Academic literature on the topic 'University professor'
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Journal articles on the topic "University professor"
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Je, Nam Joo, Meera Park, and Jiwon Yoon. "The Effects of University Teaching Competency, Professor-Student Relationship, Professor-Colleague Relationship, and Self-Disclosure on Professors’ Job Stress." Journal of Curriculum and Teaching 12, no. 3 (2023): 115. http://dx.doi.org/10.5430/jct.v12n3p115.
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The purpose of this study was to investigate the effects of university teaching competency, professor-student relationship, professor-colleague relationship, and self-disclosure on professors’ job stress, as well as check the relationship between these variables and use it as basic data for preparing measures to reduce university professors' job stress. This study was conducted on university professors working at universities across the country who could understand and judge the contents of the survey and agreed to participate in this study. Data collection was from July 1 to July 31, 2021, after IRB approval, and a total of 129 data were used for the final analysis. The factors affecting the stress of teaching jobs are the director and dean (β=.259, p= .001), age (β=.258, p= .001), Professor-Co-Professor Relationship (β=.256, p=.001), self-opening (β= .178, p=.016), Faculty Competency Execution (β=.170, p=.It appeared in the order of 024), and among them, it was confirmed that the position (chief and dean) was the biggest influencing factor on the stress of the professors’ job. The explanatory power was 36.3%. Support for reducing job stress for university professors should be prepared, and more systematic and empirical discussions on the entire university professors need to be conducted.
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Kremen, Sergei, and Kseniya Tsitsikashvili. "Students’ representations of a university professor’s leadership qualities in conditions of e-learning." E3S Web of Conferences 208 (2020): 08034. http://dx.doi.org/10.1051/e3sconf/202020808034.
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The article deals with the problem of university professor leadership qualities in conditions of e-learning. The purpose of this study was to determine the leadership qualities of a university professor that are in demand in e-learning, according to the students. The main method of research was a survey of students aimed at identifying their attitude to e-learning, and their opinions on the necessary leadership qualities of the university professor in the condition of e-learning. The respondents were 146 undergraduate students enrolled in teacher training programs at the Smolensk State University. The study shows the relationship between the presence of leadership qualities in the university professor and the positive attitude of students to e-learning. The most important qualities of a university professor in conditions of e-learning, according to students, are highlighted. The authors emphasize the importance of developing professors’ leadership qualities as an important factor in quality education at the university.
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Gečiauskas, Evaldas. "Parallel features of the activities of mathematics professors in Gdansk, Vilnius and Kenigsberg in the middle of the XVIIth century." Lietuvos matematikos rinkinys 43 (December 22, 2003): 335–37. http://dx.doi.org/10.15388/lmr.2003.32436.
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In the middle of the XVIIth century professors of mathematics in Gdansk, Vilnius and Kenigsberg lectured on arithmetic, geometry, astronomy, calendar and determination of geographical coordinates. Professor Peter Krager of the Gdansk Academic gymnasium also lectured on trigonometry and logarithms. He published scientific works and calendars. Professor Oswald Kffiger of Vilnius university additionally delivered lectures on optics, mechanics and fortification. He published various matheseos investigations. Professors of mathematics of Kenigsberg university Johann Strauss lectured on architectonics, Albrecht Linemann introduced trigonometric triangulation, Andreas Concius arranged disputes on mathematics and astronomy, issued calendars. Professors of mathematics of Kenisberg university were also interested in astrology.
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Arratia-Martinez, Nancy Maribel, Cristina Maya-Padron, and Paulina A. Avila-Torres. "University Course Timetabling Problem with Professor Assignment." Mathematical Problems in Engineering 2021 (January 26, 2021): 1–9. http://dx.doi.org/10.1155/2021/6617177.
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One of the decision problems in many organizations and institutions is to decide how to schedule different tasks, in particular, in higher education institutions. One of the main problems is the university course timetabling problem (UCTP): this problem consists of the allocation of events (courses, professors, and students) to a number of fixed time slots and rooms, this at the beginning of each academic period of the universities. The existent formulations include particular requirements from different educational levels and institutions, as in our case. In this paper, we focus on the university course timetabling problem with the assignment of professor-course-time slot for an institution in Mexico. Timetabling is constructed for the disciplinary courses that are offered by one of the academic departments. The main characteristics are as follows: (1) there are full-time and part-time professors; (2) a mandatory fixed number of courses has to be assigned to each full-time professor according to their academic profile; (3) there is a maximum number of courses assigned to part-time professors; (4) a professor-course matrix that specifies the valid assignation is defined; and (5) mandatory time periods for courses in different semesters are established and other traditional constraints. We present the integer linear programming model proposed to solve the case studied. The optimal solution was obtained with low computational effort through the classical branch-and-bound algorithm. We describe the complete timetable to show the model effectiveness.
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Antoshchenko, Alexander V. "Resignation of the Professor of the Moscow University P. G. Vinogradov after His Clash with the Minister of National Enlightenment P. S. Vannovsky in 1901: A Source Studies Aspect." Herald of an archivist, no. 1 (2020): 262–76. http://dx.doi.org/10.28995/2073-0101-2020-1-262-276.
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1901 was a turning point in the life of the world-famous Russian and British historian and lawyer P. G. Vinogradov. As a result of a clash with P. S. Vannovsky, Minister of National Enlightenment, he resigned and left Russia for England. The reason for the conflict was different assessment of the role of the Moscow University student year meetings for university management by the professor and the minister. The year meetings were held in October-November 1901 in order to discuss V. P. Meshchersky’s mocking article on the prospects of women’s university education in Russia, which caused a public outcry. A commission headed by P. G. Vinogradoff conducted the meetings. The minister, when arriving in Moscow, complained that the commission was headed by a professor, not the rector. Behind his displeasure was a deeper discrepancy in understanding of the university autonomy and role of professors. P. G. Vinogradoff expressed the opinion of the liberal part of Russian professorship. He believed it possible to form student self-government under the guidance of professors, which implied the independence of the professorship. A new university charter was to restore the university autonomy. P. S. Vannovsky defended the principle of subordination of professors to the authorities, whose policies they were to conduct as civil servants. It was natural for him to send the professor back to the university without any guarantees of changes in the university management. The conflict of interests was clearly revealed in the correspondence between P. G. Vinogradoff and P. S. Vannovsky. In this conflict, students supported P. G. Vinogradoff, as evidenced by the addresses published here, which they handed to the professor after the news spread about his departure from the Moscow University. These documents point to formation of student solidarity and possibility of combining of efforts of professors and students in their struggle to restore the university autonomy.
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Kwoon, Junghyeon. "An autoethnography about the working experience of a new professor at a local national university's non-major department in the university innovation process." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 20 (2024): 575–95. http://dx.doi.org/10.22251/jlcci.2024.24.20.575.
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Objectives This study is about the experience of a professor who started working as a new professor in the Department of Liberal Study at a local national university and was appointed as a new professor in the process of establishing and operating the department according to the university innovation promoted by the Ministry of Education and the university's own innovation process. Methods We explored the process of being selected and appointed as a professor in the newly established Department of Liberal Study at a local national university located in Region J. While working as a new professor in the department, which is directly related to university innovation, I sought to express in-depth my experience in adjusting admissions units, establishing new educational units, consultation processes with university members, and operating new curricula. For this purpose, the autoethnography research method, which is a research method for one's own culture, was applied. Results By conducting this study, the following five research topics were derived. ｢① Universities’ hot potato ‘Department of Liberal Study’｣, ｢② New professors at the Department of Liberal Study who lack even the basics｣, ｢③ Establishment of new educational units facing various obstacles｣, ｢④ Survival and growth, and the life of a professor moving forward with reflection｣, ｢⑤ Department of Liberal Study moving to the forefront of change and innovation｣ Conclusions Based on these research results, we described the difficulties and adaptation problems of new professors in Department of Liberal study in relation to the non-major admission system. And We discussed ways to advance toward growth and reflection in the university innovation process, which is directly related to the sustainability and survival of the department. This study is significant in that it is the first study to reveal the work experience of a new professor in the Department of Liberal Study, and suggested follow-up research in terms of research subjects and research methods.
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Sánchez, Manuel Marín, Roberto Martinez -Pecino, Yolanda Troyanor Rodríguez, and Pilar Teruel Melero. "Student Perspectives on the University Professor Role." Social Behavior and Personality: an international journal 39, no. 4 (2011): 491–96. http://dx.doi.org/10.2224/sbp.2011.39.4.491.
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The perception of the university lecturer/teacher role from the students' perspective was analyzed. A sample of 1,599 social sciences university students responded to an open question about the most relevant characteristics that their ideal teacher/lecturer should have. The chi-square test performed showed that students' preferred features of the teacher/lecturer role were associated with their mutual interaction (e.g., having respectful manners, being understanding and open) as well as having the ability to clearly transmit information. Understanding students' expectations of their professors is essential in order to improve the professor-student relationship, and can also assist professors in developing their roles.
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Bekker, Pieter H. F. "Jagdish Bhagwati, University Professor, Columbia University." Global Trade and Customs Journal 5, Issue 10 (2010): 427–29. http://dx.doi.org/10.54648/gtcj2010052.
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Angelo, AH, Geoff McLay, and Bevan Marten. "Bill Atkin: Colleague, Mentor, Teacher, Friend." Victoria University of Wellington Law Review 46, no. 3 (2015): 575. http://dx.doi.org/10.26686/vuwlr.v46i3.4915.
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The three authors, all academics at Victoria University of Wellington Faculty of Law, provide their respective tributes to Professor Bill Atkin in his various roles. Professor Tony Angelo provides his account of Professor Atkin as a colleague and friend since the 1970s. Professir Geoff McLay speaks of his experience learning tort law in the 1980s under Professor Atkin, and eventually becoming his colleague. Bevan Marten discusses Professor Atkin's lectures in the early 2000s, as well as his mentorship and eventual status as colleagues.
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Lesic, Aleksandar, Zelimir Mikic, and Marko Bumbasirevic. "Professor dr Borivoje Gradojevic: The first University professor of orthopaedic surgery." Acta chirurgica Iugoslavica 58, no. 1 (2011): 9–13. http://dx.doi.org/10.2298/aci1101009l.
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Prof. dr Borivoje Gradojevic was one of the greatest figures of our medicine, and one of the pioners and founders of orthopedic surgery in our country. He was the first professor of orthopedic surgery in Serbia ie. the professor of Belgrade Faculty of Medicine. Beside well education and professional skills dr Gradojevic published the numerous scientific papers and he published the first textbook of orthopedics in this country. Unfortunately, his professional career was brutally interrupted in 1945, when he was forced to retire and moved from Medical faculty, together with other professors in these times. This resulted in enormous regression- fall in academic community, and our health care system and country also.
Dissertations / Theses on the topic "University professor"
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Valle, López Angela del. "The University Professor View from the Communitarian Perspective." Pontificia Universidad Católica del Perú, 2014. http://repositorio.pucp.edu.pe/index/handle/123456789/116973.
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The task of the university professor is a mission and not simply a profession and that is why higher education should be impregnated with values. Nowadays education is articulated into three areas: the State, the Market and the Volunteering, but no one of these three sectors by themselves has covered the needs of all the citizens, there have always been losers, therefore the conjunction of the three sectors became necessary. Communitarianism promotes an ethical-social pact that favors the progress of society without nullifying the individual dimension. It believes that the university is the space where a communitarian consciousness should be promoted to generate a social capital by means of education and it is a privilege place to substantiate the moral identity of the person beginning with the commitment of the professor with the university student.<br>El quehacer del profesor universitario es misión y no simplemente profesión, por ello la educación superior debe estar impregnada de valores. En la actualidad la educación se articula en tres vertientes: el Estado, el mercado, el voluntariado, pero ninguno de estos tres sectores por separado ha cubierto nunca las necesidades de todos los ciudadanos, siempre ha habido perdedores, haciéndose necesaria la conjunción de los tres sectores. El comunitarismo promueve un pacto socialético que favorezca el progreso de la sociedad sin anular la dimensión individual. Entiende que la universidad es el espacio donde se debe propiciar una conciencia comunitaria para la generación del capital social a través de la docencia, lugar privilegiado para fundamentar la identidad moral de la persona partiendo del compromiso del docente con el universitario.
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McGinley, Susan. "University Distinguished Professor Dennis Ray Makes Significant Impact." College of Agriculture, University of Arizona (Tucson, AZ), 2004. http://hdl.handle.net/10150/295860.
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GÓIS, Mariana Monteiro de Macêdo. "Percursos de construção da identidade profissional do bom professor universitário." Universidade Federal de Pernambuco, 2016. https://repositorio.ufpe.br/handle/123456789/22197.
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Previous issue date: 2016-12-02<br>A presente pesquisa teve como objetivo geral compreender os elementos constituintes
do processo de construção da identidade profissional docente do “bom professor”
universitário. Os objetivos específicos foram os seguintes: identificar os docentes
universitários considerados “bons professores” a partir do olhar dos estudantes;
apreender como o “bom professor” universitário entende a docência universitária;
identificar elementos individuais e contextuais que contribuem para a construção da
identidade profissional do “bom professor” universitário. O referencial teórico deste
estudo está fundamentado em autores da área de Docência Universitária (NÓVOA,
1998; ANASTASIOU E PIMENTA, 2002); Identidade e Identidade Profissional
Docente (HALL, 2011; DUBAR, 2006; DUBAR, 1997); Bom Professor (NÓVOA,
2009; CUNHA, 2013; RIOS, 2002), entre outros. Optou-se por uma abordagem
metodológica de natureza qualitativa por entender-se que, a partir dela, os dados
poderiam ser analisados com profundidade e não apenas quantificados. A Universidade
Federal de Pernambuco constituiu-se como lócus da investigação, especificamente os
cursos de Pedagogia (Centro de Educação); Psicologia (Centro de Filosofia e Ciências
Humanas); Arquitetura e Urbanismo (Centro de Artes e Comunicação), Ciências
Contábeis (Centro de Ciências Sociais Aplicadas); Engenharia Civil (Centro de
Tecnologia e Geociências). Os sujeitos da pesquisa foram 30 (trinta) estudantes
universitários e 9 (nove) professores universitários. A pesquisa constituiu-se de duas
etapas, em que foram utilizados dois instrumentos de coleta: na primeira etapa,
procedeu-se à aplicação de questionário com os estudantes; na segunda, foram
realizadas as entrevistas semiestruturadas com os 9 (nove) professores universitários
selecionados a partir de uma pré-análise dos questionários. Os dados provenientes dos
questionários e entrevistas semiestruturadas foram tratados com base na técnica de
Análise de Conteúdo (BARDIN, 2009). Os resultados permitiram identificar elementos
que contribuem para o processo de construção da identidade profissional do “bom
professor” universitário. Em relação a essa identidade vista a partir do olhar dos
estudantes, verificou-se que, dentre os elementos identitários, destacaram-se os
seguintes: negocia os processos avaliativos, apresenta experiências práticas do cotidiano
da profissão, tem boa didática, tem bom relacionamento com os estudantes. Quanto à
compreensão do “bom professor” universitário sobre docência universitária, os dados
revelaram que os elementos constituintes do processo de construção da identidade
profissional desses professores envolvem o sentimento de responsabilidade pela
formação de futuros profissionais, o exemplo de algum professor que norteou a
trajetória acadêmica desses docentes e os desafios e dificuldades que marcam a prática
docente universitária. Esta pesquisa ainda apresentou os elementos individuais que
participam do dinâmico processo de construção da identidade profissional do “bom
professor” universitário, a saber: a satisfação e a realização em ser professor
universitário, e a percepção do professor universitário a respeito da imagem que seus
alunos possuem dele. Por fim, percebeu-se que os elementos constitutivos do “processo
de construção da identidade profissional do bom professor universitário”, que
apresentam uma ordem contextual, são mobilizados no ambiente de trabalho, a partir
das expectativas desenvolvidas pelos estudantes.<br>This research aimed to understand elements that contribute to the teacher‟s professional
identity process regarding the “good university teacher”. The specific objectives
focused on identifying professors considered “good” from the students‟ point of view;
to learn how the “good professor” understands the university teaching activity; to
identify individual and contextual elements that contribute to the construction of this
“good university teacher” professional identity. The reference is based on University
Teaching authors (NÓVOA, 1998; ANASTASIOU E PIMENTA, 2002); Identity and
professional Teaching Identity theorists ((HALL, 2011; DUBAR, 2006; DUBAR,
1997); “Good Teacher” researchers ((NÓVOA, 2009; CUNHA, 2013; RIOS, 2002)
among others. A qualitative approach was chosen since it allows a deeper analysis that
does not focus only on quantity and numbers. Federal University of Pernambuco was
the locus of the investigation from which the pedagogy (Education Center); psychology
(Human Science and Philosophy Center); Architecture and Urbanism (Arts and
Communication Center); and Accounting Sciences (Technology and Geoscience
Center) courses have participated. Thirty (30) university students and nine (9)
professors participated in the research and it consisted of two stages, in which two
different methods of data acquisition were explored: on the first step, a questionnaire
was applied to the students; on the second part semi structured interviews were
performed with nine (9) university teachers selected from a pre-analysis of the
questionnaires. The data resulting from the semi structured interviews and
questionnaires were processed based on the content analysis (BARDIN, 2009). The
results allowed the identification of elements that contribute to the process of
professional identity construction of the “good university teacher”. As for the relation of
the “good professor” from the student‟s point of view, the identity elements, among the
ones that stand out: it negotiates evaluation processes, it searches physical practices in
the daily practice of the profession, it has a good didactic because it tries to keep “a
good relationship” with the students. As for the comprehension of “the good professor”
about university teaching, the data has revealed that the elements that participate in the
process of professional identity construction involve the feeling of responsibility for the
training of future professionals and difficulty that impact on the university teaching
practice. The research still presented the individual elements that participated on the
dynamic process of professional identity construction of the “good university teacher”.
Realization and the satisfying way of being a professor. As well as the perception of the
university teacher regarding his students‟ opinions about him/her. To sum up, the
components of the “process of professional identity construction of the good university
teacher” that present a contextual order are mobilized by the work environment or
context through the expectations developed by the students.
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Sroczynski, Claudete Inês. "Professores universitários e reformulações curriculares : movimentos no curso de Pedagogia da UNEMAT- Campus Sinop." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/56469.
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Esta tese tem como orientação que um currículo sintetiza relações sociais e, portanto, a materialização de suas reformas, tanto as decorrentes de políticas educacionais, curriculares e institucionais, quanto as provocadas por movimentos internos e demandas sociais externas, expressam processos de contradições, tensões, conflitos e consensos. Neste sentido, adotei a concepção de currículo como construção social dinâmica, com o objetivo de compreender como os professores do Curso de Pedagogia da Universidade do Estado de Mato Grosso (UNEMAT) – Campus Sinop, conceberam e vivenciaram as proposições curriculares institucionalizadas e as silenciadas, decorrentes de dois processos de reformulações curriculares produzidos entre os anos 1990 a 2010 e como estas construções foram absorvidas no interior do curso. Este curso de Pedagogia foi criado em 1990 junto com a implantação do Campus da UNEMAT na cidade de Sinop – MT. Os processos de reformas curriculares constituem-se como realidade empírica deste estudo, exigindo a adoção de procedimentos de investigação que possibilitassem apreender as diferentes dimensões que dinamizam tais processos, que se caracterizam como fenômeno educativo, conectado a fenômenos sociais mais amplos. A via de acesso adotada foi o estudo de caso numa abordagem qualitativa, e a operacionalização metodológica comportou: estudos bibliográficos, análises de documentos e análise das narrativas geradas por doze entrevistas dando voz ao sujeito professor universitário que participou ou que foi afetado por tais movimentos. Com esta orientação metodológica, buscando assegurar coerência com a concepção de currículo como construção social e entendendo com Popkewitz (1997) reforma como uma prática política e social, e não necessariamente como mudança, este estudo possibilitou inferir que o professor do Curso de Pedagogia, sujeito desta pesquisa, se constituiu como professor universitário no exercício da profissão docente, no interior do próprio curso, interferindo e sendo também afetado pelas reformulações curriculares, tanto em relação às proposições institucionalizadas, quanto às silenciadas, aflorando assim, contradições em sua trajetória. A partir de tais embasamentos verifiquei que os dois movimentos de reformas curriculares foram provocados por conjuntos de demandas sociais, políticas, institucionais e pedagógicas contextualizadas em uma dada realidade, que tanto fundamentaram as proposições de mudanças, quanto possibilitaram o emergir do esgotamento dos currículos, o que indica que as proposições institucionalizadas necessariamente não atendem e não representam interesses e proposições de todos os professores do curso, pois, os consensos construídos foram os possíveis, e não unanimidades. E as silenciadas possuem a potencialidade de operar atitudes e fortalecer discursos que confrontam o instituído.<br>For this thesis, a curriculum synthesizes social relationships and so, the materialization of its reforms, arising from both the educational, curricular and institutional policies, as those caused by internal movement and external social demands, expresses processes of contradictions, conflicts and consensus. So, I adopted the concept of curriculum as a social dynamic construction, in order to understand how the teachers of the Pedagogy Course from UNEMAT, Campus of Sinop, conceived and experienced the institutionalized curricular proposal and the silenced ones, due to two curricular reformulations processes that were engendered between the years of 1990 and 2010, and how these constructions were absorbed inside de Course. This Pedagogy Course was created in 1990 with the implementation of the UNEMAT´s Campus in the city of Sinop – MT, Brazil. The curricular reforms processes are the empirical reality of this study, which required the adoption of investigative procedures that would enable the apprehension of the different dimensions that can give dynamism to these processes, that are characterized as educational phenomenon, engendered to wider social phenomenon. The case report, in a qualitative approach, was adopted as the access path, and the methodological operation was supported by: bibliographic studies, documents analysis, as well as analysis of the narratives generated by twelve interviews that gave voice to the university professors who participated or were affected by such movements. With this methodological orientation, seeking to ensure coherence with the conception of curriculum as a social construction and based on Popkewitz understanding (1997) reform as a social political practice, and not necessarily as a change, this study allowed to infer that the teacher of this Pedagogy Course, subject of this research, constituted himself as university professor in the exercise of the teaching profession within the Pedagogy Course, interfering and also been affected by the curricular reformulations, both in relation to the institutionalized propositions as well as the silenced ones, thus showing contradictions in his career. From these bases, I verified that the two curricular reforms´ movements were caused by sets of social, political, institutional and educational demands contextualized in a specific reality, that substantiated the propositions for change, and enabled the emergence of the curriculums exhaustion, indicating that the institutionalized proposals do not necessarily meet and do not represent interests and propositions from all the professors of the course, once the consensuses built were those that would be possible, and not unanimity. And the silenced propositions have the capability to change attitudes and strengthen discourses that confront the instituted one.
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Miranda, Angela Martines. "V?nculo aluno-professor na atualidade: um estudo psicol?gico com universit?rios." Pontif?cia Universidade Cat?lica de Campinas, 2005. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/384.
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Previous issue date: 2005-02-11<br>The purpose of this study was to investigate the student-teacher bonds nowadays and it was held with a reflection group made up of university students. The interest for this survey came from the researcher s know-how as a professor and her noticing the interference of these bonds in the students lives, personal identification, individual choices, and professional goals. In other words, this work deals about the psychological phenomena that permeate the student-teacher relationship, as well as its influence in the students lives. The participants, whose ages vary from 20 to 40, are sophomore pedagogy graduation students at a university in the state of S?o Paulo. For the development of this study, the Reflection Group technique was used, as well as the theoretical reference point of the Psycho-dynamic Psychology and of the Group Psychotherapies with an Analytical support. A qualitative analysis was carried out, which disclosed the psychological phenomena that percolate the student- teacher interchange. The participants looked back into their past and their first relations with both their parents and their teachers, in order to understand the established bonds with their present professors. The group experience revealed not only the expression but also the form in which the bonds are established both through the eye and the students understanding. Despite all the changes that have occured in the communication and relationship fields, it showed that the teacher still ranks high in the students pychological world, wich determines the links in the present time.<br>Este trabalho objetivou investigar a qualidade dos v?nculos aluno-professor na atualidade, a partir de um Grupo de Reflex?o de estudantes universit?rios. O interesse por este estudo surgiu a partir da pr?tica do pesquisador como docente e em sua observ?ncia da interfer?ncia dos v?nculos como geradores de identifica??es, escolhas pessoais e profissionais dos alunos, ou seja, os fen?menos ps?quicos que permeiam esta rela??o e as interfer?ncias na vida do aluno. Os participantes s?o estudantes de uma faculdades no interior do Estado de S?o Paulo, do segundo ano do curso de gradua??o em Pedagogia, cuja idade varia de 20 ? 40 anos. Para desenvolvimento do estudo foi utilizada a t?cnica dos Grupos de Reflex?o e o referencial te?rico da Psicologia Psicodin?mica e das Psicoterapias de Grupo com base Anal?tica. Foi realizada an?lise qualitativa que revelou os fen?menos ps?quicos que permeiam o v?nculo aluno-professor. Os participantes fizeram uma busca ao passado nas suas primeiras rela??es com os pais e primeiros professores, para compreenderem as rela??es estabelecidas com os professores na atualidade. A viv?ncia em grupo possibilitou a express?o e elabora??o da forma que se estabelecem os v?nculos pelo olhar e compreens?o dos alunos. Mostraram que com tantas mudan?as no campo da comunica??o e das rela??es, h? um lugar em que o professor ? colocado no mundo ps?quico dos alunos que determina os v?nculos no presente.
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Barreto, Maria da Apresenta??o. "Of?cio, Estresse e Resili?ncia: desafios do Professor Universit?rio." Universidade Federal do Rio Grande do Norte, 2007. http://repositorio.ufrn.br:8080/jspui/handle/123456789/14139.
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Previous issue date: 2007-12-13<br>The objective of this study was to investigate the elements that contribute to the state of stress which often affects those who embrace the university teaching career, and also to
learn whatever strategies professors use to cope with stressing situations in order to develop resilience and a sound exercise of their profession. To the very nature of university teaching belong a variety of attributions, demands and challenges which, together, may contribute to the development of stress. The epistemological principles
which guided this research were those of Complex Thinking, which facilitate a deeper comprehension of the human and social phenomena as viewed through the lens of complexity principles: the dialogical principle, the organizational recursivity principle and the hologramatical principle. Fully acknowledging the many difficulties brought about by any attempt that would try to explain human phenomena based only on one theoretical reference, we have elected multi-referentiality as the support for this study, thus being able to dialogue with a variety of authors about the same phenomenon. This was a qualitative research in which questionnaires and interviews were used as instruments for the empirical work. The data has been articulated into categories and
subcategories, allowing for a thematic analysis. Participants of the study were seventeen professors from two different colleges in the city of Natal, state of Rio
Grande do Norte. Bad working conditions, demands from the institution, student s lack of commitment, long working hours, low salaries, lack of incentives to university
teachers, uncertainty concerning timetable and difficulties in proper time administration are the variables that contribute to the stress of professors. Although this is a problem
that affects the group as a whole, strategies to cope with it are individually sought and vary from trying to find different leisure options, opening one s heart to colleagues or
relatives, individual planning, prayer, rational facing of the situation, to simply giving in to exhaustion. The study has proposed institutional as well as personal actions that may
foster a development among professors which takes into account a resilience development in a collective perspective. Also, it shows some articulations that are
already under way so that professors may be attended to.<br>Esse estudo teve como objetivos investigar os elementos que contribuem para desencadear o estresse no exerc?cio da doc?ncia universit?ria e conhecer as estrat?gias adotadas pelos professores para enfrentar as situa??es estressantes, a fim de promover o desenvolvimento da resili?ncia e um exerc?cio saud?vel do of?cio. A doc?ncia universit?ria comporta em sua natureza uma diversidade de atribui??es, exig?ncias e
desafios que articulados poder?o contribuir para o desencadeamento do estresse. Os princ?pios epistemol?gicos que nortearam esta pesquisa foram os do Pensamento Complexo, pois facilitam o aprofundamento e compreens?o dos fen?menos sociais e humanos a partir dos princ?pios da complexidade: dial?gico, recurs?o organizacional e
o princ?pio hologram?tico. Reconhecendo a dificuldade em explicar os fen?menos humanos com base em ?nica refer?ncia te?rica, tem-se como apoio a multirreferencialidade, que permitiu dialogar com uma diversidade de autores a respeito do mesmo fen?meno. A pesquisa foi qualitativa e foram usados question?rios e
entrevistas como instrumentos para o trabalho emp?rico. Os dados foram articulados em categorias e subcategorias, permitindo-se proceder a uma an?lise tem?tica. Participaram
do estudo 17 professores de duas institui??es de Ensino Superior na cidade de Natal/RN. No exerc?cio da doc?ncia, as vari?veis que interferem no desencadeamento do estresse s?o: as m?s condi??es de trabalho, cobran?as institucionais, o descompromisso dos alunos, a jornada excessiva de trabalho, a baixa remunera??o, a
falta de incentivos ao professor, as incertezas quanto ? carga hor?ria e ?s dificuldades na administra??o do tempo. Embora a problem?tica seja comum ao grupo, as estrat?gias de
enfrentamento s?o adotadas individualmente, e oscilaram desde a busca de op??es de lazer, desabafo com colegas de profiss?o e com familiares, atividades f?sicas,
planejamento individual, ora??o, enfrentamento racional at? entregar-se ? exaust?o. As estrat?gias capazes de promover adapta??o positiva, combinadas com os fatores que
motivam o professor na a??o docente poder?o contribuir no desenvolvimento da resili?ncia O estudo prop?s a??es institucionais e pessoais que favore?am o desenvolvimento dos professores, levando em conta o desenvolvimento da resili?ncia numa perspectiva coletiva. Tamb?m evidenciou algumas articula??es que j? est?o sendo feitas num trabalho de acompanhamento aos professores.
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Silva, Silvana Sabino de Oliveira. "A docência universitária na perspectiva do professor enfermeiro." Universidade Federal de Goiás, 2015. http://repositorio.bc.ufg.br/tede/handle/tede/4714.
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Previous issue date: 2015-04-10<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>This master thesis has as fundamental principle the relationship between Nursing and
Education, two areas of knowledge that substantiates the training of the nursing teacher,
so that this research aims the university teaching of the nursing teacher. Thus, the
guiding questions of this research are: How does the nurse become a teacher? How does
the nurse teacher relates to the university teaching? Based on these questions, this study
has the following objectives: to understand, from the perception of surveyed nurses,
how they became teachers; analyze the nurse's entry into higher education teaching; and
check, from the perception of the surveyed teachers, their teaching practices. For this,
qualitative research was used, which led to a literature study of Nursing and Education,
specifically considering the historical context and the legislation of the two areas. As far
as data collection is concerned, a field research was conducted in two public higher
education institutions, besides the selection of research subjects - ten nursing teachers -
to carry out a semi-structured interview. In the data analysis, were listed four categories,
which were the following: identification with teaching from experience; the relationship
between theory and nursing practice in teaching practice; the pedagogical foundation
and the identity of the nurse teacher, who brings as subcategory the casualization of
teaching. As a result, this research pointed out as important factors in the nursing
process to become a teacher: the experiential knowledge; the theoretical / practical
knowledge in Nursing; the theoretical / practical knowledge in Education and training
of teacher identity in the course of two activities, nurse and teacher. Such factors show
that the nurse teacher turns into university teaching through a gradual and continuous
process, starting in their family and school experiences, and goes forward at the
university, when he directs his actions to research and monitoring. The internship and
residency in hospitals schools, even as a student, appear as motivational experience for
the future nursing teacher. Postgraduate courses contribute as an important source of
knowledge for the development of their teaching activities. However, we find that is in
the development of teaching activities that the nurse teachers see their professional
identity and proceeds to relate to university teaching as a professional committed to the
ideals of education, as well as with the educational process of young nurses.<br>Esta dissertação de mestrado tem como princípio fundamental a relação da Enfermagem
com a Educação, duas áreas do conhecimento que consubstanciam a formação do
professor enfermeiro, de modo que o objeto desta investigação é a docência
universitária do professor enfermeiro. Dessa forma, as perguntas norteadoras deste
trabalho de pesquisa são: Como o enfermeiro se torna docente? Como o professor
enfermeiro se relaciona com a docência universitária? Com base nessas indagações, este
estudo apresenta como objetivos: compreender, a partir da percepção dos enfermeiros
pesquisados, como eles se tornaram docentes; analisar o ingresso do enfermeiro na
docência do ensino superior; e verificar, a partir da percepção dos professores
pesquisados, suas práticas pedagógicas. Para tanto, utilizou-se a abordagem qualitativa
de pesquisa, o que direcionou para um estudo da literatura sobre Enfermagem e
Educação, considerando especificamente o contexto histórico e a legislação das
referidas áreas. No que se refere à coleta de dados, foi realizada pesquisa de campo em
duas instituições de ensino superior públicas, além da seleção dos sujeitos da pesquisa,
dez professores enfermeiros, para realização da entrevista semiestruturada. Na análise
dos dados, foram elencadas quatro categorias, sendo elas as seguintes: identificação
com a docência a partir de experiência vivida; a relação entre teoria e prática do
enfermeiro na prática docente; o embasamento pedagógico do professor enfermeiro e a
identidade do professor enfermeiro, que traz como subcategoria a precarização do
trabalho docente. Como resultado, esta investigação apontou como sendo fatores
preponderantes no processo do enfermeiro tornar-se professor: os saberes experienciais;
o conhecimento teórico/prático em Enfermagem; o conhecimento teórico/prático em
Educação e a formação da identidade docente no exercício das duas atividades,
enfermeiro e professor. Tais fatores demonstraram que o professor enfermeiro
transforma-se em docente universitário por meio de um processo gradativo e contínuo,
que tem início nas suas experiências familiares e escolares, e avança na universidade,
quando ele direciona suas ações para a pesquisa e a monitoria. O estágio e a residência
em hospitais escolas, ainda como aluno, aparecem como experiências motivacionais
para o futuro professor enfermeiro. Os cursos de pós-graduação contribuem como
importante fonte de conhecimento para o desenvolvimento de suas atividades docentes.
No entanto, constatamos que é no desenvolvimento das atividades docentes que o
professor enfermeiro compreende a sua identidade docente e passa a se relacionar com a
docência universitária como um profissional comprometido com os ideais da educação,
bem como, com o processo formativo de jovens enfermeiros.
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Maraschin, Maria Lucia Marocco. "Formação continuada do professor da educação superior promovida por ações institucionais." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/56397.
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Nesta tese analisam-se programas e políticas de formação continuada (FC) para professores da educação superior, promovidos por duas universidades comunitárias do estado de Santa Catarina: Unochapecó e UNESC. O objetivo foi o de identificar e analisar as práticas e políticas de formação continuada concebidas e promovidas por essas Instituições, com destaque para as concepções e significados atribuídos pelos professores às ações promovidas institucionalmente. Trata-se de uma pesquisa de campo de cunho qualitativo, que também assume caráter exploratório. Os dados foram obtidos mediante análise documental e entrevistas com gestores e docentes das universidades pesquisadas. Nessa travessia, buscouse a origem da demanda pela formação continuada e a forma como essas instituições responderam a ela. Foram identificadas as ações de maior impacto nas práticas e políticas de formação continuada para a docência na educação superior. Os dados indicam que os esforços institucionais para promover ações de formação continuada se fortalecem a partir dos indicadores de resultados que emergem da avaliação institucional. Os compromissos institucionais presentes na missão das universidades transversalizam as diferentes ações tanto no ensino e na pesquisa quanto na extensão. Os programas de formação continuada procuram atender às demandas gerais e específicas dos docentes. São esforços institucionais, que buscam produzir “mudanças possíveis” em âmbito coletivo e individual, traduzidos em ações que decorrem de inquietações vividas pelos discentes, docentes e gestores e se caracterizam por momentos de trocas, de inquietações e de contradições. Em síntese, as instituições pesquisadas, ao reconhecer a pluralidade e a heterogeneidade dos conhecimentos implicados na docência, assumem politicamente a formação continuada de seus docentes, concebendo-a e promovendo-a a partir de uma perspectiva plural.<br>In this thesis, policies and programs of continuing education (CE) for higher education teachers’, supported by two community universities in the state of Santa Catarina, Unochapecó and UNESC, were analyzed. The objective was to identify and analyze policies and practices of continuing education designed and promoted by these institutions, especially the concepts and meanings attributed by the teachers to the actions taken institutionally. This is a field research of qualitative and exploratory character. Data were collected through document analysis and interviews with administrators, teachers and professors of both universities. In this passage, we sought the origin of the demand for continuing education as well as how these institutions have answered to it. The actions of greater impact were identified. The data indicates that institutional efforts in continuing education are strengthened by the performance indicators that emerged from the institutional evaluation. The institutional commitments presented in the mission of these universities crosscutting different actions in attention to what is proposed in education, research and extension. The continuing education program seek to meet the general and specific demands of the teachers. They are institutional efforts which produce "possible changes" in the collective and individual scope, translated into actions that stem from concerns experienced by undergraduate students, professors and administrators. In summary, these two institutions recognize the plurality and heterogeneity of knowledge involved in teaching, and assumes politically the continuing education of their professors as well as, conceives and promotes it from a plural perspective.
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Armstrong, Anita Harker. "Making the “Good” Professor: Does Graduate Mentoring Promote Gender Equality in Academia?" DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/1063.
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Mentorship is a critical component of a graduate education and facilitates the process of socialization into the role of professorship. Numerous studies continue to support the idea that mentorship, particularly woman-to-woman mentoring, is essential for overcoming barriers to women’s mobility within male-dominated fields. This study critically examines this assumption through the analysis of 59 qualitative interviews with faculty mentors and graduate students in science, technology, engineering, and mathematics conducted at one Canadian and one American institution. Initially, I explore how mothers in academe are socialized from differing levels to fit into narrowly defined roles as “good” professors. This expands our conceptualization of a motherhood penalty to include more subtle discrimination and illuminates the complexity within which motherhood is embedded in work organizations and reproduced through interaction (including mentorship). By following a comparison of the relational dynamics of women graduate students in same-gender and cross-gender iv mentorships, the overwhelming conclusion is that both men and women as faculty mentors are capable of socializing their students in ways that have potential to transform the academic institution regarding gender equity. Still, many examples of how mentoring alternately functions to perpetuate inequities exist. Finally, a crossnational analysis allowed exploration of institutional contexts and how they influence the ways in which mentors model balance. In contexts where family leave is institutionalized (i.e. Canada), conflict between work and family life should be lessened. Given this assumption, we should see a distinct separation of experiences between Canadian and American academics. In reality, these boundaries are more blurred. This finding implies that despite differences in levels of support formally offered to families through policy initiatives, professional barriers experienced by academics prevent the type of substantive benefits they are meant to afford. In practice, faculty mentors remain wedded to ideal worker models rooted in the masculine work ethics of their professions regardless of institutionalized family policies, thereby perpetuating inequality through mentorship. This, in turn, prevents institutional change. In summary, this study contributes to theoretical models of gendered institutions; advances understanding of the tenacity of gender inequality in academia; and informs university policies related to mentoring practices and workfamily policies.
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Bell, Cynthia. "How Work Role Transition Influences Professional Identity| The Career Path from Corporate Manager to University Professor." Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3643877.
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<p> This phenomenological research study examines the individual experiences of midcareer corporate managers (practitioners) with professional identity change, while undergoing work role transition to become college or university professors (scholars). Using a conceptual framework of culture, work role, and professional identity, this study focused on a group of twelve men and women who made an intentional decision to leave an objectively defined management role to enter a different subjectively defined teaching role. </p><p> The findings generated four conclusions. First, change in identity and work-role transition manifests with different affective responses in men and women. Second, cognitive decision making and intentionality are different for men and women in work role transitions. Third, career transitions are easier when autonomous decision making, continuing education opportunities, experimentation with provisional selves, and equal levels of social status, are present. Fourth, career transitions are more difficult when loss of social status and financial stability, liminality, and identity conflict or lack of career anchor, are observed. </p><p> Due to recent economic conditions related to the recession of 2008, and attendant fall-out related to the current career landscape, <i>Mid-life Career Changers from Industry to Academia</i> was the focus of a Professional Development Workshop during both the 73rd and 74th annual meetings of the Academy of Management (AoM). Because of growing interest in the topic, it has been included on the agenda of the AoM 75th annual meeting scheduled for Vancouver, Canada in 2015.</p>
Books on the topic "University professor"
1
Anderson, Ruth Bluford. From mother's aid child to university professor. University of Iowa School of Social Work, 1985.
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Anderson, Ruth Bluford. From mother's aid child to university professor. University of Iowa School of Social Work, 1985.
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3
Harrison, James Ostelle. The other life of a University professor. J.O. Harrison, 2000.
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4
Schiavone, James. God from afar: Memoirs of a university professor. Brownell & Carroll, 1996.
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Theo, Van Wijk, and Liebenberg B. J, eds. Professor Theo van Wijk. Universiteit van Suid-Afrika, 1988.
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1896-1952, Cairns Hugh Sir, and University of Oxford, eds. Hugh Cairns: First Nuffield Professor of Surgery, Oxford University. Oxford University Press, 1991.
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Penney, Christine L. Catalogue of papers collected by Professor Windle on the foundation of the University of Birmingham. University of Birmingham, 1987.
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University of Liverpool. Art Gallery. Icons, presented by Professor Robert Roaf F.R.C.S. to the University of Liverpool Art Gallery in 1986. [The Gallery, 1986.
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Patrick, Mbunwe-Samba, and Association for Creative Teaching, eds. Sixth anniversary of the death of Professor Bernard Nsokika Fonlon (1924-1986). ACT [i.e. Association for Creative Teaching], 1993.
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Yeates, Neil. Robert Dickie Watt, Kt.: First Professor of Agriculture, the University of Sydney. Advocate Press, 1987.
Find full textBook chapters on the topic "University professor"
1
Eden, Lorraine, Kathy Lund Dean, and Paul M. Vaaler. "Managing University Service Work." In The Ethical Professor. Routledge, 2018. http://dx.doi.org/10.4324/9781351049429-25.
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Corlett, J. Angelo. "Academic Freedom and the Good Professor." In University Corporate Social Responsibility and University Governance. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-77532-2_12.
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Banghua, Yang, and Fei Minrui. "Professor Da Ruan in Shanghai University." In A Tribute to Prof. Dr. Da Ruan. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-30307-4_33.
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Skott-Myhre, Kathleen S. G., Hans A. Skott-Myhre, Jeffrey Galvin Smith, and Scott Kouri. "The University and the Settler Professor." In Desettlering as Re-subjectification of the Settler Subject. Routledge, 2023. http://dx.doi.org/10.4324/b23288-6.
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Coates, Hamish, Zheping Xie, and Wen Wen. "Professor Aiji Tanaka, president of Waseda University, Japan." In Global University President Leadership. Routledge, 2021. http://dx.doi.org/10.4324/9781003248286-16.
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Coates, Hamish, Zheping Xie, and Wen Wen. "Professor Yong-Hak Kim, president of Yonsei University, Korea." In Global University President Leadership. Routledge, 2021. http://dx.doi.org/10.4324/9781003248286-18.
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Coates, Hamish, Zheping Xie, and Wen Wen. "Professor Lily Kong, president of Singapore Management University, Singapore." In Global University President Leadership. Routledge, 2021. http://dx.doi.org/10.4324/9781003248286-21.
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Coates, Hamish, Zheping Xie, and Wen Wen. "Professor Guido Saracco, rector of Politecnico di Torino, Italy." In Global University President Leadership. Routledge, 2021. http://dx.doi.org/10.4324/9781003248286-15.
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Coates, Hamish, Zheping Xie, and Wen Wen. "Professor David Leebron, president of Rice University, United States." In Global University President Leadership. Routledge, 2021. http://dx.doi.org/10.4324/9781003248286-7.
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Cornelis, Chris, Martine De Cock, Glad Deschrijver, Mike Nachtegael, and Steven Schockaert. "An Excellent Guest Professor at Ghent University." In A Tribute to Prof. Dr. Da Ruan. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-30307-4_21.
Full textConference papers on the topic "University professor"
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Zunino, Marco, Sara Vilar del Valle, and Laura Gatti. "An Automated Approach to University Course Timetabling Focused on Professor Assignment." In 2024 L Latin American Computer Conference (CLEI). IEEE, 2024. http://dx.doi.org/10.1109/clei64178.2024.10700361.
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Kim, Daewook. "The Evergreen Tree: James C. Wyant Connecting Dots." In Latin America Optics and Photonics Conference. Optica Publishing Group, 2024. https://doi.org/10.1364/laop.2024.tu3a.1.
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Professor James C. Wyant, founding dean of the Wyant College of Optical Sciences at the University of Arizona, passed away on Dec. 8, 2023, at 80. He profoundly impacted the international optics community and inspired many.
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Arimoto, Kyozo. "Overview of Professor Tatsuo Inoue’s Contributions to the Field of Heat Treatment Simulation." In IFHTSE 2024. ASM International, 2024. http://dx.doi.org/10.31399/asm.cp.ifhtse2024p0257.
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Abstract Prof. Tatsuo Inoue passed away on September 23, 2023, at the age of 83. He held a professorship at Kyoto University from 1983 to 2003 and made significant contributions to the theory of heat treatment simulation, which is now widely used. His theory was reported at an international conference in Linkoping, Sweden in 1984. Fundamental equations in his theory cover metallurgical coupling effects caused by changes due to phase transformation, temperature, and inelastic stress/strain as well as carbon diffusion during the carburizing process. Prof. Inoue designated these effects as “metallothermo- mechanical coupling”. Software applying his theory was presented at ASM International’s 1st International Conference on Quenching and the Control of Distortion in 1992, where its advanced nature was recognized. In 1994, Prof. Inoue published a paper on the application of heat treatment simulation to the quenching of Japanese swords, revealing changes in temperature, curving, microstructure, and stress/strain in their model during the traditional quenching process. In 2017, he published “The Science of Japanese Swords” with Sumihira Manabe, a swordsmith, to communicate his specific achievements to the general public.
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López-Cámara, Ana Belén, María Dolores Eslava-Suanes, Ignacio González-López, Hugo González González, and Carlota De León-Huertas. "Skills of university professor and their evaluation." In TEEM'18: Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality. ACM, 2018. http://dx.doi.org/10.1145/3284179.3284211.
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Sadiki, Arbër. "Architecture in verses of Professor Bashkim Fehmiu." In University for Business and Technology International Conference. University for Business and Technology, 2015. http://dx.doi.org/10.33107/ubt-ic.2015.60.
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Smagulov, N. K., A. A. Adilbekova, and A. M. Evnevich. "OCCUPATIONAL BURNOUT SYNDROME AS AN INDICATOR OF PROFESSIONAL MALADJUSTMENT OF A UNIVERSITY PROFESSOR." In The 16th «OCCUPATION and HEALTH» Russian National Congress with International Participation (OHRNC-2021). FSBSI “IRIOH”, 2021. http://dx.doi.org/10.31089/978-5-6042929-2-1-2021-1-478-482.
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Abstract. Introduction. University professors’ occupational activity is affected by a large number of stress factors prolonged exposure to which can contribute to the development of burnout syndrome, which is absolutely necessary to prevent. Purpose: assessment of occupational burnout syndrome as an indicator of professional maladjustment of a university professor The objects and research methods. Female professors (68 people) of 3 age categories (up to 30 years old, from 30 to 49 years old, 50 years old and older). Questionnaire, psychophysiological, statistical methods. Results. The analysis of the OBS phases formed in the university professors has shown that the Tension phase has the minimal severity (11.4 ± 0.04%). The Resistance phase is more pronounced (22.9 ± 0.05%). The Depletion phase is second in severity (11.4 ± 0.04%). A post-symptom analysis of the OBS phases formed has shown a predominance in the Resistance phase characterized, firstly, by the "curtailment" of professional activity, due to the reduction of duties requiring emotional costs (P4. Reduction of professional duties); secondly, the uncontrollable influence of mood on professional relations (P1. Inadequate emotional response); thirdly, when a professor feels that both working conditions and professional interpersonal relationships are traumatic (H1. Traumatic experiences). Regarding the age aspect, the burnout effect is not unambiguous. Thus, the formed Resistance phase predominates in the third group (50 years and older); the Resistance phase at the stage of formation (forming) is prevalent in the first age group (up to 30 years old). Conclusion. University professors’ occupational activity causes the development of OBS and can be considered a work-related disease which entails disability i.e., inability of an employee to perform their professional duties in a qualified manner.
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"Keynote: Professor Raj Reddy, Robotics Institute Simon University Professor & School of Computer Science." In 2010 23rd IEEE Conference on Software Engineering Education and Training. IEEE, 2010. http://dx.doi.org/10.1109/cseet.2010.11.
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Huaman, Daniel Ruben Tacca, Heli Alejandro Cordova Berona, Miguel Angel Alva Rodriguez, and Renzo Cuarez Cordero. "Professor competencies, academic engagement and academic satisfaction in university students." In 2022 IEEE Biennial Congress of Argentina (ARGENCON). IEEE, 2022. http://dx.doi.org/10.1109/argencon55245.2022.9939829.
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Flores, Elizabeth. "THE DIGITAL COMPETENCE OF THE UNIVERSITY PROFESSOR: A SYSTEMATIC REVIEW." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.1591.
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Odgers, J., and D. Kretschmer. "Combustion Engineering at Laval University." In ASME 1989 International Gas Turbine and Aeroengine Congress and Exposition. American Society of Mechanical Engineers, 1989. http://dx.doi.org/10.1115/89-gt-21.
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In 1966 Professor Dr. A. F. Schlader conceived the idea of introducing some form of research project on combustion engineering as an addition to the existing thermodynamics and heat transfer opportunities offered to graduate students. With help from the university and the National Research Council, he was able to establish a laboratory capable of testing a single combustion chamber (atmospheric inlet conditions) and another laboratory containing a small test rig for water flow visualisation. In 1968 the mechanical engineering department was augmented by the addition of a full-time professor to do research and teach combustion. For five years the teaching was limited to graduate courses, and at the same time, the laboratories were gradually being extended and improvements made, particularly with respect to instrumentation. A major step was taken by the introduction of a course at the undergraduate level, and some five years after this, an additional undergraduate course was added as well as a complementary course on instrumentation. Laval University is one of few Canadian universities which offer a selection of undergraduate courses pertinent to combustion. All the undergraduate courses are ‘choice’, and the enrollment is generally from 10 to 35 students per course. On the retirement of Prof. Schlader a new professor was engaged. The expansion of the laboratories and their facilities continued to evolve such that they have become accepted as being of international stature. Initially almost all the work was concerned with gas turbine combustion, but of recent years several fundamental studies using laboratory flames have been carried out, and work has been done on automobile engine combustion and even some furnace work and the combustion of oil spills.
Reports on the topic "University professor"
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Damsgaard, Erika Farnstrand, and Marie Thursby. University Entrepreneurship and Professor Privilege. National Bureau of Economic Research, 2012. http://dx.doi.org/10.3386/w17980.
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Pretorius, Philip Christo. Various Facets of Populist, Authoritarian and Nationalist Trends in Japan and Taiwan. European Center for Populism Studies (ECPS), 2024. http://dx.doi.org/10.55271/rp0052.
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This report provides a brief overview of the tenth event in ECPS’s monthly Mapping European Populism (MEP) panel series, titled "Various Facets of Populist, Authoritarian and Nationalist Trends in Japan and Taiwan" held online on February 29, 2024. Moderated by Dr. Dachi Liao, Emeritus Professor at the Institute of Political Science at National Sun Yat-sen University in Taiwan, the panel featured speakers Dr. Yoshida Toru, Full Professor of Comparative Politics at Doshisha University in Japan, Dr. Airo Hino, Professor, School of Political Science and Economics, Waseda University, Dr. Szu-Yun Hsu, Assistant Professor, Political Science, McMaster University, Dr. Jiun-Chi Lin, Postdoctoral researcher at the Institute of Marketing Communication, National Sun Yat-sen University.
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Guidotti, Andrea. Report on "Mapping European Populism – Panel 8: Populism, Gender and Sexuality in Europe". European Center for Populism Studies (ECPS), 2024. http://dx.doi.org/10.55271/rp0050.
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This report provides a brief overview of the eighth event in ECPS’s monthly Mapping European Populism (MEP) panel series, titled "Populism, Gender and Sexuality in Europe" held online on January 26, 2023. Moderated by Dr.Agnieszka Graff, Professor at the American Studies Center, University of Warsaw, and a feminist activist, the panel featured speakers Dr. Elżbieta Korolczuk, Associate Professor in Sociology at Södertörn University, Sweden, Dr. Eric Louis Russell, Professor in the Department of French & Italian and affiliated with the Program in Gender, Sexuality and Women’s Studies at the University of California, Davis, Nik Linders, PhD candidate at Radboud Social and Cultural Research for Gender & Diversity Studies, Dr. Pauline Cullen, Associate Professor in sociology at Center for European and Eurasian Studies, Maynooth University, Ireland.
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Nguijoi, Gabriel Cyrille, and Neo Sithole. Civilizational Populism and Religious Authoritarianism in Bangladesh, Sri Lanka and the Maldives. European Center for Populism Studies (ECPS), 2024. http://dx.doi.org/10.55271/rp0051.
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This report gives a summary of the 9th session of the ECPS’s monthly Mapping Global Populism panel series titled “Civilizational Populism and Religious Authoritarianism in Bangladesh, Sri Lanka and the Maldives,” which took place online on January 25, 2024. Moderated by Dr. Syaza Shukri, Associate Professor at the Department of Political Science, Kulliyyah of Islamic Revealed Knowledge and Human Sciences, International Islamic University Malaysia, the panel featured speakers by Mr. Bobby Hajjaj, Department of Management, North South University, Bangladesh, Dr. Maidul Islam, Assistant Professor of Political Science, Centre for Studies in Social Sciences, Calcutta, Dr. Rajni Gamage, Postdoctoral Fellow, Institute of South Asian Studies (ISAS), National University of Singapore, and Dr. Mosmi Bhim, Assistant Professor at Fiji National University.
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Cain, Rachel Louise, Marcus Goll, Tyler Hood, et al. Groundwater Laws and Regulations: A Preliminary Survey of Thirteen U.S. States (First Edition). Edited by Gabriel Eckstein. Texas A&M University School of Law Program in Natural Resources Systems, 2017. http://dx.doi.org/10.37419/eenrs.usstategroundwaterlaws.2017.
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This report presents preliminary results of a study investigating the groundwater laws and regulations of thirteen U.S. states. The purpose of the project is eventually to compile and present the groundwater laws and regulations of every state in the United States that could then be used in a series of comparisons of groundwater governance principles, strategies, issues, and challenges. Professor Gabriel Eckstein at Texas A&M University School of Law and Professor Amy Hardberger at Saint Mary’s University Law School developed a matrix to ascertain chief components and characteristics of the groundwater legal regime of each state. Student researchers then used the matrix to respond to a standardized set of questions about the groundwater laws and regulations of a selection of states. Before continuing with assessments of the remaining states, Professors Eckstein and Hardberger present in this report the results developed thus far, and now seek feedback about the overall project, including its objectives, methodology, and preliminary results.
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Bottura, Beatrice. Theocracy, Radicalism and Islamist/Secular Populism in Iran, Afghanistan and Tajikistan. European Center for Populism Studies (ECPS), 2024. http://dx.doi.org/10.55271/rp0089.
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The 15th session of the European Center for Populism Studies’ (ECPS) “Mapping Global Populism” panel series, aimed at creating a comprehensive understanding of populism worldwide, was held online on September 26, 2024. Titled “Theocracy, Radicalism, and Islamist/Secular Populism in Iran, Afghanistan & Tajikistan,” the session featured insights from distinguished scholars on various manifestations of authoritarianism, extremism, and populism in these countries. This report provides an overview of the topics analyzed, with detailed accounts of each speaker’s contributions. The panel was moderated by Dr. Simon P Watmough, a postdoctoral researcher at the University of Leipzig and a non-resident research fellow in ECPS’ research program on authoritarianism. Dr. Hélène Thibault, Associate Professor in the Department of Political Science at Nazarbayev University, illustrated the authoritarian nature of Tajikistan’s anti-extremism policies. Dr. Zakia Adeli, former Deputy Minister of Justice of Afghanistan and a professor at Kabul University (2018–2021), explored the Taliban regime’s government structure and impositions in Afghanistan. Dr. Zahoor Ahmad Wani, Assistant Professor in Political Science at Lovely Professional University, focused his presentation on gender issues under Taliban rule. Finally, Amir Hossein Mahdavi, a Ph.D. candidate at the University of Connecticut, discussed the potential rise of populist actors in Iran. Originally, Dr. Kathleen Collins, a Professor in the Department of Political Science and a faculty affiliate in Islamic Studies at the University of Minnesota, was scheduled to present on “Radical Islamism vs. Extremist Secular State in Tajikistan.” However, due to her absence, Dr. Thibault covered several key aspects of her colleague’s presentation during the session.
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Güner, Serdar. Game Theory and International Politics (Free 2-Hour Introduction). Instats Inc., 2024. http://dx.doi.org/10.61700/hnujsicvw309c643.
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This free workshop, led by professor Serdar Güner from Bilkent University, explores the application of game theory in international politics, targeting PhD students, professors, and researchers in related fields. Participants will gain comprehensive insights into the strategic interactions within international politics through game theory, learning to apply these concepts to conflict resolution, negotiation, and policy-making. The workshop will be conducted via Zoom and all recordings and materials (including slides) will be availble for 30 days after the conclusion of the workshop.
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Martínez, Tomás Eloy. Myth, History and Fiction in Latin America. Inter-American Development Bank, 1999. http://dx.doi.org/10.18235/0005928.
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Berrian, Brenda F. Chestnut Women: French Caribbean Women Writers and Singers. Inter-American Development Bank, 2001. http://dx.doi.org/10.18235/0007945.
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Edgell, Zee. Belize: A Literary Perspective. Inter-American Development Bank, 1994. http://dx.doi.org/10.18235/0007913.
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