Today‘s college students, who are often referred to as ―Millennials‖, are entering college with different expectations for learning than students born before 1982 (Howe & Strauss, 2000). They expect to be able to access information instantly with their smart phones or laptop computers. At the same time, increasing numbers of students entering higher education have a disability of some kind. Some of these are observable disabilities that require specific accommodations to learning materials and the learning environment, such as ramps for students using wheelchairs and interpreters for students with hearing impairment. Students with learning disabilities represent a kind of ―invisible‖ disability in that their challenges may not be readily observable by faculty members, but must be accommodated through changes to curriculum materials and instructional approaches. One of the greatest challenges to meeting the needs of all students is the perception of negative faculty attitudes toward students with disabilities, and the subsequent choice made by many students not to disclose a hidden disability (Getzel & Wehman, 2005; Madaus, Scott, & McGuire, 2003; National Center for the Study of Postsecondary Educational Supports (NCSPES), 2000). Within the last 10 years, a new way of designing learning for K-12 students has emerged to address the needs of all the learners in the classroom. This framework for design is called Universal Design for Learning (Rose & Meyer, 2002). More recently, Universal Design for Learning (UDL) has begun to be introduced to faculty in higher education as a framework for course design that meets the needs of an increasingly diverse student body. This mixed methods study explored the promise of the UDL at a small New England research university where a faculty professional development model was implemented to enhance the use of UDL practices among faculty members. A baseline study of faculty attitudes was conducted in the fall of 2010. One hundred ninety-two faculty members responded to the survey, yielding a 30% return. In addition, four faculty who had participated in the UDL grant consultation team model and who taught classes of 65 students or more were interviewed for the purpose of gathering information on their perceptions of the effectiveness of the model. Results of the volunteer faculty survey revealed positive attitudes from the majority of respondents, with at least 60% indicating that they ―strongly agreed‖ with four of the five questions related to the provision of learning accommodations for students with disabilities. In contrast, less than 30% of respondents indicated they ―strongly agreed‖ with statements demonstrating their general knowledge of disabilities and/or knowledge of disability policy and law. Four main themes emerged from the data analysis of the faculty interviews. These themes addressed faculty members‘ descriptions of general course modifications made as a result of the UDL consultation team work, description of their course, reflections about the UDL consultation team model, and the processes through which faculty members chose to refer themselves for course design assistance from the UDL consultation team. Overall, results of the study suggest promising practices for professional development designed to increase use of UDL approaches in higher education. Further research is needed to determine the transferability of this model among a larger range of faculty and higher education institutions.

The diploma thesis deals with the development of an ESP (English for specific purpose) course for aviation English. The theoretical part introduces the methodology for ESP course development, the demands on the teacher and other specifics associated with ESP; the practical part focuses on the contents of the course and its evaluation based on the feedback provided by the teacher and the students. In the conclusion the results of the feedback are discussed and the possible solutions suggested.

A postura educativa do enfermeiro tem significado relevante em serviço. A prática da profissão mostra nos que muitos enfermeiros tendem a ter uma postura mais dominante, crítica e de vigilância. Contudo, é importante destacar a necessidade de maior reflexão sobre essas questões, considerando a possibilidade da adesão de uma postura mais aberta, democrática, participativa e dialógica no cotidiano profissional do enfermeiro, tendo em vista as transformações por que passa a sociedade atual. Nesta pesquisa, estudamos esses pressupostos, com base nos referenciais teóricos de Freire, considerando a influência da postura pedagógica dos docentes na formação do enfermeiro psiquiátrico. OBJETIVO: Sensibilizadas com essas questões, propomos levantar o diagnóstico do processo ensino-aprendizagem com os alunos de graduação (3º ano), identificando qual o pensamento deles sobre o significado das concepções pedagógicas tradicional e contemporânea para a enfermagem psiquiátrica e suas implicações no cotidiano profissional; sugerir programa de leituras complementares com eles, visando conhecer melhor a influência positiva de ações crítico-sociais, mais abertas e democráticas nessa área de atuação. METODOLOGIA: Trabalhamos uma pesquisa de cunho qualitativo, humanista, num estudo descritivoexploratório, mediatizado pela pesquisa-ação. Usamos como técnicas: a entrevista e a observação participante, aplicando um questionário aberto. Pesquisamos 24 alunos do Curso de Graduação, que aceitaram participar do estudo. A pesquisa atende aos preceitos éticos e ao rigor científico (aprovada pelo CEP da EERPUSP). Os dados foram categorizados e os achados discutidos e analisados à luz do referencial teórico baseado nas concepções pedagógicas, bancária e problematizadora, isto é, tradicional e contemporânea, preconizadas por Freire. RESULTADOS: De acordo com os achados encontrados, a grande maioria desses sujeitos percebe a postura do enfermeiro como uma postura em fase de transição da tradicional para a contemporânea, reforçando que há enfermeiros com posturas ainda muito rígidas, limitadas e autoritárias. Em contrapartida, há enfermeiros que têm condutas humanizadas, valorativas e integrativas. Portanto, concluímos que os alunos têm uma noção real das questões abordadas, estando abertos à mudança. / The nurse educative position has an important meaning. Nursing experience show us that many of them lean to a position more dominant, critical and vigilant. However, it is important to emphasize the need of a higher reflection about this matter, considering the possibility of the acceptance of an opener position, democratical, participative and dialogic into the nurse professional daily, considering the changes taken by the actual society. In this research, we have studied these presupposed matters, basing on Freire?s reference teoric, considering the influence of the pedagogical position from teachers on the psiquiatric nurse graduation. OBJECTIVE: Being touched with these questions, we propose to raise the Teaching-Learning Process diagnostic with the graduation students (3rd year), identifying which are their thought about the traditional conception meaning and contemporary conception for psychiatric nursing and its implication over the professional daily; and suggest complementary reading programs together with them, aiming to know better the positive influence of the social-critical actions, more open and democratic on this area. METHODOLOGY: We have been working on a qualitative research, humanist, and exploring-description, guided by the researchaction. The techniques used are: interview and participant observation, applying an open questionnaire. Twenty-four students have been inquired from the Graduation Course who accepted to participate on this study. The research considered the ethnical principles and the scientific strictness (approved by CEP from EERP-USP). The dates have been distinguished, discussed and analyzed on the teoric referential based on the pedagogic conceptions, graduated and problematic, e.g., traditional and contemporary, praised by Freire. RESULTS: According to the founded subjects, most of these people realize the nursing position as a transition from traditional to contemporary. Reinforced that there are nurses with severe position imitated and authoritarian. On other hands, there are nurses which behavior is humanized, worthwhile integrative. Therefore, we concluded that the students have a brief knowledge from the questions above mentioned, being open to changes.

This research explored the relationship between an earlier-year technical course and one later year technical course, for students who graduated between 2010 and 2015 with the degree of bachelor of engineering. The research only focuses on the courses in the program of Electrical Engineering at the University of Victoria. Three approaches based on the two major factors, coefficient and enrolment, were established to select the course grade predictor including Max(Pearson Coefficient), Max(Enrolment), and Max(Pi) which is a combination of the two factors. The prediction algorithm used is linear regression and the prediction results were evaluated by Mean Absolute Error and prediction precision. The results show that the predictions of most course pairs could not be reliably used for the student performance in one course based on another one. However, the fourth-year courses are specialization-related and have relatively small enrolments in general, some of the course pairs with fourth-year CourseYs and having acceptable MAE and prediction precision could be used as early references and advices for the students to select the specialization direction while they are in their first or second academic year. / Graduate

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This study explores adolescent religious commitment using qualitative data from a religiously diverse (Jewish, Christian, and Muslim) sample of 80 adolescents from California and New England. It identifies a new construct, "anchors of religious commitment," to describe what adolescents are committing to as a part of their religious identity. Seven anchors of religious commitment are discussed: (a) religious traditions, rituals, and laws; (b) God; (c) faith traditions or denominations; (d) faith community members; (e) parents; (f) scriptures or sacred texts; and (g) religious leaders. Various forms of expression are identified within each anchor of religious commitment, with issues of relationships and authority being most common among the different anchors. The findings broaden the conceptual understanding of commitment as a relational construct and not just a behavioral or attitudinal construct. Implications for the future research on adolescent religious commitment are discussed, as well as practical implications for parents and religious leaders.

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