and potential ways of improving students` English language proficiency in the given context are identified. In particular, the study contains important recommendations regarding the number of contact hours and the required levels of English proficiency for the main groups of participants in the educational process in higher education according to international standards.

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