The revolving faculty exchange program: Increasing knowledge and self-esteem

1981 ◽  
Vol 1981 (5) ◽  
pp. 79-87
Author(s):  
Charles B. Vail
Keyword(s):  
Self Esteem ◽  
Exchange Program ◽  
Faculty Exchange ◽  
Increasing Knowledge

Human Factors in the People's Republic of China: Some Observations Based on a Faculty Exchange Program

1987 ◽  
Vol 31 (3) ◽  
pp. 298-301
Author(s):  
Jasper E. Shealy
Keyword(s):  
Human Factors ◽  
People’S Republic Of China ◽  
Safety Engineering ◽  
Human Factors Engineering ◽  
People's Republic Of China ◽  
Republic Of China ◽  
Exchange Program ◽  
The Us ◽  
Faculty Exchange ◽  
Engineering Personnel

The author spent two months as a Faculty member participating in a faculty exchange program in the People's Republic of China. While there, he taught an undergraduate course in Human Factors Engineering in Machine and Workplace design. He also conducted a week long seminar for factory engineering personnel and engineering faculty on the same topics. He consulted with industry and traveled extensively in China during this time. This paper is based on his experiences and observations. Specific topics are: 1) quality and nature of students in the PRC vs. the US, Japan and Europe; 2) Programs in Human Factors in the PRC; 3) Academic Engineering Laboratories in the PRC and 4) Safety Engineering in the PRC.

scholarly journals AWl's Youth Leadership Development and Faculty Exchange Program

1970 ◽  
pp. 5-7
Author(s):  
Rima Zankoul
Keyword(s):  
Leadership Development ◽  
Young Women ◽  
Youth Leadership ◽  
Exchange Program ◽  
Youth Leadership Development ◽  
Faculty Exchange ◽  
Different Cultures

When I first learned that I was chosen to participate in The Asian Women's Institute (AWI), Youth Leadership Development and Faculty exchange, I was filled with excitement andapprehension all at the same time. I was to travel with other young women from different cultures to visit countries which were new to each one of the participants.

scholarly journals Why study in Finland: RAMK, SAMK, and PBL

2011 ◽  
Vol 1 (2) ◽  
pp. 36-37
Author(s):  
Irina Khramtsova
Keyword(s):  
Applied Sciences ◽  
Professional Development ◽  
Study Abroad ◽  
Cross Cultural ◽  
Cultural Immersion ◽  
State University ◽  
Exchange Program ◽  
Immersion Experience ◽  
University Of Applied Sciences ◽  
Faculty Exchange

In September 2011, I visited two universities in Finland as part of Magellan faculty exchange: Rovaniemi University of Applied Sciences in Pori (RAMK) and Satakunta University of Applied Sciences in Pori and Rauma (SAMK). It was such a wonderful and rewarding trip that I decided to share my experience with students to encourage them to study abroad. to encourage them to study abroad. Arkansas State University is a member of Magellan Exchange Program (http://www.magellanexchange.org/). The mission of this program is “to provide opportunities for students and faculty to have an affordable educational and cultural immersion experience.” I decided to apply for this exchange to foster my professional development and to establish new contacts for cross-cultural collaboration in my area of research.

scholarly journals A virtual faculty exchange program enhances dermatology resident education in the COVID-19 era: a survey study

2021 ◽  
Vol 27 (3) ◽  
Author(s):  
Nathan W Rojek ◽  
Lauren M Madigan ◽  
Lucia Seminario-Vidal ◽  
Amber R Atwater ◽  
Nicole M Fett ◽  
...  
Keyword(s):  
Resident Education ◽  
Survey Study ◽  
Exchange Program ◽  
Faculty Exchange ◽  
Virtual Faculty

scholarly journals Effect of exchange program on self-esteem in primary education students

2019 ◽  
Vol 17 (2) ◽  
pp. 112
Author(s):  
Kleeder José Bracho Pérez ◽  
Olga Belén Castillo de Cuadros ◽  
Olga Lucia Jaramillo Ramírez
Keyword(s):  
Primary Education ◽  
Self Esteem ◽  
Education Students ◽  
Exchange Program ◽  
Educación Primaria

El objetivo de esta investigación fue determinar el efecto de un programa de valores sobre la autoestima en estudiantes de Educación Primaria. La misma fue fundamentada en las teorías de Santamaría (2007), Navarro, Tomás y Oliver, (2006), Raffini (2008), entre otros. La investigación fue de tipo experimental explicativo de campo, con un diseño preexperimental. La población estuvo constituida por 30 estudiantes cursantes del sexto (6to) grado de Educación Primaria de la Escuela Básica Nacional “José Ángel Huerta”, ubicada en la jurisdicción del Municipio Mara del estado Zulia, para el muestreo se consideró el censo poblacional. La recolección de los datos se obtuvo a través de un cuestionario de preguntas dicotómicas, el cual fue validado por tres expertos y la confiabilidad por el índice Kunder Richardson (KR-20), cuyo resultado fue de 0,90. La estadística descriptiva fue la utilizada mediante medidas de tendencia central y dispersión. Los resultados obtenidos determinaron que existe diferencias entre las medias de las puntuaciones del grupo único antes y después de la aplicación del programa de valores el cual originó una autoestima normal en estudiantes de Educación Primaria, diferencia que puede atribuirse al efecto del programa, en tal sentido, se acepta la hipótesis de investigación, si Si se aplica un programa de valores en estudiantes de Educación Primaria, entonces, su autoestima aumentará en la Escuela Básica Nacional “José Ángel Huerta”, ubicada en la jurisdicción del Municipio Mara del estado Zulia  Descriptores: Programa de Valores, Autoestima, Nivel Personal, Nivel Social, Estudiantes.

Learning from "The Struggle"

1995 ◽  
Vol 23 (2) ◽  
pp. 315-323 ◽  
Author(s):  
Holly A. Stadler
Keyword(s):  
South Africa ◽  
Western Cape ◽  
Collectivist Culture ◽  
University Of Missouri ◽  
Exchange Program ◽  
International Experiences ◽  
Faculty Exchange ◽  
The University

This article describes the author's participation in a faculty exchange program between the University of Missouri and the University of the Western Cape in South Africa The discussion highlights the value of international experiences in a collectivist culture and lessons in courage.

Building Emotional Intelligence for Student Success: A Pilot Study

2019 ◽  
Vol 4 (6) ◽  
pp. 1445-1461
Author(s):  
Amee P. Shah ◽  
Mary Lou Galantino
Keyword(s):  
Emotional Intelligence ◽  
Emotional Regulation ◽  
Communication Apprehension ◽  
Communication Competence ◽  
Emotional Awareness ◽  
Self Esteem ◽  
Preliminary Evidence ◽  
Empowerment Model ◽  
Dyad Interaction ◽  
Relational Management

Purpose Nationwide, upward trends exist in student issues with anxiety, stress, depression, and lowered classroom performance. As emotional awareness and emotional regulation skills are typically not addressed in professional discipline-specific courses, students experience challenges in their academic performance. This pilot research explored the effect of brief targeted classroom practices within an empowerment-based framework on domains of emotional intelligence. Method Twenty-two students in an undergraduate speech-language pathology class received a 13-week, biweekly, 15-min session of empowerment-based worksheet exercises to develop increased self-esteem, emotional awareness and regulation, and communication. Assessments of self-esteem, emotional intelligence, communication competence, and communication apprehension were conducted using validated scales, namely, the Rosenberg Self-Esteem Scale ( Rosenberg, 1965 ), the Quick Emotional Intelligence Self-Assessment ( Mohapel, 2015 ), the Self-Perceived Communication Competence Scale ( McCroskey & McCroskey, 2013 ), and the Personal Report of Communication Apprehension ( McCroskey, 1982 ), respectively. Midsemester and semester-end student reflections were collected. Results Paired t tests were significant in self-esteem and emotional quotient, including subdomains of emotional awareness, emotional management, social emotional awareness, and relational management. Significance was noted in communication competence in the subdomains of dyad interaction, stranger interaction, and acquaintance. Students' reflection showed significant improvement in empowerment and self-rated improvements in confidence, communication, connections with peers, and trust with instructor. Conclusion Preliminary evidence demonstrates positive outcomes with integration of intentional classroom exercises to build emotional intelligence (including emotional awareness and regulation), self-esteem, and communication. This empowerment model may assist faculty in developing effective pedagogical strategies to build students' self-resiliency.

Combining Professional Interests and Travel: People to People Citizen Ambassador Program

2011 ◽  
Vol 1 (2) ◽  
pp. 47-54
Author(s):  
Alex Johnson ◽  
Amanda Hitchins
Keyword(s):  
South Africa ◽  
Health Education ◽  
Communication Disorders ◽  
Social Conditions ◽  
Speech Language Pathologists ◽  
Exchange Program

Abstract This article summarizes a series of trips sponsored by People to People, a professional exchange program. The trips described in this report were led by the first author of this article and include trips to South Africa, Russia, Vietnam and Cambodia, and Israel. Each of these trips included delegations of 25 to 50 speech-language pathologists and audiologists who participated in professional visits to learn of the health, education, and social conditions in each country. Additionally, opportunities to meet with communication disorders professionals, students, and persons with speech, language, or hearing disabilities were included. People to People, partnered with the American Speech-Language-Hearing Association (ASHA), provides a meaningful and interesting way to learn and travel with colleagues.

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