Facilitating writing seminars

How can the University Library better accommodate for students and faculty who need practical help with getting their writing done and develop their work habits? For many involved in academia, students and staff alike, the crucial task of writing is also one of the most challenging. People struggle to get past the first sentence, because it is not quite perfect yet; it is difficult to find the time; they do not feel inspired to write right now, etc. A possible help for some is to participate in writing seminars. Such seminars can take on various forms, depending on the needs of the participants and the circumstances around them. Writing seminars provide a supporting framework by making writing a more collective act. Participants find that they are both held accountable and inspired by their peers in the seminar. Considering how simple and easy it can be to set up and arrange such seminars it is no wonder university libraries, writing centres etc. do this. But can we go beyond simply setting a time, booking a room, and posting a note about it? Based on my experience as a writing seminar participant and now University Library staff and seminar organiser I want to develop the way we facilitate writing seminars. Organising our own seminars limit the participants to a set time and location of our choosing, and have limited outreach. In addition, hosting a two hours seminar, say, weekly, may not be the best use of staff working hours. Instead, I would like to develop a writing seminar service where the library helps people who want to set up their own writing groups. This way we can reach more people and help establish customised writing seminars.

WEB-BASED EVENT SEMINAR REGISTRATION INFORMATION SYSTEM APPLICATION

Information on the list of seminar events and seminar registration which is still done manually results in limited information access being given to the seminar participants, besides the data processing process carried out by the committee becomes less effective and efficient. To solve these problems, an online computerized information system is needed that can provide information related to seminar participant registration, data management, and seminar events. With the implementation of this system, it is expected to facilitate access to information about the seminar event schedule and reduce the risk of recording errors in seminar participant registration. This system is also expected to further accelerate the process of making reports which in turn can help the performance of the seminar committee. The research method used is a survey method involving certain people, especially students. Whereas the system development method (SDLC) is carried out using the waterfall method

Saberes experienciais do preceptor da residência de Enfermagem: um estudo etnográfico

Problem: the preceptor assumes responsibility in the process of teaching. Guidance and follow-up with residents are challenges due to the environment to which they are exposed. Aims: to identify how experiential knowledge mobilizes pedagogical knowledge in the preceptors of nursing residency, and to discuss training strategies for preceptors. Method: this is a qualitative and ethnographic research. A seminar, participant observation and interviews were conducted, following Resolution 466/2012 of the CNS, under opinion number 183,578. Result: the preceptors highlighted their experience as the foundation of knowledge and as a precondition for the educational action of the preceptor. Discussion: the pedagogical training of the teacher must take place according to learning demands, in order to guide them in the construction of a pedagogically active position, enabling the resignification of work and knowledge. Conclusion: experiential knowledge provides integration with the work context; the experience itself ensures the practice of the profession.

Teaching Phenomenological Research and Writing

In this article, we describe our approach and philosophical methodology of teaching and doing phenomenology. The human science seminar that we offer involves participants in the primary phenomenological literature as well as in a variety of carefully engaged writing exercises. Each seminar participant selects a personal phenomenological project that aims at producing a publishable research paper. We show how the qualitative methodology of hermeneutic phenomenology requires of its practitioner a sensitivity and attitudinal disposition that has to be internalized and that cannot be captured in a procedural or step-by-step program. Our experience is that seminar participants become highly motivated and committed to their phenomenological project while involved in the rather intense progression of lectures, workshop activities, readings, and discussions.