This study involved non-experimental research to identify alumni perceptions of the strengths and weaknesses of the Doctor of Ministry degree program at Dallas Theological Seminary. An international survey was conducted to collect data from 165 Doctor of Ministry degree holders from Dallas Theological Seminary; 131 usable questionnaires were returned. A response rate of 79.4 percent was achieved. The intent of the study was to ascertain (a) the extent to which D.Min. alumni perceive that the objectives and goals of Doctor of Ministry programs at Dallas Theological Seminary are being met, (b) alumni-perceived strengths of Doctor of Ministry programs at Dallas Theological Seminary, (c) alumni-perceived weaknesses of Doctor of Ministry programs at Dallas Theological Seminary, (d) compare the findings of this case study assessment with a 1987 national study of Doctor of Ministry programs, and (e) make recommendations for the improvement of D. Min programs at Dallas Theological Seminary. The pattern that emerged from the data indicates that the D.Min. alumni believe objectives and goals of the Doctor of Ministry program at Dallas Theological Seminary are being met. In the opinion of the alumni, Doctor of Ministry programs at Dallas Theological Seminary has its strengths. The overall opinion of the D.Min. faculty and curriculum are strong indicators of its strength. The D.Min. program has had a positive impact on the lives of its alumni and on their ministries. In the opinion of the alumni, Doctor of Ministry programs at Dallas Theological Seminary also has its weaknesses. A casual comparison of the findings of this case study assessment with a similar 1987 national study of Doctor of Ministry programs revealed more similarities than differences. The alumni provided a number of suggestions to be implemented into the Doctor of Ministry curriculum, structure, faculty, administration, overall image of the program, its purpose and objectives.

Thesis (M.C.P. and S.M. in Real Estate Development)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 2004. / This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections. / Includes bibliographical references (p. 111-115). / Research and practice have shown that air rights development over highway corridors in America's cities is not only feasible, but desirable. As planners, policy makers and consumers attempt to curb the sprawling development pattern that was characteristic of the second half of the twentieth century, the development of the air space over urban highway corridors is emerging as a beneficial type of development that promotes revitalization and can be more sustainable than other types of redevelopment. As the advantages of air rights development over highway corridors become increasingly apparent, more projects and proposals are surfacing in cities nationwide. However, while this development pattern can contribute to urban revitalization, it is also unique from other types of infill and redevelopment. Air rights development is complex and requires special scrutiny and treatment from a planning and policy perspective, a distinct understanding of urban design and attention to neighborhood context, and specific development principles for construction and financial feasibility. This thesis describes these unique considerations both generically and through analysis of the Massachusetts Turnpike in Boston. It examines three cases: a completed air rights development, a planned development that has gone through the permitting phase, and a proposed air rights development as it seeks the path of least resistance for development. In this examination, a set of "best practices" and recommendations is proposed to advance the feasibility of this unique type of development. The recommendations aim to make air rights development over highway corridors more sustainable, more predictable, and more systematic in improving the urban environment. Chief among these recommendations include: the implementation of a robust and predictable regulatory framework to control the outcome of air rights development; design guidelines to ensure connectivity and contextualized development that also reflect realistic assumptions about financial feasibility and development intensity; and a systematic air rights lease negotiation process and framework that links leasing liabilities to future development revenues. / by Bonnie E. Campbell. / M.C.P.and S.M.in Real Estate Development

Thesis (M.C.P. and S.M. in Real Estate Development)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 2004. / This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections. / Vita. / Includes bibliographical references (leaves 92-95). / by Sung-Min Thomas Suh. / M.C.P.and S.M.in Real Estate Development / This thesis examines the financial feasibility of office-to-residential conversions in Downtown Manhattan's asset markets given the policy context shaping redevelopment opportunities. The analysis explores whether such conversion feasibility is desirable in the larger context of Downtown Manhattan's economic development. Market evidence from Downtown Manhattan's underperforming Class B/C office stock as well as record high performance in residential markets indicate that office-to-residential redevelopment is no longer an option, but a market-based necessity for transitioning Downtown Class B/C stock into more economically viable uses. Although markets have long identified office-to-residential conversion as the highest and best use of land in Downtown's markets, policymakers have also played an important role in facilitating conversion activity by allowing markets to adjust to economic changes. In the mid-1990's, policymakers used two separate approaches to advance sustainable redevelopment by clearing regulatory barriers for conversion and establishing incentives to encourage redevelopment activity. In comparison to these measures, post-9/11 incentives were designed to hold the market together and address immediate short-term redevelopment needs to stabilize markets in the long-term. The thesis establishes that even in today's evolving conversion markets, Downtown presents a substantive level of risk for developers. The findings reveal a crucial interdependence between critical mass and private sector investment in services. These issues are compounded by longstanding urban planning issues involving infrastructure, transportation, and access. The market study, institutional analysis, and case-based material support the position that under current market conditions, policy measures must readjust conversion policies to foster reasonably paced residential redevelopment in conjunction with larger economic development plans for Lower Manhattan.

The purpose of this study was to determine the perceived professional and self-developmental impact of a nontraditional baccalaureate degree program. Data were collected through self-reports of graduates from three predominantly black colleges in the United States. Surveys were mailed to a total of 272 May, 1991 through May, 1994 graduates in Organizational Management from Edward Waters College, Jacksonville, Florida; Saint Paul's College, Lawrenceville, Virginia; and Wilberforce University, Wilberforce, Ohio. Data analyses were based on the total number of 170 returns. The data analyses included frequencies, means, percentages, and cross-tabs for demographics, and also information on enrollment, current employment, graduate school, and assessment of program experiences. Chi-square tests were performed to show the relationships between participants' responses to inquiries by race and gender. The findings of this study revealed that in addition to meeting the needs of students to help them obtain their degrees, the contract Adult Degree Completion Program has been instrumental in helping students to achieve their goals for improving their professional and personal life situations. Overall, it was found that the program presented a major challenge to all students, but the significant findings of the research indicated that some students enjoyed a higher degree of success in their experiences with the program than others. This research suggested that blacks were more apt to change careers upon program completion than other groups; black females were the primary beneficiaries of the portfolio project, and males received a greater level of monetary support from employers than their female counterparts. / Ph. D.

The paper describes the exchange program in between the University of Wisconsin/ Milwaukee and the University of Potsdam in the field of economics. It discusses in detail the development of the program, including the problems and challenges. Additionally a brief description of the curriculum is presented. Then the future possibilities of the Transatlantic Degree Program (TDP) are discussed and the influences and problems of the Bologna process analysed.

Online education has changed the way education is delivered. Higher education has been the leader of providing online education. Currently, the fastest growing online degree program in higher education is a Master of Business Administration (MBA) degree. This demand is due to employees who are looking to move up in their career but who are not able to attend school full-time. Many accredited not-for-profit business schools as well as for-profit universities have launched their own online business degree programs to meet this demand. This report aims to review best practices for online business degree programs. It will describe the evolution of distance education as it pertains to higher education, the difference between campus, online and hybrid mode and the types of online learning. This report also identifies how higher education and business schools are providing online education and are competing with for-profit universities and explains why Association to Advance Collegiate Schools of Business (AACSB) accreditation is important. I will also discuss the benefits of delivering online business degree programs as well as proves the challenges that administration, students and faculty face in this process. Through analysis of existing research studies, the report will explain which best practices administration, faculty and students can adopt in order to offer and participate in a successful online business degree program. / text

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2016-01-14T00:19:39Z No. of bitstreams: 1 DISSERTA??O DE EMMANUELLE F?LIX DOS SANTOS.pdf: 11355061 bytes, checksum: ab72a031518af1c3de2c247b6f2322ad (MD5) / Made available in DSpace on 2016-01-14T00:19:39Z (GMT). No. of bitstreams: 1 DISSERTA??O DE EMMANUELLE F?LIX DOS SANTOS.pdf: 11355061 bytes, checksum: ab72a031518af1c3de2c247b6f2322ad (MD5) Previous issue date: 2015-06-26 / The inclusion of Brazilian Sign Language (Libras) as an academic discipline in undergraduate programs is the trigger to the question that has made this Masters? degree thesis possible. The establishment of this academic discipline happened 13 years ago, at the same time as the recognition of Libras as a language through the Law 10.436/02. Such a law provides excluded minorities with social, political and educational openness, which helped them to begin to obtain educational visibility from 1990 on. Thus, in Brazil, a new inclusive educational policy started in that period, which expanded, greatly, access of students with special educational needs (SEN) into regular schools. The insertion of these students, especially the deaf, brings changes to educational practices and structures as well as in teacher education, which requires the establishment of certain educational policies. Due to these changes, the Decree that regulates Libras law sets up deadlines and percentages so that Higher Education Institutions (HEIs) can offer Libras as a mandatory academic discipline in B. A. degree programs. Because of this, The State University of Feira de Santana (UEFS ? Universidade Estadual de Feira de Santana) began to offer it in 2009. Aware of the commitment of this HEI to teacher education and before this new context, this thesis aims at analyzing the contributions that Libras at UEFS provide its undergraduate students with. For our purpose, we choose to discuss at first the nature of the teaching analyzed in this study, the language, in dialogue with Plato (approx. 390 b.C.), Saussure in Depecker (2012), Vygotsky (2009 [1934]) Gesser (2009) and others. After that, we base our studies on Tardif (2012 [1991]), Soares (1999), Lacerda (2013) and on recent research on the teaching of Libras in B.A. programs. As our method, we use a case study with a qualitative approach, which aligned with content analysis technique tried to develop Libras in UEFS normative documents with the voice of teachers in this area. This enabled us to see that, while organizing the academic discipline Libras at UEFS, its real objectives are not clear yet. In spite of its formative function, it is still fragmented. There is predominance of aspects that involve language proficiency to the detriment of the educational knowledge. On the other hand, when we question the language itself and the deaf, this academic discipline motivates prospective teachers to obtain the knowledge that will allow them not to make the deaf invisible in regular schools. This way, we consider Libras to play an important role in the education of prospective teachers and that existing gaps come up due to its legal constitution, which presents doubtful meanings about its goal and about teaching education that is marked by reflections of disciplinary logic. / A inclus?o da L?ngua Brasileira de Sinais (Libras) como componente curricular nas licenciaturas ? a propulsora da quest?o que possibilitou o desenvolvimento desta disserta??o. A implanta??o deste componente curricular surgiu h? 13 anos, concomitantemente com o reconhecimento da Libras como l?ngua atrav?s da Lei n?. 10.436/02. Essa lei proporciona abertura social, pol?tica e educacional ?s minorias surdas exclu?das, que, a partir de 1990, passam a ter visibilidade educacional. Assim, no Brasil, se inicia, neste per?odo, uma nova pol?tica educacional, a inclusiva, ampliando significativamente o acesso de alunos com necessidades educacionais especiais (NEE) ?s escolas comuns. A inser??o desses alunos, em especial dos surdos, ocasiona mudan?as nas pr?ticas e nas estruturas educacionais, assim como na forma??o do professor, o que requer implanta??o de certas pol?ticas educacionais. Em atendimento a essas mudan?as educacionais, o Decreto que regulamenta a lei da Libras estipula prazos e percentuais para que as Institui??es de Ensino Superior (IES) possam implantar o componente curricular Libras, obrigatoriamente, nas licenciaturas. Assim, em obedi?ncia a esta determina??o, a Universidade Estadual de Feira de Santana (UEFS), passa a ofert?-lo em 2009. Cientes do compromisso dessa IES com a forma??o de professores e frente a esse novo contexto, o presente trabalho estabelece como objetivo analisar as contribui??es que a organiza??o do componente curricular Libras na UEFS oferece para a forma??o de seus licenciandos. Para tanto, optamos por discutir inicialmente a natureza do ensino em estudo, a l?ngua, dialogando com Plat?o (aprox. 390 a.C.), Saussure (1891 apud DEPECKER, 2012), Vygotsky (2009 [1934]), Gesser (2009) e outros. Em seguida, reportamos ao ensino da Libras na forma??o do professor baseando-nos nos escritos de Tardif (2012 [1991]), Soares (1999), Lacerda (2013) e pesquisas recentes sobre o ensino de Libras nas licenciaturas. Como orienta??o metodol?gica, utilizamos o estudo de caso com a abordagem qualitativa que, alinhada ? t?cnica de an?lise de conte?do, buscou articular a organiza??o da Libras nos documentos normativos da UEFS com a voz dos professores da ?rea. Isso nos possibilitou perceber que, na organiza??o do componente curricular Libras, na UEFS, ainda h? uma inc?gnita sobre seus reais objetivos, apesar de ela cumprir sim uma fun??o formativa, embora fragmentada. H? a predomin?ncia de aspectos que envolvem a profici?ncia da l?ngua em detrimento do saber pedag?gico; mas, ao problematizar a pr?pria l?ngua e o surdo, este componente curricular fomenta e incentiva ao futuro professor um saber que lhe permitir? n?o invisibilizar o surdo nas escolas comuns. Destarte, consideramos que o componente curricular Libras cumpre um papel importante na forma??o do futuro professor e que as lacunas existentes nesta forma??o adv?m da sua constitui??o legal, que apresenta sentidos d?bios acerca de sua finalidade e, principalmente, da pr?pria forma??o docente, que ainda ? marcada por reflexos da l?gica disciplinar.

Der interuniversitäre Bachelor-Studiengang Energy Efficiency and Englishes hat die Zielsetzung, dass Studierende zum einen ingenieurs- und technikwissenschaftliche Kompetenzen und zum anderen kultur- und sprachwissenschaftliche Kompetenzen erwerben und somit für den Arbeitsmarkt bessere Voraussetzungen mitbringen. Ziel des Ko- Pi-Projektes war es, die Module „Einführung Energietechnik“ und „Applied Linguistics“ besser an die Bedürfnisse der Studierenden anzupassen und gleichzeitig die Verknüpfung von technikwissenschaftlichen mit sprachwissenschaftlichen Kompetenzen zu schaffen, um diese praktisch im Unterricht anzuwenden und weiterzuentwickeln.

Submitted by Vanessa Cerignoni Benites Bonetti (vanessa.benites@gmail.com) on 2018-07-05T12:53:07Z No. of bitstreams: 1 Versão Final Tese Vanessa Benites-Bonetti.pdf: 7277152 bytes, checksum: 6822e2ba0a8899ff247a810dbb0425b8 (MD5) / Approved for entry into archive by Ana Paula Santulo Custódio de Medeiros null (asantulo@rc.unesp.br) on 2018-07-05T13:49:22Z (GMT) No. of bitstreams: 1 benitesbonetti_vc_dr_rcla.pdf: 4688048 bytes, checksum: 3cf920d62e44d1ebc0fcfb22bc848726 (MD5) / Made available in DSpace on 2018-07-05T13:49:22Z (GMT). No. of bitstreams: 1 benitesbonetti_vc_dr_rcla.pdf: 4688048 bytes, checksum: 3cf920d62e44d1ebc0fcfb22bc848726 (MD5) Previous issue date: 2018-05-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Inserida no contexto da formação de professores de Matemática, a presente pesquisa objetiva – analisar e compreender a identidade docente de egressos de cursos de Licenciatura em Matemática de Instituições Públicas de Ensino Superior (IPES) do Estado de São Paulo. Para alcançar o objetivo, tomamos como eixo norteador a seguinte questão: Como se constitui a identidade docente de egressos de cursos de Licenciatura em Matemática? Balizadas por essa interrogação, realizamos uma pesquisa qualitativa, que foi desenvolvida em dois movimentos. No 1º Movimento, utilizamos dois procedimentos metodológicos: Análise Documental e Questionário, os quais foram utilizados como recurso/instrumento para obtenção dos dados. Realizamos a Análise Documental dos Projetos Pedagógicos de Cursos (PPC) de três cursos de Licenciatura em Matemática do estado de São Paulo (UNESP/Rio Claro; UNESP/Bauru; e USP/São Carlos). Ainda no 1º Movimento, aplicamos um Questionário com egressos desses três cursos, que os haviam concluído entre os anos de 2004 e 2009. O 1º Movimento foi importante para caracterizarmos o cenário investigado, e subsidiar a elaboração das Entrevistas (2º Movimento), que se mostrou como o corpus de análise. Dessa forma, o 2º Movimento foi marcado pela realização de Entrevistas com seis egressos dos cursos de Licenciatura em Matemática (UNESP/Rio Claro; UNESP/Bauru; e USP/São Carlos), três coordenadores dessas instituições e cinco pesquisadores envolvidos com Políticas Públicas de formação de professores. O momento da sistematização, baseada em alguns conceitos de Análise de Conteúdo, foi realizado a partir do delineamento do corpus de análise, as Entrevistas. Elencamos, por meio de sentido e significado, Unidades de Contexto, Unidades de Registro, Eixos Temáticos, até findarmos em cinco Categorias de Análise: Trabalho Docente e Conhecimento do Professor: caminhando para a profissionalidade; Cursos de Licenciatura: aspectos estruturais e conceituais; Profissionalização como Espaço Próprio à Profissionalidade; Comprometimento e Engajamento do Professor: um percurso de seu profissionalismo; e Formação de Professores na Atualidade: desafios e perspectivas das políticas educacionais e da colaboração. Posteriormente realizamos um diálogo entre o referencial teórico e os dados coletados, por meio de inferências e interpretações a partir dos núcleos de sentido. A identidade docente foi revelada nas inter-relações entre os aspectos pessoais e sociais, e influenciada diretamente pelos aspectos relacionados à profissionalidade e à profissionalização docente. / Inserted in the context of Mathematics Teachers Education, the present research aims to analyze and understand the teaching identity of graduates of Mathematics Degree courses’ graduates of Higher Education Public Institutions in the State of São Paulo. To reach this objective, we took as a guiding axis the following question: How is the teaching identity of graduates in Mathematics undergraduate courses constituted? Based on this question, we performed a qualitative research, which was developed in two movements. In the first movement, we used two methodological procedures: Documentary Analysis and Questionnaires, which were used as a resource/instrument to obtain the data. We carried out the Documentary Analysis of the Pedagogical Projects of Courses of three Mathematics courses in the state of São Paulo (UNESP/Rio Claro, UNESP/Bauru, and USP/São Carlos). Still in the first movement, we applied a Questionnaire with graduates of these three courses, which had concluded the course between the years of 2004 and 2009. The first movement was important to characterize the scenario investigated, and to subsidize the elaboration of the Interviews (second movement), which was shown as the corpus of analysis. Thus, the second movement was marked by the conduction of Interviews with six graduates of the Mathematics degree courses (UNESP/Rio Claro, UNESP/Bauru, and USP/São Carlos), three coordinators of these institutions and five researchers involved with public policies for teacher education. The moment of systematization, based on some concepts of Content Analysis, was carried out from the delineation of the corpus of analysis, that is, the Interviews. We listed, through sense and meaning, Context Units, Registration Units, Thematic Axes, until we finished in five Categories of Analysis: Teaching Work and Teacher Knowledge: moving towards professionality; Degree courses: structural and conceptual aspects; Professionalization as a Private Space for Professionality; Commitment and Engagement of the Teacher: a course of his professionalism and; Teacher Education in the Present: challenges and perspectives of educational policies and collaboration. Subsequently, we conducted a dialogue between the theoretical data collected through inferences and interpretations from the sense cores. The teaching identity was revealed in the interrelationships between the personal and social aspects, and directly influenced by the aspects related to the professionality and the teacher’s professionalization.

This item contains the agenda, minutes, and attachments for the Faculty Senate meeting on this date. There may be additional materials from the meeting available at the Faculty Center.