The process of enrolling and completing the courses needed to earn an undergraduate degree involves complex interactions between individual students and institutional policies and procedures, especially because student and institutional priorities do not always align. Traditional social and behavioral statistical methods are ineffective for modeling these interactions. Simulation and algorithm-based modeling approaches have been underutilized in higher education, but their adaptability can accommodate the complexity of the degree attainment process. The purpose of this research was to design, develop, validate, and apply a multi-method Course Enrollment Simulation Model (CESM), which mirrored the process of college students enrolling in courses required for a specific undergraduate degree program. Simulated output from the model included graduation outcomes, like six-year graduation rates and average terms for students to obtain the degree, which are metrics commonly tracked by institutions of higher education. As proof of concept, data from a Fall 2015 student cohort and graduation requirements for an undergraduate computer science program at a large public university were used to create and test the CESM. The model integrated elements of discrete event simulation, agent-based modeling, and microsimulation methods into one architecture. Monte Carlo experiments were used to assess the validity of the model, which was more accurate than comparable inferential statistics. Finally, the CESM was used to evaluate summer enrollment policy options intended to improve graduation outcomes in a computer science program, finding that the effectiveness of the proposed policies depended on student factors as well as course requirements of the degree program. This dissertation is formatted as a collection of three studies, each organized into a publishable manuscript.

Made available in DSpace on 2016-07-27T14:20:18Z (GMT). No. of bitstreams: 1 Claudia Barrozo de Queiroz e Ataides.pdf: 1059626 bytes, checksum: 97c902d985004b5a0f60e820d0305532 (MD5) Previous issue date: 2005-12-12 / This research investigates the post-graduation, presenting it as a social scenario that constitutes subjectivities. Through the means of indicators produced in monthly meetings with nine post-graduate students, carried out between March 2004 and May 2005, social subjectivity, a category developed by González Rey (2003), and specially sociometry, a category proposed by Moreno (1992), are explored aiming to broaden the reflection about the subjective social processes that structure the actions and inter-relations in the academy, constitute the post-graduates, and mold their writing. Social subjectivity refers to the existence of a social context of subjectivization that constitutes the subject and is constituted by it in a dynamic and reciprocal process. Sociometric analysis helps the investigation of complex processes related to choices, acceptances, rejections, mutual or not, which configure a social reality that is not apparent and many times is in dissonance with the official truth about the relations. Throughout the period of this research, three scenarios for analyses were designed: the post-graduation classroom, the dyad advisor-postgraduate student, and the post-graduate students private life. The results of the present research point to the need of reflection about the non-official forms of how the theoretical-methodological diversity is experienced in the post-graduation. In the analysis, the subject whom the academic society is committed with is questioned: on the one hand there is the autonomous subject, who is reflexive and able to live with and dialogue with diversity; on the other hand, there is the adherent subject, who is passive and involved in situations of subordination and commited with the dialogue between peers, in a self-confirmation exercise. The results here obtained also emphazise the need of rethinking the parameters that regulate the practice of advising in the post-graduation. / Esta pesquisa investiga a pós-graduação apresentando-a como cenário social de constituição de subjetividades. A partir de indicadores produzidos em encontros mensais com nove mestrandos, realizados entre os meses de março de 2004 e maio de 2005, a subjetividade social, categoria criada por González Rey (2003) e as forças sociopsicológicas, em especial a sociometria, categoria proposta por Moreno (1992), são exploradas com o intuito de ampliar a reflexão sobre os processos sociais subjetivos que estruturam as ações e inter-relações na academia, constituem os mestrandos e moldam suas escritas. A subjetividade social refere-se à existência de um contexto social de subjetivação que constitui o sujeito e é constituído por ele em processo dinâmico e recíproco. A análise sociométrica auxilia na investigação de processos complexos relacionados a escolhas, aceitações, rejeições, mútuas ou não, que configuram uma realidade social não aparente e muitas vezes em dissonância com a verdade oficial sobre as relações. No decorrer desta pesquisa delinearam-se três cenários de análise: a sala de aula de mestrado, a dupla de orientação e a vida privada dos mestrandos. Os resultados da presente pesquisa apontam para a necessidade de reflexão sobre as formas não-oficiais de como a diversidade teórico-metodológica é vivenciada na pós-graduação. Na análise questiona-se com qual sujeito se compromete a sociedade acadêmica: de um lado está o sujeito autônomo, reflexivo e capaz de conviver e dialogar com a diversidade; de outro, está o sujeito aderente , passivo, envolvido em situações de subordinação e comprometido com o diálogo entre iguais, num exercício de auto-confirmação. Os resultados obtidos também enfatizam a necessidade de se repensar os parâmetros que regulamentam a prática da orientação na pós-graduação.

Submitted by Bruna Rodrigues (bruna92rodrigues@yahoo.com.br) on 2016-09-30T11:43:11Z No. of bitstreams: 1 DissMEAF.pdf: 1709654 bytes, checksum: e90d01216721652c032ad7c3f9ef4ab6 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2016-10-04T20:01:31Z (GMT) No. of bitstreams: 1 DissMEAF.pdf: 1709654 bytes, checksum: e90d01216721652c032ad7c3f9ef4ab6 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2016-10-04T20:01:39Z (GMT) No. of bitstreams: 1 DissMEAF.pdf: 1709654 bytes, checksum: e90d01216721652c032ad7c3f9ef4ab6 (MD5) / Made available in DSpace on 2016-10-07T13:09:52Z (GMT). No. of bitstreams: 1 DissMEAF.pdf: 1709654 bytes, checksum: e90d01216721652c032ad7c3f9ef4ab6 (MD5) Previous issue date: 2015-12-07 / Não recebi financiamento / Considering the DCN a major public policy for training the Psychologist in health, and structuring the curriculum, this study aimed to analyze the pedagogical projects of undergraduate courses in Psychology of public higher education institutions in the state of São Paulo by the DCN. As methodological course, it was a kind of interpretative-explanatory study of a qualitative nature. The educational projects of the six study target schools were obtained by means of a documentary collection, and subsequently were treated through a documentary analysis. From an agreement between researchers from the Post-Graduation Program in the UFSCar Clinic Management was built a matrix as a methodological tool containing two axes: Curricular Axis and Professional Profile Axis and, from these, the analysis categories were defined: C1-Curricular organization: most courses are organized according to the rules of DCN, however, traditional curriculum models are still present; C2- Learning conceptions: more than half of the courses guided their curricula in teachinglearning process proposed by the DCN, and some of these still have more innovative experiences. Other courses present traditional learning conceptions and distant from the DCN; C3- Student assessment procedures: the student assessment envisaged by the DCN is not well defined, as in the case of half of the courses. P1 General Profile; most courses include somehow the professional profile recommended by DCN; P2- Attention and Health Care: two courses are distant from health care benchmarks and model of care proposed by the DCN, and, two stand out due to their larger focus. P3- Health Management: most of the courses, as well as DCN, don’t have a clear delineation of management processes; P4- Health education: the DCN and the courses do not explicitly show this category, except in one of these. Data analysis shows the similarities and differences of pedagogical projects of the courses by DCN about the categories, as well as their intentions. The results indicate the current state of the curricula and training of Psychology for health, and the need for changes both in DCN as in the courses curricular development and reform. / Por considerar as DCN uma importante política pública para formação em saúde do Psicólogo, e para estruturação dos currículos, o presente estudo teve como objetivo analisar os projetos pedagógicos dos cursos de graduação em Psicologia das Instituições de Ensino Superior públicas do estado de São Paulo à luz das DCN. Enquanto percurso metodológico tratou-se de um tipo de estudo interpretativo- explicativo, de natureza qualitativa. Os projetos pedagógicos dos seis cursos alvo do estudo foram obtidos por meio de uma coleta documental, e posteriormente, foram tratados através de uma análise documental. A partir de um acordo entre pesquisadores do Programa de Pós- Graduação em Gestão da Clínica da UFSCar foi construída uma matriz como ferramenta metodológica contendo dois eixos: Eixo Curricular e Eixo Perfil Profissional e, a partir destes, foram definidas as categorias de análise: C1- Organização curricular: a maioria dos cursos organiza-se de acordo com as normas das DCN, no entanto, modelos curriculares tradicionais ainda estão presentes; C2- Concepções de aprendizagem: mais da metade dos cursos pautam seus currículos em processos de ensino- aprendizagem propostos pelas DCN, e alguns destes ainda apresentam experiências mais inovadoras. Outros cursos apresentam concepções de aprendizagem tradicionais e distantes das DCN; C3- Processos de avaliação do estudante: a avaliação do aluno prevista pelas DCN não é bem definida, assim como no caso de metade dos cursos. P1- Perfil Geral; a maioria dos cursos contempla de alguma forma o perfil profissional preconizado pelas DCN; P2- Atenção e Cuidado em Saúde: dois cursos distanciam-se dos referenciais de cuidado em saúde e modelo de atenção proposto pelas DCN, e, outros dois destacam-se por apresentarem maior foco. P3- Gestão em Saúde: a maioria dos cursos, assim como DCN, não possuem um delineamento claro sobre processos de gestão; P4- Educação em saúde: as DCN e os cursos não apresentam explicitamente esta categoria, exceto em um destes. A análise dos dados apresenta as aproximações e distanciamentos dos projetos pedagógicos dos cursos à luz das DCN quanto às categorias, assim como as suas intencionalidades. Os resultados indicam a situação atual dos currículos e da formação dos cursos de Psicologia para a área da saúde, e a necessidade de reformulação e atualização dos projetos pedagógicos.

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This mixed methods research study used a QUAN-QUAL Model to examine the impact that various factors have on student persistence to graduation in postsecondary education. A documentary research approach was used to collect secondary or existing data from the student information system for first-time full-time freshmen in the Fall 2008 Cohort who graduated within six years. The size of the sample for the quantitative inquiry was 211. A correlational research design was employed to determine if a significant relationship existed between the dependent variables—Persistence to Graduation within Six Years (YEAR) and Final GPA at Time of Degree Completion (FIN GPA)—and the independent variables, Financial Aid Awarded (FINAID), High School GPA (HSGPA), ACT Composite Score (ACT COMP), SAT Combined Score (SAT COMB), First-Year First-Semester GPA (FYFS GPA), First-Year Cumulative GPA (FY GPA), Adjusted Gross Income (AGI), and On-Campus or Off-Campus Housing (ON-OFF CAMP). Descriptive statistical analyses were used to describe, summarize, and interpret the data collected. A case study research approach was used to gain an in-depth understanding into the real-life experiences of a small group of students who did not graduate within six years and who were still persisting toward degree attainment. The Graduation: Survey of Undergraduate Persistence questionnaire was distributed to the participants to gain a holistic understanding of the impact that family, faculty, peers, financial resources, and other environmental influences had on their experiences while persisting toward a college degree. Four questionnaires were completed and returned, followed by three in-depth interviews. The findings from the survey and interviews on the role of financial aid supported the quantitative findings on the relationship between financial aid awarded and persistence to graduation. In the quantitative data analysis, persistence to graduation within six years was significant and positively related to the number of occurrences of financial aid awarded. As the number of financial aid occurrences decreased, the number of years to graduate decreased. Alternatively, an increase in the number of financial aid occurrences resulted in an increase in years to graduate. Postsecondary educational leaders and P-12 educational leaders can utilize the study in forming partnerships to foster collaboration and a “move to action” in preparing students to do college-level course work upon graduating from high school.

[pt] O presente trabalho buscou subsídios em diversas áreas, como estudos da linguagem, história editorial, administração, direito e educação, em uma concepção dialógica do Design, com o objetivo de observar o(s) papel (is) do design(er) no desenvolvimento de um curso EAD on- line e apresentar contribuições para o seu processo de capacitação enquanto arquiteto cognitivo desta relação. Além de questões de adequação de linguagem ao suporte eletrônico, o designer tem de estabelecer relação com diversas personagens, quando entram em jogo questões de produção de sentidos do discurso entre os agentes da produção e consumo do curso. Desta forma, pretende-se situar o designer como mediador tecnológico e discursivo, ao entender o Design enquanto campo de atuação interdisciplinar. Usamos como objeto de estudo exemplar o curso de educação a distância on-line Dodecaédria, em desenvolvimento pelos pesquisadores do Núcleo de Estudos do Design do Livro, vinculado ao programa de pós-graduação em Design da PUC-Rio. / [en] This work searches for support in different areas, such as language studies, editing history, administration, law and education, in a dialogical concept in Design, having as its objective to contribute to the designer`s capability to take over the possible role of a cognitive architect to produce an e-learning course. Facing this situation, besides the issues of language adequacy to the electronic support, the designer has to establish a relationship with various characters when production issues of the discourse meanings among the diverse course production and consume agents become part of the game. Thus, it is intended to situate the designer as the technological and discursive mediator, when accepting the Design in an interdisciplinary performance field. We used as the objective of exemplary study the e-learning Dodecaédria, being developed by researchers from the Núcleo de Estudos do Design do Livro, Book Design Study Group, related to the Design post-graduation program in PUC-Rio.

Com base no que Platão estabelece para a formação do guardião da cidade, neste trabalho, foi analisado o desenvolvimento da educação em direitos humanos, no Curso de Formação de Oficiais da Polícia Militar do Estado de São Paulo, seus reflexos na atividade policial e seus efeitos na sociedade. Tendo como referência documentos legais e exemplos práticos, foi proposta uma nova forma de educação em direitos humanos, através da criação, por lei, de uma comissão de monitoramento composta por membros da sociedade civil, cuja finalidade é assegurar a transparência e o efetivo controle social em tão importante tema, visando a supremacia da dignidade humana e do Estado de Direito / Taking into consideration what Plato establishes for the formation of the guardian of the city, this essay analyzed the development of education in human rights, in the Graduation Course for Officers of São Paulo State Military Police, its repercussions on police activity and its effects in society. Considering as reference legal documents and practical examples, it was proposed a new model of education in human rights, through the creation by law of a monitoring committee formed by members of the civil society, whose purpose is to ensure transparency and an effective social control in such an important issue aiming the supremacy of human dignity and the Rule-of-Law.

Para identificar os principais indícios de estresse, coping e estressores do mestrando de enfermagem, relacionando o processo da dissertação com sua inserção profissional realizou-se uma pesquisa exploratória qualitativa através de entrevistas com 18 mestrandos e seis orientadores da EEUSP. Verificou-se que o mestrado era visto como um espaço de legitimação do saber e de ser trabalho intelectual, para conquistar reconhecimento que não encontrava na assistência, onde era desprestigiada e o espaço acadêmico era idealizado como algo que traria prestígio e poder, sendo coping para lidar como trabalho. Porém a Universidade sofria das mesmas vicissitudes da assistência: carreira docente feminina, hierárquica e dificuldade para conciliar ensino e pesquisa, teoria e prática e ensino e assistência / In order to identify the main signs of stress, coping and stressors of the nursing masters' degree students, connecting the dissertation process with their occupation, an exploratory qualitative research was elaborated, analyzing interviews with 18 marters' degree students and 6 orientation professors at EEUSP. It was found that the masters' degree was seen as legitimation of the knowledge of their intellectual occupation, in order to acquire the recognition that they didn't find at nursing care, and they idealized Academy as a forum for prestige and authority, however university had similar adversities as the academic career was feminine, hierarchic, and there were difficulties to conciliate teaching and research, theory and practice and teaching and care

Introdução A Vigilância Sanitária e a legislação de alimentos vivenciaram significativas mudanças nas últimas décadas em virtude dos órgãos governamentais e às constantes pesquisas científicas, ressaltando a importância da integração entre Universidade e Vigilância Sanitária a fim de promover intervenções que se adequem à realidade do país e às novas necessidades da população brasileira. Objetivo Avaliar a contribuição do conhecimento oriundo de pesquisas científicas, de cursos de Pós-Graduação Strictu sensu da Universidade de São Paulo, com potencial de aplicação na área de Vigilância Sanitária de alimentos. Métodos Foram analisadas 337 teses e dissertações publicadas pela Universidade de São Paulo entre os anos 1993 e 2007. Para revisão de literatura e aprofundamento da discussão, foram selecionadas publicações científicas de acordo com o tema e relevância bem como dispositivos legais relacionados ao controle sanitário de alimentos. Resultados e Considerações Finais Observou-se a importância da integração entre Universidade e Vigilância Sanitária de Alimentos no fornecimento subsídios que permitam capacitar e munir os profissionais dessa área, norteando práticas coerentes através de informações que venham servir de base e orientação para a evolução das ações de Vigilância Sanitária. / Introduction The Health Surveillance and the food legislation had, in the last decades, experienced significant changes due to governmental departments and constant scientific researches, standing out the importance of the integration between the University and the Health Surveillance to promote interventions that adjust to the reality of the country and the new necessities of the Brazilian people. Objectives Evaluate the contribution of the deriving knowledge of scientific research, from Strictu Sensu\'s post-graduation programs from University of Sao Paulo, with potential application in Food Health Surveillance. Methods 337 thesis and dissertations have been analyzed, all published by the University of Sao Paulo between 1993 and 2007. To review the publications and get deeper in the theme the material was selected by subject, relevancy, and legal aspects related to the food sanitary control. Results and Conclusion Became clear that the integration from the University and the Health surveillance have an important role on the improvement of the workers in this area, keeping the consistency on the practices, providing informations that can help them to evolve the necessary actions.