Thesis (B.A.)--Boston University. University Professors Program Senior theses. / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

<p> The present study sought to examine institutional and personal factors that affect the sense of belonging of adult immigrant English-learners in a community college. Specifically, this qualitative study analyzed the lived experiences of twenty-one adult English-learners currently enrolled in a large California community college. Language and Critical Race theory was used a theoretical lens to help understand how language proficiency, instructional policies and practices and social factors affect the extent to which this population feels included and as part of the greater campus community. The study found that proficiency in English was the most salient factor in both enhancing the level of connectedness to campus life and hindrance in accessing linguistic and academic resources. Also, the study revealed that the most effective approach to fostering a greater sense of belonging for adult English-learners was providing high-touch experiences through a robust peer mentorship program. Thus, the findings suggest institutionalizing targeted student support services and professional development that will assist educational practitioners to better support adult English-learners to college completion.</p><p>

<p> American community colleges are facing the dual dilemma of replacing the increasing number of presidents who are retiring, and promoting more diversity among their successors. Mentoring is viewed as a way of helping minority faculty and administrators acquire the knowledge and skills necessary to advance successfully into senior leadership roles. This study utilized a mixed-methods phenomenological approach to explore the differences in the perceptions of preparedness for their first presidency among Black/African-American community college presidents, who were mentored through an afro-centric leadership development program; other formal, national leadership programs, or mentored informally. The study was framed by five research questions exploring possible differences in participants&rsquo; backgrounds, career paths, and perceived impact of mentoring. Survey findings revealed few demographic differences among the respondents. Themes emerging from qualitative interviews of 12 randomly selected presidents indicated differences in perception regarding the impact of the psychosocial and career development aspects of mentoring in preparing for the presidency. The study identified the importance of context in determining the types of mentored relationships, and may offer insights regarding the role of mentoring in developing future minority presidents.</p><p>

Submitted by gracy oliveira (gracypignata@hotmail.com) on 2017-04-27T13:07:51Z No. of bitstreams: 1 DISSERTAÇÃO.pdf: 2211001 bytes, checksum: 0d6752459a243fa6c513982276fc0c6e (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2017-05-03T14:18:00Z (GMT) No. of bitstreams: 1 DISSERTAÇÃO.pdf: 2211001 bytes, checksum: 0d6752459a243fa6c513982276fc0c6e (MD5) / Made available in DSpace on 2017-05-03T14:18:01Z (GMT). No. of bitstreams: 1 DISSERTAÇÃO.pdf: 2211001 bytes, checksum: 0d6752459a243fa6c513982276fc0c6e (MD5) / Esta pesquisa traz como objeto de investigação as trajetórias de afiliação de estudantes com deficiência na Educação Superior. Nesta perspectiva, desenvolvemos um estudo empírico, cuja abordagem teórico-metodológica se apoia no Interacionismo Simbólico, corrente sociológica que privilegia a compreensão da sociedade a partir da concretude das relações interindividuais. Mais especificamente, é interesse desta pesquisa lançar luz sobre os elementos que constituem a rotina institucional e a experiência estudantil na Educação Superior, para pessoas que vivenciam a condição de deficiência. Diante de um tema ainda recente e carregado de complexidade, o percurso metodológico traçado para esta investigação é de natureza qualitativa, do tipo estudo de caso e visa compreender o processo de afiliação de estudantes com deficiência na Educação Superior. Para tanto, elegemos como procedimentos de coleta de dados, a pesquisa documental e a entrevista semiestruturada, focalizada e individual, com perguntas abertas, de modo a possibilitar aos estudantes entrevistados maior liberdade nas respostas. Os resultados da investigação revelam que o estudante com deficiência passa pelas mesmas etapas de afiliação que os demais estudantes, porém a condição de deficiência o coloca diante da necessidade de superar resistências, enfrentar barreiras e estigmas, sem perder de vista os sonhos, as aspirações e os projetos de vida. Assim, compreendemos a afiliação do estudante com deficiência como um processo complexo, que envolve o direito de combinar as demandas pessoais às exigências acadêmicas. A pesquisa mostrou ainda que a dimensão simbólica, manifestada pela preocupação em atender as expectativas socialmente impostas, interfere no processo de construção da afiliação, refletindo inclusive na formação da identidade pessoal e social do estudante com deficiência. / ABSTRACT This research brings as object of investigation the trajectories of students’ affiliation with disabilities in college education. In this perspective, we developed an empirical study of which theoretical-methodological approach is based on Symbolic Interactionism. Sociological current that privileges the understanding of society from the concreteness of interindividual relations. More specifically, it is the interest of this research to launch lights out about on the elements that constitute the institutional routine and the student experience in Higher Education for people who experience the condition of disability. Faced with a still recent and so complex subject, the methodological way traced for this investigation is qualitative nature of, of the case study type and aims to understand the process of affiliation of students with disability in College Education. To do so, we chose as data collection procedures, documental research and semi-structured, focused and individual interview with open questions, in order to possibility to the students interviewed more freedom in the answers. The results of the investigation revealed that the student with the disability goes through the same stages of affiliation that the other students, but the condition of disability places it in the face of the need to overcome resistance, face barriers and stigmas, without losing sight of dreams, aspirations and projects of life. Thus, we understand the affiliation of the disabled students as a complex process, which involves the right to combine personal demands with academic demands. The research also showed that the symbolic dimension, manifested by the concern to meet socially imposed expectations, interferes in the building the affiliation process of, also reflecting the formation of the personal and social identity of the student with disability.

The problem with which this study was concerned was that of determining some of the ways and to what extent Texas upper-level universities in their academic units and the individual university as a whole have uniquely met the needs of public higher education in Texas. It was concluded that upper-level universities are fulfilling their roles in innovative/experimental programs. However, as a group upper-level universities are not advancing any more rapidly toward meeting their initial goals and purposes than the four-year universities.

Made available in DSpace on 2014-06-11T19:26:19Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-05-23Bitstream added on 2014-06-13T18:47:28Z : No. of bitstreams: 1 lima_sap_me_mar.pdf: 294368 bytes, checksum: b7f1334ba7894c10f7a4183afaf81498 (MD5) / Esta pesquisa objetiva analisar o Ensino Superior Privado em Marília através do estudo de caso de uma instituição privada, a Fundação de Ensino Eurípides Soares das Rocha, no período compreendido entre 1967 a 2003. Desenvolveu uma avaliação histórica do período no contexto da educação brasileira, abordando o cenário da educação superior, o movimento e a facilitação da expansão do ensino superior no período militar pós-64, a reforma universitária em 1968 e conseqüências para os rumos da educação superior no país. Em seguida foram analisados as décadas de 1980 e 1990 e as regulamentações que influenciaram a política neoliberal no período. Ao mesmo tempo a pesquisa também aborda a influencia que o mercado massificado exerceu sobre os rumos das instituições de ensino superior e em especial como afetou os rumos da instituição analisada. As mudanças da Fundação Eurípides, influenciadas pelos fatores externos, indicam o processo de adaptação e reestruturação organizacional objetivando aumentar sua competitividade. / This research has the purpose of analyzing the Private College Education in Marília City through the study of a case in a Private Institution called Fundação de Ensino Eurípides Soares da Rocha, from 1967 to 2003. It was developed a historical evaluation of the period in Brazilian Education context, dealing with the college education setting and its expansion facilitation during the military period after 1964, the university reform and the consequences to the directions of college education to the country. Next it were analyzed the 80 s and 90 s decades and the adjustments whi influenced the neoliberal political in the period. At the same time the research also deals with the influence that the full market fulfilled into the directions of college education institutions and especially how it affected the directions of the analyzed institution.

Submitted by Jordan (jordanbiblio@gmail.com) on 2017-01-23T13:58:47Z No. of bitstreams: 1 DISS_2015_Kamilla Maestá Agostinho.pdf: 2244915 bytes, checksum: 7312f81623e5e6e0b4bfc02b3cc1e5be (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-01-27T14:36:31Z (GMT) No. of bitstreams: 1 DISS_2015_Kamilla Maestá Agostinho.pdf: 2244915 bytes, checksum: 7312f81623e5e6e0b4bfc02b3cc1e5be (MD5) / Made available in DSpace on 2017-01-27T14:36:31Z (GMT). No. of bitstreams: 1 DISS_2015_Kamilla Maestá Agostinho.pdf: 2244915 bytes, checksum: 7312f81623e5e6e0b4bfc02b3cc1e5be (MD5) Previous issue date: 2015-03-20 / CAPES / Esta dissertação insere-se no campo das políticas públicas em educação superior, discutindo as políticas de ação afirmativa, com foco nos sujeitos envolvidos nessa política no curso de enfermagem da Universidade Federal do Mato Grosso campus universitário de Sinop. Apresenta como objetivo geral compreender como o estudante beneficiado por programas de ação afirmativa se vê e como ele é visto pelo Sistema de Gerenciamento Acadêmico, pelos colegas e professores no curso de enfermagem da UFMT/Sinop. Para composição da pesquisa realizou-se uma captação teórica e documental em documentos oficiais da UNESCO por meio de análises referente às Conferências realizadas pela entidade a partir de 1990, pesquisou-se a luta e influência do Movimento Negro no Brasil e também nas legislações que tratam das políticas de Ação Afirmativa no país. Fez-se também um apanhado do movimento de adesão das instituições púbicas federais às políticas de ação afirmativa. Por fim, foram realizadas entrevistas com estudantes ingressantes pela ação afirmativa e ampla concorrência no período letivo de 2012 e 2013/1 e com os professores que ministravam aulas no primeiro e segundo semestre do referido período letivo. O resultado da pesquisa evidencia a predominância do sexo feminino, entre os estudantes e os professores, sendo esta característica predominante também nos ingressantes pelas políticas de ação afirmativa. Percebe-se que o ingressante pela ação afirmativa, apresentado pelo Sistema de Gerenciamento Acadêmico- SIGA, difere em partes do que ele expõe, principalmente quando analisamos a sua escolha frente à profissão. O SIGA afirma que a enfermagem é a primeira opção de escolha dos mesmos, entretanto nas entrevistas percebeu-se que este estudante escolhe a profissão em razão da não aprovação e/ou nota inferior em outros cursos (medicina 75%, odontologia 25%). Os pais são essenciais para o ingresso e permanência dos estudantes no ensino superior. Quando analisamos os estudantes ingressantes por ampla concorrência e professores do curso, identificamos a inexistência da discussão da temática no local de estudo, uma vez que poucos são aqueles que conhecem a adoção de tal política, ficando a maioria baseada em informações superficiais, compreendendo que o sistema de cotas é uma política de ingresso, não se aprofundando na discussão. De modo geral, as políticas de ação afirmativa são melhor aceitas quando utilizam o critério social, tanto pelos professores quanto pelos estudantes ingressantes pela ação afirmativa e ampla concorrência. Porém, os estudantes se mostram mais tolerantes ao analisarem as políticas. É unanime entre eles os posicionamentos de que é preciso maiores investimentos na escola pública. Evidencia-se que o estudante ingressante por ação afirmativa passa despercebido no espaço acadêmico e suas necessidades específicas, consequentemente, não são atendidas. / This work aims the public policy in higher education field, arguing the affirmative action policies focusing on the individuals involved in this policy in the nursing course at the Federal University of Mato Grosso campus of Sinop. It presents as a general matter to understand how the student benefited from affirmative action programs is seen and how it is seen by the Academic Management System, by colleagues and professors in UFMT / Sinop nursing course. We carried out a theoretical and document capture on official UNESCO documents through analyzes regarding the conferences held by the entity since 1990, researched to fight and influence of the Black Movement in Brazil and the legislation dealing with Affirmative Action policies in the country to composite the research, there was also a smattering of adhesion of the Federal public institutions affirmative action policies. Finally interviews were conducted with students entering the affirmative action and broad competition in the school year 2012 and 2013/1 and the teachers who taught classes on the first and second half semester of the term. The research result shows the female predominance among both students and teachers, and this feature was also presented in the freshman affirmative action policies, we realize that the entrant by affirmative action presented by Academic Management System differs in parts than it exposes, especially when we analyze your choice facing profession. SIGA claims that nursing is the first choice of them, however in interviews was noticed that this student chooses the profession at the expense of non-approval and/or lower grade in other courses (75% medicine, dentistry 25%). Parents are essential for entry and remained of students in higher education. When we analyze the freshman wide competition for students and faculty members we identified the lack of discussion of the subject at the study site since few are those who know the adoption of such policy, getting the most superficial information, understanding that the quota system is not a political ticket deepening on the discussion. Generally, the affirmative action policies are better accepted when they use social criteria, both by teachers and by students entering through affirmative action and huge competition, but students are more tolerant to analyze the policies. It's unanimous among them the positions that need greater investments in public school. It is evidenced that the newly admitted student through affirmative action goes unnoticed in the academic space and his/her specific needs as a result are not met.

Made available in DSpace on 2014-06-11T19:27:19Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-09-28Bitstream added on 2014-06-13T18:55:56Z : No. of bitstreams: 1 oliveira_mjg_me_arafcl.pdf: 295933 bytes, checksum: 2c3c89bc1ef42e80153321a65c5d111b (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A Educação Superior pode ser considerada uma ferramenta que possibilita ao indivíduo, através do investimento em seu Capital humano, ampliação de sua capacidade produtiva, maiores salários, proporcionando menor iniqüidade na distribuição de renda entre os indivíduos. O objetivo deste trabalho é traçar um perfil sócio-econômico do recém formado no ensino superior brasileiro com base em dados do Exame Nacional do Desempenho dos Estudantes (ENADE). Como se sabe, a escolha do curso superior no Brasil tem forte influência de fatores sociais e econômicos. Para estimar probabilidades com que um graduado seja de determinado curso, dado seu perfil, um modelo logit multinomial foi estimado. Conclui-se que quando a expectativa em relação ao curso é de ganhos futuros, homens brancos, negros e mulatos tendem a escolher cursos de exatas e engenharias. Em contrapartida, os cursos de humanas, em sua maioria, são demandados por mulheres brancas, negras e mulatas. Mesmo assim, há mulheres brancas, em certas regiões como Sudeste e Sul, que tem preferência por curso de engenharias e exatas / Higher education can be considered a tool that enables an individual, through investment in human capital, expanding his or her production abilities, higher wages, providing less unequal distribution of income among individuals.This work aims to build a profile of the Brazilian college graduated based on data from ENADE (Student Performance National Exam). As fairly known, college career choice in Brazil is strongly affected by social and economic factors. In order to estimate the probability of choosing a career, given the student profile, a multinomial logit model will be estimated. It is possible to conclude that when the expectation is over the course of future earnings, white males, blacks and mulattoes tend choose the exact and engineering courses. In contrast, the humanities courses, mostly, are demanded by white, black and mulatto. Still, there are white women in certain regions such as Southeast and South, which has a preference for engineering courses and exact

Orientador: Alexandre Sartoris Neto / Banca: Luciana Togeiro / Banca: Marislei Nishijima / Resumo: A Educação Superior pode ser considerada uma ferramenta que possibilita ao indivíduo, através do investimento em seu Capital humano, ampliação de sua capacidade produtiva, maiores salários, proporcionando menor iniqüidade na distribuição de renda entre os indivíduos. O objetivo deste trabalho é traçar um perfil sócio-econômico do recém formado no ensino superior brasileiro com base em dados do Exame Nacional do Desempenho dos Estudantes (ENADE). Como se sabe, a escolha do curso superior no Brasil tem forte influência de fatores sociais e econômicos. Para estimar probabilidades com que um graduado seja de determinado curso, dado seu perfil, um modelo logit multinomial foi estimado. Conclui-se que quando a expectativa em relação ao curso é de ganhos futuros, homens brancos, negros e mulatos tendem a escolher cursos de exatas e engenharias. Em contrapartida, os cursos de humanas, em sua maioria, são demandados por mulheres brancas, negras e mulatas. Mesmo assim, há mulheres brancas, em certas regiões como Sudeste e Sul, que tem preferência por curso de engenharias e exatas / Abstract: Higher education can be considered a tool that enables an individual, through investment in human capital, expanding his or her production abilities, higher wages, providing less unequal distribution of income among individuals.This work aims to build a profile of the Brazilian college graduated based on data from ENADE (Student Performance National Exam). As fairly known, college career choice in Brazil is strongly affected by social and economic factors. In order to estimate the probability of choosing a career, given the student profile, a multinomial logit model will be estimated. It is possible to conclude that when the expectation is over the course of future earnings, white males, blacks and mulattoes tend choose the exact and engineering courses. In contrast, the humanities courses, mostly, are demanded by white, black and mulatto. Still, there are white women in certain regions such as Southeast and South, which has a preference for engineering courses and exact / Mestre

abstract: Conceptual knowledge and self-efficacy are two research topics that are well-established at universities, however very little has been investigated about these at the community college. A sample of thirty-seven students enrolled in three introductory circuit analysis classes at a large southwestern community college was used to answer questions about conceptual knowledge and self-efficacy of community college engineering students. Measures included a demographic survey and a pre/post three-tiered concept inventory to evaluate student conceptual knowledge of basic DC circuit analysis and self-efficacy for circuit analysis. A group effect was present in the data, so descriptive statistics were used to investigate the relationships among students' personal and academic characteristics and conceptual knowledge of circuit analysis. The a priori attribute approach was used to qualitatively investigate misconceptions students have for circuit analysis. The results suggest that students who take more credit hours score higher on a test of conceptual knowledge of circuit analysis, however additional research is required to confirm this, due to the group effect. No new misconceptions were identified. In addition to these, one group of students received more time to practice using the concepts. Consequently, that group scored higher on the concept inventory, possibly indicating that students who have extra practice time may score higher on a test of conceptual knowledge of circuit analysis. Correlation analysis was used to identify relationships among students' personal and academic characteristics and self-efficacy for circuit analysis, as well as to investigate the relationship between self-efficacy for circuit analysis and conceptual knowledge of circuit analysis. Subject's father's education level was found to be inversely correlated with self-efficacy for circuit analysis, and subject's age was found to be directly correlated with self-efficacy for circuit analysis. Finally, self-efficacy for circuit analysis was found to be positively correlated with conceptual knowledge of circuit analysis. / Dissertation/Thesis / Ph.D. Curriculum and Instruction 2014