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Item Graduation Paper Manual(Universidad Católica Luis Amigó, 2018) Abad, José VicenteResearch has a catalytic power. When teachers conduct research, their teaching practices improve and their professional identity blossoms (Edwards & Burns, 2016). When teachers publish their research, benefits accrue beyond their own classrooms and carry over into the entire academic community (Cárdenas, 2003). That is why professional language teachers should not only engage in research but also systematize and disseminate their research-based practices. The times when graduating students were required to write obscure and long- winded theses that were later shelved in a library to collect dust are long gone. In line with the above arguments, senior students from the English teaching program at Luis Amigó are expected to conduct research relevant to their teaching and to pour it into potentially publishable articles. To aid in the attainment of that goal, I wrote up the first edition of this research- paper manual in 2014. Students and teachers from the program piloted it in 2015. Later that year, the Curriculum Committee and the Council of the School of Education approved it as an official guide for student-teachers’ graduation papers. Nevertheless, now that it has reached its fourth edition, many changes have taken place in the program. Graduates today have multiple options to structure their graduation paper: Besides a research article, they can alternatively produce a reflection article, an article describing a pedagogical innovation, or a review of the literature on a specific theme in ELT. In any case, the ultimate form their paper takes must be agreed upon with their advisor. This manual provides the essential requirements of format, structure, and style to write a monograph that mirrors a research article. To that aim, it follows the publication guidelines offered by both the American Psychological Association (APA - 6th edition) and reputed national academic journals in language teaching. One fundamental change in the structure of the manuscript has to do with the presentation of the context. Even though students are still encouraged to integrate the analysis of the broader context into the presentation of the research problem, they are now required to describe the context wherein their study was conducted in the method section. This modification seeks to help manuscripts better fit into the structure of research articles today. I still believe that, as far as academic writing goes, quality should take precedence over quantity. Therefore, in line with the extension requirements of most academic journals, the manuscript should be between 5,000 and 8,000 words. However, neither advisors nor students should be mistaken by this premise. The type of academic writing expected for the graduation paper should be rigorous, methodical, accurate, relevant, and concise. If done properly, this type of writing will require a change of paradigm that will nonetheless ensure that the graduation papers we produce reflect the professional, personal, and academic qualities expected from our graduates. By following this model, we intend to (a) familiarize our graduating students with the procedures and principles of both conducting research in education and systematizing the results derived from it, and (b) increase the likelihood of publishing students’ graduation papers as relevant contributions to the ongoing conversation of the academic community in our profession. If you are a student, use this manual to write your monograph in the wake of a research article. When in doubt, check with your advisor. You can also check the APA manual to solve specific questions regarding style and format. If you are an advisor, keep in mind that this manual is meant to be used as a guide, not as an ironclad prescription. Use it wisely. Make sure your students preserve the necessary rigor in their writing, but give them sufficient leeway so that they can express the richness of their pedagogical and research explorations.Item Percepciones de mi Universidad(Universidad Católica Luis Amigó, 2019) Abad, José Vicente; Muñoz, Ana; Niemiec, ChristopherEl siguiente cuestionario es una evaluación compuesta de diferentes escalas previamente validadas por investigadores que estudian la Teoría de la Auto-Determinación (TAD) . Está diseñado para determinar las percepciones de los estudiantes respecto al grado en que su institución de educación superior satisface sus necesidades psicológicas básicas y la manera en que éstas impactan su bienestar, motivación y salud. Los resultados pueden ayudar a diseñar estrategias que ayuden a las instituciones a mejorar sus relaciones con sus estudiantes