Relações Internacionais na Extensão Universitária: o tripé do ensino, pesquisa e extensão levado à educação básica | International Relations in the Academic Outreach Project: the tripod of teaching, research and outreach projects led to the secondary education

A exigência legal de que os cursos de graduação reservem 10% de sua carga horária para a realização de atividades de extensão coloca para os cursos de Relações Internacionais o desafio de repensar suas práticas de extensão. O presente artigo busca contribuir com esse movimento de reflexão ao apresentar uma ação de extensão que leva para a educação básica o debate sobre o papel das organizações internacionais e a relação entre o global e local. A proposta é inovadora já na sua concepção, ou seja, do preparo dos alunos para a extensão na disciplina “Economia e Organizações Internacionais”, onde são empregadas metodologias ativas (role playing). Na parceria com as instituições de educação básica, as atividades de simulação vivenciadas pelos alunos da graduação são adaptadas para a realidade da educação básica junto com os professores de instituições parceiras. Após essa adaptação, os discentes da graduação ministram a atividade aos estudantes do ensino básico.Palavras-chave: Relações Internacionais; Ensino, Pesquisa e Extensão; Organizações Internacionais ABSTRACTThe Brazilian legal exigence of setting 10% of the graduation courses’ credits to outreach activities poses the challenge of rethinking their practices for the graduations courses in International Relations. The present article contributes to that reflexion by presenting an outreach activity that takes to elementary schools the debate on international organizations and the connections between global and local. The proposition is innovative in its conception: from the activity preparation of the undergraduate students inside the “Economy and International Organizations” discipline, where active methodologies (role playing) are applied. In the partnership with elementary schools, the modeling activities experienced by the undergraduate students are adapted to the school reality jointly with teachers from the partner school. After the adaptation, the undergraduate students impart the activity to the elementary students.Keywords: International Relations; Teaching, researching and outreach; International Organizations. Recebido em: 06 nov.2018 | Aceito em: 24 ago.2019

Clinical Track Promotion Guideline Development for Nursing Faculty in a Traditional Research-Focused University

Background: The clinical track is a newer concept for universities traditionally placing a hefty emphasis on research and funding. Objective: Guidelines should ensure equitable criteria for promotion of practicing faculty reflect teaching, scholarship, and academic outreach milestones. Methods: This article describes the process, challenges, and overall experience of developing clinical track promotion guidelines within a research-focused university setting. Results: The department’s outdated clinical track promotion guidelines were revised to reflect current roles of clinical faculty. Conclusions: As DNP and clinically focused advanced practice faculty flood into 4-year academic settings, universities must ensure that criteria for promotion reflects clear and equitable teaching, scholarship, and academic outreach milestones. Implications for Nursing: The recent influx of DNP clinical faculty and advanced nursing practice faculty roles requires an overhaul of outdated guidelines.

Knowledge Mobilization Practices of Educational Researchers Across Canada

Researchers are under increasing pressure to disseminate research more widely with non-academic audiences (efforts we call knowledge mobilization, KMb) and to articulate the value of their research beyond academia to broader society. This study surveyed SSHRC-funded education researchers to explore how universities are supporting researchers with these new demands. Overall, the study found that there are few supports available to researchers to assist them in KMb efforts. Even where supports do exist, they are not heavily accessed by researchers. Researchers spend less than 10% of their time on non-academic outreach. Researchers who do the highest levels of academic publishing also report the highest levels of non-academic dissemination. These findings suggest many opportunities to make improvements at individual and institutional levels. We recommend (a) leveraging intermediaries to improve KMb, (b) creating institutionally embedded KMb capacity, and (c) having funders take a leadership role in training and capacity-building.

Knowledge Mobilization Practices of Educational Researchers Across Canada

Researchers are under increasing pressure to disseminate research more widely with non-academic audiences (efforts we call knowledge mobilization, KMb) and to articulate the value of their research beyond academia to broader society. This study surveyed SSHRC-funded education researchers to explore how universities are supporting researchers with these new demands. Overall, the study found that there are few supports available to researchers to assist them in KMb efforts. Even where supports do exist, they are not heavily accessed by researchers. Researchers spend less than 10% of their time on non-academic outreach. Researchers who do the highest levels of academic publishing also report the highest levels of non-academic dissemination. These findings suggest many opportunities to make improvements at individual and institutional levels. We recommend (a) leveraging intermediaries to improve KMb, (b) creating institutionally embedded KMb capacity, and (c) having funders take a leadership role in training and capacity-building.

An Investigation into the Impact of Ethnicity and Culture on the Motivation for using Facebook for Academics and Socialization in Guam

As most of the prior research on Facebook use and impact has been conducted within the continental US, there is a need to explore these issues in other countries and cultures. This article conducts this study on Guam, a US unincorporated territory. This article surveys Guamanian college students to investigate the impact of ethnicity and culture on Facebook use for socialization and academics among Chamorros and Filipinos, the two major ethnic groups on Guam. The following notes that Filipinos stay logged on longer per Facebook visit, and have significantly higher scores on Social Maintenance, Academic Outreach, and Hofstede's Individualism-Collectivism and Masculinity-Femininity cultural scales. A step-wise regression analysis showing that Facebook use is related to cultural background indicates that Hofstede's Cultural Dimensions can be used for exploring the use of Facebook for social and academic interactions. This also implies that Facebook can be a suitable tool for engaging students in both social and academic contexts.