scholarly journals TRABAJO INTERCENTROS PARA LA DEFINICIÓN DE LA NUEVA ESTRUCTURA CURRICULAR DEL PLAN DE ESTUDIOS DE LA LICENCIATURA EN BIOLOGÍA: UNA VISIÓN POR COMPETENCIAS

e-CUCBA ◽  
2021 ◽  
Vol 8 (16) ◽  
pp. 39-44
Author(s):  
Georgina Adriana Quiroz Rocha ◽  
◽  
Liza Danielle Kelly Gutiérrez ◽  
Rosio Teresita Amparán Salido ◽  
Rosa María Domínguez Arias ◽  
...  
Keyword(s):  
Educational Program ◽  
The University

This document offers an approach to the collegiate work carried out for the curricular restructuring of the Undergraduate Educational Program for the Bachelor of Biology at the University of Guadalajara. It presents the main elements of analysis and curricular definition that gave structure to the opinion proposal that is currently in force. Finally, it provides some reflections on the challenges involved in collegiate work between curricular committees called “inter-centers”.

Diagnostics of professional competence of IT students based on digital footprint data

2020 ◽  
pp. 4-11
Author(s):  
I. G. Zakharova ◽  
Yu. V. Boganyuk ◽  
M. S. Vorobyova ◽  
E. A. Pavlova
Keyword(s):  
Information Technology ◽  
Educational Program ◽  
Professional Competence ◽  
Objective Data ◽  
Text Data ◽  
Data Set ◽  
Job Requirements ◽  
Digital Footprint ◽  
Graduate Employment ◽  
The University

The article goal is to demonstrate the possibilities of the approach to diagnosing the level of IT graduates’ professional competence, based on the analysis of the student’s digital footprint and the content of the corresponding educational program. We describe methods for extracting student professional level indicators from digital footprint text data — courses’ descriptions and graduation qualification works. We show methods of comparing these indicators with the formalized requirements of employers, reflected in the texts of vacancies in the field of information technology. The proposed approach was applied at the Institute of Mathematics and Computer Science of the University of Tyumen. We performed diagnostics using a data set that included texts of courses’ descriptions for IT areas of undergraduate studies, 542 graduation qualification works in these areas, 879 descriptions of job requirements and information on graduate employment. The presented approach allows us to evaluate the relevance of the educational program as a whole and the level of professional competence of each student based on objective data. The results were used to update the content of some major courses and to include new elective courses in the curriculum.

Training managers of professional educational programs for work in the digital environment of the university

2020 ◽  
Vol 8 (2) ◽  
pp. 4 ◽  
Author(s):  
E. K. Samerhanova ◽  
M. A. Balakin
Keyword(s):  
Educational Program ◽  
Educational Programs ◽  
Educational Process ◽  
Digital Environment ◽  
Digital Competence ◽  
Education Management ◽  
Program Managers ◽  
Digital Environments ◽  
Digital Competencies ◽  
The University

Introduction. The article deals with the training of professional educational program managers for work in the digital environment of a university. The digital environment of the university is considered from the perspective of managing professional educational programs and is a complex open system that integrates system components for managing content, process, resources, contingent, finance and quality of programs that ensure the integrity and continuity of the educational process at all levels and in all respects. The implementation of a digital model for managing educational programs at a university on the basis of a single digital ring of services for an electronic platform for managing educational programs at a university dictates the need for digital competencies of managers of major professional educational programs (OPOP).By digital competence of the leaders of professional educational programs we mean the ability and willingness to perform labor functions in the design, implementation and replication of an educational program using digital technologies that ensure the effectiveness of activitiesThe way to identify professional deficiencies in the field of digital competencies of the leaders of professional educational programs was the personalized design of educational internship trajectories with tutorial support for the internship. The internship trajectory of the heads of OPOP has a modular structure and is aimed at eliminating professional deficits in the field of information, methodological, communication, technological and organizational component of digital competencies. The internship site (virtual laboratory) is a virtual educational space that provides training for educational program managers and online events: hackaths, quests, webinars, etc.Materials and methods. When writing an article, the following methods were used - theoretical and methodological analysis and synthesis of available special domestic and foreign scientific and methodological literature, conceptual analysis of scientific articles and publications on the topic; study and generalization of both domestic and foreign developments and implementation of projects to create digital environments in education management; application of generalization, comparison, forecasting methods, online surveys.Results. The structure of the digital environment for managing professional educational programs at the university is presented. Functionally described is the ring of digital services for the management of OPOP. The analysis of different approaches to assessing the digital competencies of educators is presented. The concept of digital competencies has been clarified in relation to the head of a professional educational program. The content of the components of digital competency is described: informational, methodological, communication, technological, organizational.Discussions and Conclusions. The developed modular program for eliminating professional deficits of heads of professional educational programs in the field of digital competencies, based on the personalized design of educational internship trajectories with tutorial support for internships, will allow you to effectively administer and manage BEP in the digital environment of the university.

scholarly journals Marcas étnicas y auto-reconocimiento de estudiantes indígenas en educación superior

2020 ◽  
Vol 28 ◽  
pp. 166
Author(s):  
Cecilia Navia Antezana ◽  
Gabriela Czarny Krischkautzky ◽  
Gisela Salinas Sánchez
Keyword(s):  
Higher Education ◽  
Indigenous People ◽  
Mexico City ◽  
Educational Program ◽  
Education Policies ◽  
Indigenous Youth ◽  
Contemporary Debate ◽  
Identity Processes ◽  
Self Recognition ◽  
The University

Experiences of young indigenous people who study in an educational program from the National Pedagogical University of Mexico City are analyzed in this work. It puts into question some effects produced by ethnic branded programs, recognizing the contradictions and discriminations that the carrying subjects of these have, with the objective of contribute to the contemporary debate on the modes of self-recognition of indigenous youth in higher education and to stress deeply rooted conceptions such as ethnic identity, which continues to orient education policies in our context. From a qualitative and interpretative perspective, using the technique of focal group, were recognized areas such as linkages and trust with teachers, and how it contributes to the repositioning of subjects, their identity processes and Emancipatory roads. At the same time, it recognizes the present discriminations in the university, which are reinforced in some cases by the essentialist ways of understanding the indigenous presence, and some effects are discussed that produce the affirmative actions, which reflects confronting and contradictory situations in the processes of inhabiting the university from the indigenous student’s side.

Dance at Graduate Universities in the South of Brazil: Experiences and Perspectives

2016 ◽  
Vol 2016 ◽  
pp. 127-135
Author(s):  
Mônica Dantas ◽  
Sandra Meyer ◽  
Suzane Weber
Keyword(s):  
Educational Program ◽  
Public Universities ◽  
Academic Research ◽  
Round Table ◽  
Contemporary Dance ◽  
Southern Brazil ◽  
Brazilian Government ◽  
Postgraduate Studies ◽  
South Of Brazil ◽  
The University

This round table presents an overview of activities developed at higher education institutions with graduate and postgraduate studies in dance in Brazil, especially southern Brazil. Oddly enough, amid the global crisis in early 2008, the Brazilian government launched an educational program that allowed the expansion of courses at the graduate level, including dance, in several public and free universities. As an example of this scenario, we present our experiences in two public universities, UFRGS and UDESC. These dance courses have seen increasing interest and confrontation the presence of artists and researchers seeking to investigate their own work or the work of others. How can we contemplate structuring contents and methods to teach dance in the university context? How does a dance artist associate the experience of dancing to academic research? How does teaching dance force universities to think about embodied knowledge? The situation of teaching dance in Brazilian universities shows that there is still a lot to be done, considering that the creation of these courses is rather new and that dance, in this context, is an area of ongoing consolidation. The struggle to create a greater number of dance courses in universities is part of the discussion of this session. The practice of teaching dance in universities seeks to articulate repertoires of knowledges that belong to different traditions and artistic experiences transversed by reflections about contemporary dance, and to qualify the teacher, the dancer, and the researcher.

scholarly journals Practices for rational use of blood components in a universitary hospital

2015 ◽  
Vol 61 (4) ◽  
pp. 355-361
Author(s):  
Sydney Correia Leão ◽  
Mariana Araújo Bezerra Gomes ◽  
Mila Cintra de Azevedo Aragão ◽  
Iza Maria Fraga Lobo
Keyword(s):  
Comparative Analysis ◽  
Health Professionals ◽  
Educational Program ◽  
University Hospital ◽  
Theoretical Knowledge ◽  
Blood Transfusions ◽  
Significant Gain ◽  
Blood Components ◽  
Post Intervention ◽  
The University

SummaryObjective:to produce improvements in transfusion practices through the implementation of an educational program for health professionals in a university hospital.Methods:this is an interventional and prospective study, with pre- and postanalysis of an educational intervention. The research was developed at the University Hospital of the Universidade Federal de Sergipe, involving participation of health professionals in the stage of training, during the month of February 2011, in addition to the monitoring of blood transfusions performed in the preand post-intervention periods. Transfusion practices were investigated upon request for transfusion or devolution of unused blood components. Knowledge of health professionals was assessed based on the responses to a questionnaire about transfusion practices.Results:during the educative campaign, 63 professionals were trained, including 33 nurses or nursing technicians and 30 physicians. Among the doctors, there was a statistically significant gain of 20.1% in theoretical knowledge (p=0.037). Gain in the nursing group was even higher: 30.4% (p=0.016). The comparative analysis of transfusion request forms showed a non-significant decrease from 26.7 to 19.5% (p=0.31) in all forms with incomplete information. We also observed a statistically significant improvement in relation to the filling of four items of transfusion request.Conclusion:there was a significant improvement of the entire process related to blood transfusions after interventional project conducted in February 2011.

scholarly journals DEVELOPMENT OF INTEREST IN PROFESSIONAL TRAINING AT THE UNIVERSITY AMONG FUTURE ARCHITECTS AND DESIGNERS AT THE CURRENT STAGE

2021 ◽  
Vol 112 ◽  
pp. 33-40
Author(s):  
O.M. Shentsova ◽  
◽  
I.V. Besedina ◽  
S.V. Bulycheva ◽  
◽  
...  
Keyword(s):  
Theoretical Basis ◽  
Educational Program ◽  
Professional Training ◽  
Architectural Education ◽  
Professional Activity ◽  
Training Process ◽  
The University ◽  
Independent Work ◽  
Current Stage ◽  
New System

Despite the difficulties encountered, in connection with the transition to a new system of higher education, and the process of professional training of architects and designers remains the most important tool for preserving the national "architectural school" in Russia. Today, in higher architectural education in Russia, there has been a reduction in the basic educational program in many disciplines in favor of independent work. This and other factors lead to some misunderstanding and loss of interest in the training process among students. The scientific novelty of the study consists in determining a set of pedagogical conditions for the development of interest in professional training at the university among future architects and designers at the current stage; in clarifying the content of the concepts of "professional architectural activity", "emotionally comfortable creative educational environment", "interest in professional architectural and design training", which made it possible to systematize the theoretical basis for the development of interest in professional activity among future architects and designers. The results of the experiment were obtained, during which a set of pedagogical conditions were implemented to increase the level of development of interest in professional training at the university among future architects and designers.

scholarly journals Programa de doctorado en recursos naturales y medio ambiente en zonas áridas: Un modelo educativo por competencias / Doctoral Program in Natural Resources and Environment in Arid Lands: An Educative Competencies Model

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Aurelio Pedroza Sandoval ◽  
Ricardo Trejo-Calzada ◽  
Ignacio Sánchez-Cohen ◽  
Uriel Figueroa-Viramontes ◽  
José Cueto-Wong
Keyword(s):  
Natural Resources ◽  
Educational Program ◽  
Doctoral Program ◽  
Arid Environment ◽  
Arid Zones ◽  
Institutional Research ◽  
Class B ◽  
Specific Discharge ◽  
Competencias Profesionales ◽  
The University

ABSTRACTMexico has more than 50% of its territory arid environment Class B, with varying degrees of aridity these regions characterized by low and erratic rainfall and which sits about 18% of the population. The aim of this study was to design through the educational competency model, a Doctoral Program in Natural Resources and Environment in Arid Zones, allowing train qualified academics, technical and scientific with a systemic and holistic practitioners, according to natural, social and economic conditions in arid areas, sustainability framework. It is an educational program that favors intercurricular flexibility and academic mobility according to the global context of education. The University Regional Unit Dry Areas (URUZA) of Chapingo (UACh) and two research centers of the National Institute of Agriculture and Livestock (INIFAP) Forestry, will be responsible for promoting the educational program and be the first institution responsible for issuing the title. The profile of specific discharge in skills related to the ability to generate and apply scientific and technological breakthrough research, using lines and transdisciplinary projects and multi-institutional research that contributes to optimal use and management of natural resources, including water, for the benefit of the population and environment in arid areas.RESUMENMéxico cuenta con más del 50% de su territorio con ambiente árido Clase B, con diversos grados de aridez caracterizadas estas regiones por la escasa y errática precipitación pluvial y donde se asienta alrededor del 18% de la población. El objetivo de este estudio, fue diseñar mediante el modelo educativo de competencias, un Programa de Doctorado en Recursos Naturales y Medio Ambiente en Zonas Áridas, que permita formar profesionales calificados en lo académico, técnico y científico con un enfoque sistémico y holístico, acorde a las condiciones naturales, sociales y económicas de las zonas áridas, en marco de sustentabilidad. Es un programa educativo interinstitucional que privilegia la flexibilidad curricular y movilidad académica acorde al contexto global de la educación. La Unidad Regional Universitaria de Zonas Áridas (URUZA) de la Universidad Autónoma Chapingo (UACh) y dos centros de investigación del Instituto Nacional de Investigaciones Forestales Agrícolas y Pecuarias (INIFAP), serán las responsables de impulsar el programa educativo y la primera institución será la responsable de emitir el título. El perfil de egreso concreta en competencias profesionales relacionadas a la capacidad en generar y aplicar investigación científica y tecnológica de vanguardia, mediante líneas y proyectos de investigación transdisciplinarios y multi-institucionales, que contribuya al uso y manejo óptimo de los recursos naturales, en particular el agua, en beneficio de la población y su entorno de las zonas áridas. Contacto principal: [email protected]

scholarly journals Metacognitive skill on students of science education study program: Evaluation from answering biological questions

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Mochammad Yasir ◽  
Aida Fikriyah ◽  
Nur Qomaria ◽  
Aushia Tanzih Al Haq
Keyword(s):  
Science Education ◽  
Educational Program ◽  
Quantitative Method ◽  
Metacognitive Awareness ◽  
Research Subject ◽  
Metacognitive Skill ◽  
Study Program ◽  
Education Study ◽  
The University ◽  
Metacognitive Awareness Inventory

The metacognitive skill is a competency that must be mastered by students of educational program so that they are able to empower this competency in their students later. The purpose of this study was to analyze the metacognitive skill profile of students of the Science Education program at the University of Trunojoyo, Madura-Indonesia. The research involved 110 students as the research subject. Data were collected using metacognitive awareness inventory then analysed using descriptive quantitative method. The results indicated that students’ metacognitive skill improved well (71.93%). Furthermore, the metacognitive skill in every component also enhanced well (64.53 - 75.81%), and the “debugging strategies” in this skill developed excellently (88.30%). To sum up, the metacognitive skill on students of science education study program at University of Trunojoyo Madura enhanced well.

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