190f. / Submitted by Oliveira Santos Dilzaná (dilznana@yahoo.com.br) on 2013-07-04T18:32:11Z No. of bitstreams: 1 Tese de doutorado - Virginia Teles Carneiro.pdf: 807997 bytes, checksum: 467f1ac35410091b62f22c0487736326 (MD5) / Approved for entry into archive by Ana Portela(anapoli@ufba.br) on 2013-07-09T16:41:40Z (GMT) No. of bitstreams: 1 Tese de doutorado - Virginia Teles Carneiro.pdf: 807997 bytes, checksum: 467f1ac35410091b62f22c0487736326 (MD5) / Made available in DSpace on 2013-07-09T16:41:40Z (GMT). No. of bitstreams: 1 Tese de doutorado - Virginia Teles Carneiro.pdf: 807997 bytes, checksum: 467f1ac35410091b62f22c0487736326 (MD5) Previous issue date: 2013 / O objetivo desta tese é compreender como estudantes de psicologia tornam-se psicólogos profissionais. Para isso, o interacionismo simbólico e a etnometodologia foram adotadas como referências teóricas que dão sustentação ao estudo. Os meios escolhidos para gerar dados foram entrevistas narrativas e descrições das percepções da pesquisadora contidas em diários de campo. Onze estudantes de psicologia foram entrevistados pouco antes da conclusão da graduação e, novamente, aproximadamente após um ano da concessão da primeira entrevista. Através da interpretação dos dados, defende-se a tese que os estudantes de psicologia tornam-se psicólogos profissionais a partir da interação social, de modo que essa transição é profundamente marcada por perspectivas coletivas, ou seja, desenvolvidas em grupo. Os estudantes ingressam no curso de psicologia carregando valores da cultura leiga que definem, de forma difusa, a profissão de psicólogo. Para transformarem-se em estudantes de psicologia, precisam tornar-se membros de uma cultura estudantil específica e mudar a visão inicial do trabalho do psicólogo. Ao deixarem a universidade, os egressos não têm o mesmo ânimo idealista de quando eram calouros, pois vislumbram as dificuldades relacionadas à como, efetivamente, irão conseguir ocupar um lugar no mundo do trabalho. Quando se tornam psicólogos de fato, passam a fazer uso de valores pertencentes à cultura profissional, sentindo o peso da responsabilidade de suas ações através da expectativa de outros atores presentes na situação. Ao explorar a dimensão subjetiva da experiência dos estudantes em uma perspectiva interacionista, o estudo explicita como ocorrem certas escolhas dos atores envolvidos na situação, e que tipo de suporte social está em jogo nas suas tomadas de decisão, trazendo à tona um modo original de interpretar a vida universitária. The aim of this thesis is to understand how psychology students become professional psychologists. For this, symbolic interactionism and ethnomethodology were used as theoretical references that support the study. The tactics chosen to generate data were narrative interviews and descriptions of the researcher’s perceptions contained in field diaries. Eleven psychology students were interviewed shortly before graduation and, again, about a year after granting the first interview. Through the interpretation of the data, it is defended the thesis that psychology students become professional psychologists through social interaction, so this transition is deeply marked by collective perspectives, i.e., group developed. Students enroll in Psychology degree carrying values of the lay culture that diffusely define the profession of psychologist. To turn into psychology students, they must become members of a specific student culture and change their initial vision of the psychologist’s work. Upon leaving the university, the graduates do not have the same idealistic spirit of when they were freshmen, since they catch a glimpse of the difficulties related to how, effectively, occupy a place in the world of labor. When they effectively become psychologists, they start to make use of values belonging to professional culture, feeling the weight of responsibility for their actions through the expectations of other actors present in the situation. By exploring the subjective dimension of student’s experience in an interactionist perspective, this study shows how certain choices of the actors involved in the situation occurs, and what kind of social support is at stake in their decision making, bringing out an original way of interpreting college life. / Salvador

Mindfulness, characterized with present-moment awareness, non-judgment, and non-reactivity, has demonstrated its potential in contemporary counseling psychology as a cultivatable coping mechanism for healing against negative emotions and symptomology. Researchers have identified health benefits for those who possess higher levels of this trait without practice. Limited research has explored the potential benefits of mindfulness in contributing to the cultivation of adaptive career decision-making. In particular, there is no study investigating the the role of mindfulness on college students' coping with career indecision stemming from emotional and personality concerns, or its influence on their occupational engagement. This study was a survey-based investigation of the relations among dispositional mindfulness, occupational engagement, and emotional career indecision in a diverse sample of college participants (N = 166). The results from analysis indicate that dispositional mindfulness is significantly related to emotional career indecision and occupational engagement, with multiple facets of mindfulness contributing a significant amount of variance in emotional career indecision. Future research and clinical implications are also discussed.

Este é um estudo historiográfico sobre a Casa do Estudante Universitário Aparício Cora de Almeida (CEAUCA), fundada no ano de 1934 em Porto Alegre - RS. Busca- se entender a Casa como uma instituição educativa, tendo como documentos privilegiados narrativas de memória de oito antigos moradores. Trata-se, portanto, de uma noção ampliada do processo educativo nas moradias estudantis, para além da escolarização, interessada em buscar, por meio da construção de uma história desta instituição, práticas e experiências dos sujeitos habitantes, bem como analisar os modos como a Casa é significada por cada um dos entrevistados. A pesquisa posiciona-se no campo da História da Educação, utilizando os postulados da História Cultural, especialmente o conceito de representação, por meio dos quais busca analisar de forma dialógica as oito entrevistas produzidas e demais documentos mobilizados para a construção da presente narrativa historiográfica, como periódicos, imagens, estatutos e plantas do prédio sede. Para o tratamento metodológico dos documentos orais e escritos foram utilizadas a História Oral e a análise documental histórica, respectivamente. Os marcos históricos eleitos para contextualizar a instituição CEUACA foram a Ditadura Civil Militar (1964-1985) e o Maio de 68. Na intenção de valorizar as experiências daqueles que narram, a temporalidade final foi definida cronologicamente, entre a entrada do morador entrevistado mais antigo e a saída do mais recente (1963-1981). O estudo discutiu, entre outras coisas, as origens e consolidação da Casa como instituição, a formação de sua complexa estrutura organizacional e os efeitos do modelo de autonomia e autogestão. A CEUACA pôde ser percebida como um espaço de ambivalências, de transição, ocupado por estudantes oriundos de camadas empobrecidas que em pouco tempo passariam por um processo de ascensão social. Foram dados a ver trajetórias formativas irregulares e estratégias de permanência e condições de possibilidade da presença destes estudantes no Ensino Superior, bem como aspectos relacionados à inserção destes no novo círculo de sociabilidades. Foram recorrentes tanto nas narrativas quanto no discurso dos periódicos analisados, a atribuição de um sentido formativo à experiência de moradia estudantil. O estudo contemplou ainda as implicações do contexto político e suas reverberações no interior da Casa, por meio de cisões ideológicas que concorreram fortemente na forma como os sujeitos rememoraram suas vivências na instituição. Ainda que todas as valorações sobre esta experiência de moradia elaboradas pelos antigos moradores tenham sido positivas, foi possível perceber que a Casa é inscrita e elaborada de diferentes maneiras nas narrativas de si dos sujeitos entrevistados. / This is a study on the history of the College Student Residence Aparício Cora de Almeida - Casa do Estudante Universitário Aparício Cora de Almeida (CEAUCA), established in 1934 in Porto Alegre - RS. Its aim is to acknowledge CEAUCA as an educational institution, having memory narratives of eight former tenants as its privileged documents. This is, therefore, a broadened view of the educational process in the college residence halls beyond schooling, which is interested in investigating practices and experiences of tenants subjects through the construction of the history of this institution, as well as in analyzing the ways the House is signified by each one of the interviewees. The study is constructed in the History of Education field, using the postulates of Cultural History, in particular the representation concept, by which it aims to analyze in a dialogic form the eight produced interviews and other documents fulfilled for the construction of this historiographical narrative, such as periodicals, images, statutes and architectural plans of the head office. For the methodological treatment of the oral and written documents, Oral History and historic documental analysis were used respectively. The elected historical landmarks were the Civil-Military Dictatorship (1964-1985) and the May 68. In an attempt to value the experiences of the narrators, the final temporality was defined chronologically, from the admission of the oldest interviewed tenant to the withdrawal of the most recent (1963-1981) The study discussed, among other things, the origins and consolidation of the House as an institution, the formation of its complex organizational structure and the effects of the autonomy and self-management model. CEUACA could be perceived as a space of ambivalences and transition, inhabited by students derived from impoverished layers that in a short period of time would pass through a social ascension process. The following were data considered: irregular formative trajectories, retention strategies and conditions of possibility of these students’ presence in higher education, as well as aspects related to their inclusion in the new social circle. The attribution of a formative sense to the experience of living in a College Student Residence was recurrent not only in the narratives but also in the discourse of the analyzed periodicals. The study encompassed the implications of the political context and its repercussions within the student house as well, through ideological fissures that strongly concurred with the way the subjects recollected their experiences in the institution. Though all the valuations regarding this housing experience elaborated by the former tenants were positive, it was possible to notice that CEUACA is embodied and elaborated in various ways in the self-narratives of the subjects interviewed.

abstract: First-generation college students are an underrepresented group in terms of study abroad participation nationally and at Arizona State University (ASU). The ASU and International Studies Abroad (ISA) Planning Scholars Scholarship Program was developed to support first-generation college students in their pursuit of study abroad. This mixed-methods study examined what the specific needs of first-generation college students are as they pursue study abroad experiences and what effect the ASU and ISA Planning Scholars Program had on them. A combination of surveys, semi-structured interviews, and a photovoice project provided data for the study. Key findings included that first-generation college students had concerns about finances, finding a study abroad program that would keep them on track for graduation, making friends while they study abroad, and traveling abroad alone. The study indicated that the Planning Scholars program did increase students’ confidence in pursuing study abroad. Additionally, the theory of First-Generation Strength was developed which suggests that first-generation college students possess certain strengths and capital that help them overcome a variety of new obstacles and make them an ideal candidate for study abroad due to their experiences with having to navigate new contexts, such as going to college, independently. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2017

Este é um estudo historiográfico sobre a Casa do Estudante Universitário Aparício Cora de Almeida (CEAUCA), fundada no ano de 1934 em Porto Alegre - RS. Busca- se entender a Casa como uma instituição educativa, tendo como documentos privilegiados narrativas de memória de oito antigos moradores. Trata-se, portanto, de uma noção ampliada do processo educativo nas moradias estudantis, para além da escolarização, interessada em buscar, por meio da construção de uma história desta instituição, práticas e experiências dos sujeitos habitantes, bem como analisar os modos como a Casa é significada por cada um dos entrevistados. A pesquisa posiciona-se no campo da História da Educação, utilizando os postulados da História Cultural, especialmente o conceito de representação, por meio dos quais busca analisar de forma dialógica as oito entrevistas produzidas e demais documentos mobilizados para a construção da presente narrativa historiográfica, como periódicos, imagens, estatutos e plantas do prédio sede. Para o tratamento metodológico dos documentos orais e escritos foram utilizadas a História Oral e a análise documental histórica, respectivamente. Os marcos históricos eleitos para contextualizar a instituição CEUACA foram a Ditadura Civil Militar (1964-1985) e o Maio de 68. Na intenção de valorizar as experiências daqueles que narram, a temporalidade final foi definida cronologicamente, entre a entrada do morador entrevistado mais antigo e a saída do mais recente (1963-1981). O estudo discutiu, entre outras coisas, as origens e consolidação da Casa como instituição, a formação de sua complexa estrutura organizacional e os efeitos do modelo de autonomia e autogestão. A CEUACA pôde ser percebida como um espaço de ambivalências, de transição, ocupado por estudantes oriundos de camadas empobrecidas que em pouco tempo passariam por um processo de ascensão social. Foram dados a ver trajetórias formativas irregulares e estratégias de permanência e condições de possibilidade da presença destes estudantes no Ensino Superior, bem como aspectos relacionados à inserção destes no novo círculo de sociabilidades. Foram recorrentes tanto nas narrativas quanto no discurso dos periódicos analisados, a atribuição de um sentido formativo à experiência de moradia estudantil. O estudo contemplou ainda as implicações do contexto político e suas reverberações no interior da Casa, por meio de cisões ideológicas que concorreram fortemente na forma como os sujeitos rememoraram suas vivências na instituição. Ainda que todas as valorações sobre esta experiência de moradia elaboradas pelos antigos moradores tenham sido positivas, foi possível perceber que a Casa é inscrita e elaborada de diferentes maneiras nas narrativas de si dos sujeitos entrevistados. / This is a study on the history of the College Student Residence Aparício Cora de Almeida - Casa do Estudante Universitário Aparício Cora de Almeida (CEAUCA), established in 1934 in Porto Alegre - RS. Its aim is to acknowledge CEAUCA as an educational institution, having memory narratives of eight former tenants as its privileged documents. This is, therefore, a broadened view of the educational process in the college residence halls beyond schooling, which is interested in investigating practices and experiences of tenants subjects through the construction of the history of this institution, as well as in analyzing the ways the House is signified by each one of the interviewees. The study is constructed in the History of Education field, using the postulates of Cultural History, in particular the representation concept, by which it aims to analyze in a dialogic form the eight produced interviews and other documents fulfilled for the construction of this historiographical narrative, such as periodicals, images, statutes and architectural plans of the head office. For the methodological treatment of the oral and written documents, Oral History and historic documental analysis were used respectively. The elected historical landmarks were the Civil-Military Dictatorship (1964-1985) and the May 68. In an attempt to value the experiences of the narrators, the final temporality was defined chronologically, from the admission of the oldest interviewed tenant to the withdrawal of the most recent (1963-1981) The study discussed, among other things, the origins and consolidation of the House as an institution, the formation of its complex organizational structure and the effects of the autonomy and self-management model. CEUACA could be perceived as a space of ambivalences and transition, inhabited by students derived from impoverished layers that in a short period of time would pass through a social ascension process. The following were data considered: irregular formative trajectories, retention strategies and conditions of possibility of these students’ presence in higher education, as well as aspects related to their inclusion in the new social circle. The attribution of a formative sense to the experience of living in a College Student Residence was recurrent not only in the narratives but also in the discourse of the analyzed periodicals. The study encompassed the implications of the political context and its repercussions within the student house as well, through ideological fissures that strongly concurred with the way the subjects recollected their experiences in the institution. Though all the valuations regarding this housing experience elaborated by the former tenants were positive, it was possible to notice that CEUACA is embodied and elaborated in various ways in the self-narratives of the subjects interviewed.

Atualmente, tem crescido o número de pesquisas que tem a formação e a prática do professor universitário como objeto de estudos. Nesse cenário, a presente tese, vinculada à linha de pesquisa Didática, teorias do ensino e práticas escolares, teve como objetivo geral contribuir para a reflexão sobre a docência no ensino superior a partir do olhar que o estudante universitário lança aos seus professores. Pretendeu, ainda, identificar o perfil desses estudantes, quais as relações que estabelece com o seu curso, os sentidos atribuídos por ele à sua formação inicial e os processos utilizados nos processos de ensino na Universidade que contribuem para sua aprendizagem. Para tanto, foi aplicado questionário para estudantes ingressantes e concluintes de licenciaturas de todas as áreas do conhecimento - ofertadas no Campus Jataí, da Universidade Federal de Goiás (CAJ/UFG), e realizada entrevista coletiva com alguns estudantes desses cursos. Após a coleta, análise e discussão dos dados, foi possível perceber que o licenciando do CAJ/UFG tem um perfil que se aproxima das informações disponibilizadas pelo Censo do Ensino Superior (2011) e que escolheu a licenciatura como primeira opção com vistas a obter uma formação profissional em uma área de interesse. Esse aluno atribui valor significativo ao seu curso de graduação acreditando que este é a base para a sua futura atuação docente; considera bom professor aquele que domina e garante condições para a transmissão do conteúdo e, por vez, o mau professor é aquele que não respeita o aluno e não compreende suas dificuldades. Mantém uma boa relação com seu professor, porém revela que as metodologias de ensino que favorecem sua aprendizagem são aquelas nas quais pode participar ativamente. Nos depoimentos, os estudantes revelam, ainda, as dificuldades percorridas no relacionamento com seus professores e a distância entre aquilo que lhes é ensinado e a realidade da escola básica, mantendo, em alguns casos, a formação pedagógica para o final do curso. Conclui-se, defendendo com base naquilo que os estudantes pensam de seus professores a reconfiguração do papel do aluno nos processos de ensino na Universidade: tornar-se co-autor nesse fazer formativo. / The number of researches that have the training and practice of the University Professor as an object of study has currently increased. Based on this background, the present Ph. D. thesis, bounded by the research line of Didactic methods, pedagogical theories and school practices, aimed to contribute to a reflection on teaching practice in higher education, seen through the eyes of college students towards their teachers. It intended also to identify the profile of these students, what bond they have with their course, the meanings they attribute concerning their initial training and the processes used in teaching procedures at the University that may contribute to their learning. For this purpose, a questionnaire was applied to entering and graduating students of academic degrees in all areas of knowledge offered at the Universidade Federal de Goiás Campus Jataí (CAJ/UFG); and a group interview has been developed with some students of these courses. After data collection, analysis and discussion, we noticed that the CAJ/UFGs undergraduate has both a profile that meets the info provided by the Census of Higher Education (2011) and has chosen the academic license as a first option in order to get initial training in an area of interest. That student attaches significant value to the current attended degree course, believing that it is where the basis for the own future teaching performance lies; that student also considers a good teacher the one who dominates and ensures conditions for the content transmission, and on the other hand, a bad teacher the one who neither respects the students nor understands their difficulties. CAJ/UFGs undergraduate maintains a good relationship with the teacher, but reveals that the teaching methodologies which promote their learning in advance are those in which you can participate actively. In testimonies collected, students also reveal the difficulties faced in the relationship with their teachers and the distance between what they are taught and the reality of the elementary school, upholding, in some cases, the pedagogical training for the end of the course. We conclude, by advocating based on what students think about their teachers the reconfiguration of the students role in the teaching processes at the University: becoming coauthor in this formative work.

Orientador: Soely Aparecida Jorge Polydoro / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-20T12:51:32Z (GMT). No. of bitstreams: 1 Balau-Roque_MarinaMercante_M.pdf: 2008255 bytes, checksum: cf1ee08a16b4979f679bfbd36f6e1c4f (MD5) Previous issue date: 2012 / Resumo: A experiência educativa envolve tanto as atividades obrigatórias exigidas para a conclusão de um determinado curso, como as atividades não obrigatórias que, disponibilizadas pela instituição, ampliam a experiência acadêmica. Dentre essas oportunidades não obrigatórias, existe, no Brasil, o Programa de Educação Tutorial (PET), vinculado à Secretaria de Educação Superior (SESu) do Ministério da Educação (MEC) e foco desta investigação. Criado em 1979, o PET é constituído por grupos de estudantes da graduação, acompanhados por um professor tutor, que desenvolvem projetos que contemplam a tríade pesquisa, ensino e extensão indissociavelmente. Esta pesquisa teve como objetivos identificar e analisar os motivos de decisão de ingresso do estudante no PET; bem como as mudanças positivas e negativas percebidas pelos estudantes decorrentes de sua participação no PET, referente às dimensões acadêmica, profissional, interpessoal e pessoal. Para isso, foi desenvolvida uma pesquisa de natureza qualitativa do tipo descritiva com coleta via web, com 30 estudantes concluintes participantes do PET, na instituição brasileira de ensino superior com maior número de grupos. Os dados foram tratados por meio da análise de conteúdo, permitindo observar que 76,6% dos participantes escolheram o PET como primeira opção dentre as outras atividades oferecidas pela Instituição de Ensino Superior. Os motivos de escolha pelo Programa foram agrupados em nove categorias: Oportunidade de desenvolvimento pessoal e interpessoal; Ampliação da formação acadêmica e profissional; Atividades desenvolvidas pelo grupo; Extensão; Apoio financeiro; Integração entre ensino, pesquisa e extensão; Características do grupo; Interesse pessoal ou motivado por terceiros; e Integração ao ensino superior. Ainda, ao analisar as mudanças apontadas pelos estudantes, foi possível perceber que os alunos intensificaram os pontos positivos em relação aos negativos, porém alguns aspectos tratados como positivos também apareceram como negativos. As mudanças relatadas foram organizadas de acordo com os domínios Acadêmico, Profissional, Interpessoal e Pessoal, sendo que para as positivas foram criadas sete, cinco, duas e quatro categorias, respectivamente. Para as negativas, criaram-se duas, uma, quatro e uma nos mesmos domínios, respectivamente. Dentro das mudanças positivas, a única categoria que apareceu nos quatro domínios foi desenvolvimento de Habilidades, capacidades e competências; a categoria Aquisição de conhecimentos foi encontrada em três domínios enquanto que a Composição de rede de contatos profissionais em dois. Dentre as mudanças negativas não houve repetição de categorias. Assim, analisando a necessidade de compreender o estudante do ensino superior durante seu processo de vivências e mudanças, este estudo possibilitou a percepção da importância do PET neste processo de desenvolvimento, além de contribuir para a análise qualitativa do próprio Programa. / Abstract: The educational experience involves not only mandatory activities required to complete a given course, as well as non-compulsory activities, which, provided by the institution, broaden the academic experience. Among these opportunities which are not mandatory, there is in Brazil, the so-called Programa de Educação Tutorial - PET (Tutorial Education Program), linked to the SESu (Department of Higher Education of the Ministry of Education - MEC) and focus of this investigation. Created in 1979, PET is made up of groups of graduate students, accompanied by a tutor, which develop projects that address the triad of research, teaching and extension inextricably. This research aims to identify and analyze the reasons for the student's decision to join PET, as well as the positive and negative changes perceived by the students due to their participation in the PET, referring to the academic, professional, interpersonal and personal dimensions. For this, a qualitative research of the descriptive type has been developed, with data collection via web, with 30 graduating students, participants of PET in the Brazilian institution of higher education which has the largest number of groups. The data were processed through content analysis, allowing the observation that 76.6% of participants chose PET as the first option among other activities offered by Institution of Higher Education. The reasons for choosing the program were grouped into nine categories: Opportunity for personal and interpersonal development; Expansion of academic and professional education; Activities developed by the group; Extension; Financial support; Integration of teaching, research and extension; Characteristics of the group; Personal interest or motivated by others, and Integration to higher education. Also, by analyzing the changes noted by the students, it was revealed that students intensified their strengths in relation to negative points, but some aspects treated as positive were also considered as being negative. The changes reported were organized according to Academic, Professional, Personal and Interpersonal domains, and for the positive changes seven, five, two and four categories, respectively, were created. For the negative ones, two, one, four and one categories were created in the same domains, respectively. Among the positive changes, the only category that appeared in the four areas was the development of Abilities, skills and competences; the category Knowledge Acquisition was found in three domains while the Composition of networking professionals was found in two of them. Among the negative changes there was no repetition of categories. Thus, analyzing the need to understand students during their higher education experiences and process changes, this study enabled the perception of the importance of PET in this development process, besides the contribution to the qualitative analysis of the program itself. / Mestrado / Psicologia Educacional / Mestre em Educação

Orientador: Elizabeth Nogueira Gomes da Silva Mercuri / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-20T22:08:07Z (GMT). No. of bitstreams: 1 Garrido_EdleusaNery_D.pdf: 1945440 bytes, checksum: 44ea9523737bc8b92256b6b4e6ffb229 (MD5) Previous issue date: 2012 / Resumo: Estudos têm destacado a amplitude dos impactos da educação superior sobre os estudantes. A vivência acadêmica, composta por uma gama de atividades com as quais os estudantes se deparam nesse período, em ambiente acadêmico, tanto dentro como fora da sala de aula, está relacionada a tais impactos. A moradia estudantil, um dos espaços que compõem o ambiente acadêmico, traz contribuições importantes para o estudante em formação, e as investigações, especialmente aquelas realizadas nos Estados Unidos, confirmam isso. Contudo, no Brasil, as raras publicações sobre moradias estudantis e/ou seus moradores não têm atentado para esse aspecto, concentrando-se, frequentemente, na sua análise enquanto ação de assistência estudantil. A presente investigação teve como objetivo identificar e analisar mudanças percebidas pelos residentes em moradias estudantis no domínio pessoal, social, acadêmico e saúde e as condições associadas a essas mudanças. Buscou também descrever as características de uma moradia estudantil adequadas à formação universitária, segundo a percepção de seus moradores. É um estudo qualitativo, de caráter exploratório e descritivo, desenvolvido em duas universidades públicas baianas, com 32 estudantes de graduação de ambos os sexos, residentes em oito moradias estudantis em tempo superior a dois semestres. Os dados foram coletados a partir de entrevista semiestruturada, cujo roteiro foi amparado por resultados de estudos centrados no impacto da moradia estudantil sobre o estudante nos anos de formação. Somado aos itens referentes aos quatro domínios investigados, o instrumento apresentava ainda uma questão sobre as características consideradas desejáveis para uma moradia estudantil, tendo em vista as necessidades e as responsabilidades impostas pela formação universitária. Foram identificados 542 pares de relação entre impactos e condições, distribuídos nos quatro domínios de impactos, na seguinte ordem de frequência: social, acadêmico, pessoal e saúde. Os impactos positivos foram mais numerosos nos domínios social e acadêmico; os indesejáveis, nos domínios saúde e pessoal. As condições de impacto identificadas foram organizadas nas categorias relativas ao ser morador e à moradia em seus aspectos sociais e estruturais. Dentre as condições propiciadoras de mudanças, as associadas aos aspectos sociais presentes na moradia apresentaram maior força na produção de impactos. Os aspectos estruturais da moradia, por sua vez, revelam uma situação preocupante: a eles foi atribuída a maior parte dos impactos indesejáveis no domínio saúde. Os estudantes apresentaram 183 sugestões dirigidas à moradia, aos serviços e aos compromissos institucionais e dos moradores. Os resultados confirmam a contribuição da moradia no enriquecimento da vivência acadêmica e apontam para a necessidade de investimentos nesses espaços, especialmente no que tange aos aspectos estruturais e que valorizem seu potencial de formação. Diante do escasso conhecimento sobre o impacto das moradias estudantis brasileiras, sugerem-se novos estudos em outros contextos institucionais que incorporem variáveis não contempladas na presente investigação. / Abstract: Several studies have pointed out the scope of the impacts of higher education on students. College life, consisting of a wide range of activities facing students in an academic environment both inside and outside the classrooms, is related to such impacts. The residence hall, one of such spaces comprising the academic environment, plays a major role in the college students' formative years, which has been confirmed by research work, mostly undertaken in the United States. In Brazil, however, the rare existing studies on residence halls and/or their residents have not addressed such an aspect, often focusing, instead, on their assistance role for students. This investigation was aimed at identifying and analyzing the changes perceived by residence hall residents in the personal, social, academic, and health domains and the conditions associated with those changes. It also sought to describe the residence hall features deemed as desirable in the college's formative years, as per the residents' perception. It is an exploratory descriptive qualitative study carried out in two public universities in the state of Bahia (Brazil) involving 32 undergraduate students of both genders, residents in eight residence halls for over two semesters. Data were gathered from a semi-structured interview, the protocol of which was based on results from studies focused on the impact of residence halls on the college students' formative years. Adding to the items concerning the four domains under investigation, the tool also featured a question about the characteristics deemed as desirable for a residence hall in view of the needs and responsibilities imposed by the college experience. Data analysis showed 542 pairs of relationships between impacts and conditions, distributed among the four impact dimensions in the following order of frequency: social, academic, personal and health. Positive impacts were more frequent in the social and academic dimensions whereas the undesirable ones were more often found in the health and personal domains. The impact conditions identified were then organized in categories related to being a resident and to the social and structural aspects of the residence hall. Among the conditions favoring changes, those related to social aspects in the residence hall were found to be the strongest in exerting impact. Findings for the structural aspects of the residence hall revealed a worrying situation: they were assigned most of the undesirable impacts concerning the health dimension. Respondents provided 183 suggestions regarding the residence hall, the services and the residents' and institution's commitments. Results confirmed the contribution of residence halls in enriching the academic experience and point to the need for investments in such spaces especially concerning the structural aspects and those which may maximize their formative potential. In light of the scarce knowledge on the impact of Brazilian residence halls, further studies in other institutional contexts are warranted in order to add variables not included in this investigation. / Doutorado / Psicologia Educacional / Doutor em Educação

Doctor of Philosophy / Department of Counseling and Educational Psychology / Stephen L. Benton; Adrienne Leslie-Toogood / There is growing concern over the academic performance of student athletes in today’s institutions of higher education. Across all media, the public is constantly reminded that the success rate of student athletes is not what it should be. One hypothesis for this poor performance is that athletes are not as well prepared to go to college as their non-athletic counterparts. This could be attributed to low high school academic standards, or high school teachers allowing athletes to underperform due to their status as an athlete, or a lack of time for studying due to sport participation. The NCAA mandates certain academic standards for entrance into college, yet athletes still struggle to maintain passing grades, with some failing to graduate. Most college students are admitted to college based on their potential to benefit from an institution’s programs and educational opportunities. In many institutions, especially at the Division I level, student athletes are admitted for their potential to provide benefits for the institutions. This study compared the college graduating GPA of athletes and nonathletes relative to ACT score to determine if athletes were underperforming in college. Additionally the effect of gender, ethnicity and type of sport was examined. This study used hierarchical regression equations to examine these effects. When looking at athletes only, type of sport, gender, and ethnicity had very little influence on graduating GPA. When examining all students, ACT test scores were significantly related to college graduating GPA.

Doctor of Philosophy / Department of Physics / Nobel S. Rebello / Many introductory calculus-based physics students have difficulties when solving physics problems involving calculus. This study investigates students’ retention and transfer from calculus to physics. While retention is the ability to recall your knowledge at a later point in time, transfer of learning is defined as the ability to apply what one has learned in one situation to a different situation. In this dissertation we propose a theoretical framework to assess students’ transfer of learning in the context of problem solving. We define two kinds of transfer – horizontal transfer and vertical transfer. Horizontal transfer involves applying previously learned ideas in a problem. Vertical transfer involves constructing new ideas to solve the problem. Students need to employ both horizontal and vertical transfer when they solve any problem. This framework evolves through this research and provides a lens that enables us to examine horizontal and vertical transfer. Additionally, this proposed framework offers researchers a vocabulary to describe and assess transfer of learning in any problem solving context. We use a combination of qualitative and quantitative methods to examine transfer in the context of problem solving. The participants in this study were students enrolled in a second-semester physics course taken by future engineers and physicists, calculus instructors and physics instructors. A total of 416 students’ exam sheets were collected and reviewed. Statistical methods were used to analyze the quantitative data. A total of 28 students and nine instructors were interviewed. The video and audio recordings were transcribed and analyzed in light of the aforementioned theoretical framework. A major finding from this study is that a majority of students possess the requisite calculus skills, yet have several difficulties in applying them in the context of physics. These difficulties included: deciding the appropriate variable and limits of integration; not being clear about the criteria to determine whether calculus is applicable in a given physics problem, and others. This study also provides a detailed understanding of students’ difficulties in terms of our theoretical framework. Instructional strategies are suggested at the end to facilitate the transfer from calculus to physics.