Dissertationen: „Community Learning Center Project“

1

Best, Cecilia Torres. „A literacy journey of empowerment for adult Hispanic students in a community college's learning center“. CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1274.

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2

Shefchik, Michael James. „Creating a student-centered learning community in the college reading classroom by incorporating web-based technology“. CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2796.

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This project investigated the problem of how to enable a student-centered environment in reading instruction through effectively incorporating meaningful web-based technology into the community college reading curriculum. Three multimedia strategies were tested to promote individual and collaborative meaning making: ePortfolios, eJournals, and the Class Know-It-All. The success of these strategies was measured against that of a previous course with identical materials and resources with the exception of multimedia integration.

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3

Chen, Jessica. „Ebay learning center system“. CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3077.

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The project developed eBay Learning Center System (ELCS), a web-based application that provides current and potential eBay users a way to learn about the many functions of the popular online auction and shopping web site and be successful eBay traders. ELCS provides end users with online tutorials, available both in multimedia and text formats, and methods of communicating with system administrators and other users by means of a message box and a discussion forum to facilitate learning and collaborative problem solving. The system employs current technologies such as SQL, HTML, ASP.NET, VBScript, XML, ODBC, and ADO.

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4

Wentzel, Zurina. „The effectiveness of senior students as tutor assistants in the English special project for academic development at UWC“. University of the Western Cape, 1992. http://hdl.handle.net/11394/8477.

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Magister Educationis - MEd
Since the inception of the University in 1960 under the Apartheid regime and up until a few years ago Afrikaans had dominated both as educational and as communication medium. However, political change - at the University and in South Africa - has brought about a change in language patterns. According to the HSRC Work Committee on Languages and Language Instruction (1981), a high percentage (40%) of Afrikaans-speaking people classified as coloured and living in the Cape Peninsula choose English as the medium of instruction and also regard it as the most important language to be learnt at schools (also 40%). As a result of this, and the enrolment of a large percentage of Xhosa speaking students, who generally prefer English to Afrikaans as an educational medium, English has become the language most commonly used both inside and outside the classroom. The homogeneity of preference has, however, not been matched by mastery of the language. For approximately 70% of all first-year students English is a second or even a third language. Though University entry is based on at least ten years of the study of English, standards of proficiency differ quite considerably as a result of inequalities in education. Because students need to improve their level of English proficiency I investigated the effectiveness of using senior students as tutor assistants in an academic development programme, the English Special Project, at UWC. This study aims at revealing that the tutor assistantships in the English Special Project can alleviate problems that occur with annual increases in student numbers under certain conditions. These are that: 1 prospective tutor assistants undergo proper tutor assistant training; 2 tutor assistants are committed to the course of academic development; 3 tutor assistants have the time available that is necessary for the task. In Chapter 1 give an insight into what this study is about, the reasons for conducting it and what my personal involvement with the ESP has been. In Chapter 2 I review some of the overseas and local literature on TA systems. In Chapter 3 I describe a case-study to evaluate the success of the TA system in the ESP with reference to academic development. I emphasize the intensive, individual care of and attention to first-year students. In an attempt to address the problem, the effectiveness of senior students as tutor assistants to assist in tutorial sessions is described. In Chapter 4 I discuss the value of TA intervention in the ESP at personal and social levels. Chapter 5 contains the general conclusions and my recommendations to improve the ESP.

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5

Howard, Yvonne Mays. „Provisional Accelerated Learning Center (PAL) entrepreneurship program grant proposal“. CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2554.

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This thesis was written as part of a process to secure funds to develop a Vocational Education Entrepreneurship Workshop for African American students attending the Provisional Accelerated Learning Center (PAL), a local community based organization which assist high risk individuals to gain vocational education and Graduation Equivalen Diploma (GED)

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6

Pesta, Nancy Jean, und Patricia Ubrun. „Service learning: Students benefitting the community“. CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1248.

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Service is a powerful tool for the development of youth. It transforms the young person from a passive recipient to an active provider. When combined with formal education, service becomes a method of learning known as "Service Learning." Service learning enables teachers to employ a variety of effective teaching strategies that emphasize student-centered, interactive, experiential education.

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7

Tran, Linh Thuy. „Community member learning in a community-based ecotourism project in northern Vietnam“. Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/51641.

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Tourism development sometimes focuses too much on short term monetary benefits and inadvertently causes environmental and social degradation. Community-based ecotourism (CBET) is an alternative model of tourism development that has the potential to avoid certain negative side-effects while promoting environmental, cultural, and economic sustainability. Adult learning and education and gender issues are two critical but under-researched areas in ecotourism development. Informed by a combination of theoretical concepts in adult learning, environmental adult education, and women's empowerment in community development, this study examines the content, process, and outcomes of community member learning in three aspects of a CBET project in Vietnam. These include: 1) The development and management of the CBET project; 2) The protection and conservation of the local environment; and 3) Local women's empowerment. Field research for the study was undertaken on a model CBET project in Giao Xuan commune near Xuan Thuy National Park, Vietnam, a wetland recognized for its importance to environmental conservation by the Ramsar Convention. The study took an interpretive case study approach incorporating qualitative research methods of interviews, participant observation, and document analysis. Thirty-one research participants took part in the study, including seven project staff and consultants, and twenty-four community members. Study findings indicate that even though there is much room for the improvement of the planning and implementation of the CBET project, community members in the Giao Xuan CBET project have actively learned to make CBET an effective strategy linking the development of ecotourism with sustainable development. The CBET project has brought a new source of income to the local community, promoted local environmental conservation and made positive changes in local gender roles and relations. Study findings contribute to knowledge of the effectiveness of CBET as a means of community development, the role of adult learning and education in CBET, and the integration of a gender perspective into the planning and implementation of CBET.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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8

Sutorus, Jessica Ann. „Development of a strategic plan for the Highland Environmental Learning Center“. CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3042.

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The project focuses on the development of a strategic plan for the Highland Environmental Learning Center (HELC), the completely integrated environmental learning center located in the Highland Branch Library of the San Bernardino County Library system. The plan was developed through the investigation of other nature centers, interpretive centers, and environmental learning centers to help define the purpose and mission for environmental education in a non-formal setting. It is also meant to serve as a guideline for future programming, budgeting, promotion, and staffing of HELC. The plan supports HELC's goal to foster environmental sensitivity and environmentally responsible citizenship.

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9

McKevitz, Mark Joseph. „Redevelopment of the Marie Reed Community Learning Center a study in community-based design /“. College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/3299.

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Thesis (M. Arch.) -- University of Maryland, College Park, 2005.
Thesis research directed by: School of Architecture, Planning and Preservation Architecture. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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10

Rees-Mitchell, Sioux Annette. „A qualitative study supporting the development of a community family literacy center in isolated communities“. CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3230.

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The purpose of this study is to provide a community with the resources necessary to help children become proficient readers. This qualitative study explored the literature on attributes of successful Community Family Literacy Centers and before and after school tutoring programs. Community Family Literacy Centers are localized places where families can build literacy skills in a supportive and safe environment.

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11

Fargo, Roland Jason. „Development of a vascular diagnostics center at Downtown Hospital: A feasibility study“. CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3197.

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12

Mohamed, Bahaaeldin, und Thomas Köhler. „Learning Management Systems as a Tool for Community-based Project Management“. Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-141860.

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This paper addresses a new conceptual framework for a communitybased project management learning model that aims to support learning within a project and enhance the distribution of knowledge within a particular virtual community. This model also aims to develop a virtual community of doctoral students, who can manage their own projects online with other community members who have the same interest. In order to develop that model, a checklist of community-based project management process has been developed in the light of the literature review and the needs of stakeholders (doctoral students and researchers). Within this model, community-based project management includes three main elements: community, project and management. In relation to project, there are two main sub elements. First is projectbased learning (PBL), which is based on constructivist perspective of learning that make students construct their knowledge when they work together to accomplish specific goals. Second is the project management body of knowledge (PMBOK), which is a project management guide, and an internationally recognized standard [PMBOK Guide, 2004], that provides the fundamentals of project management as they apply to a wide range of projects, including construction, software, engineering, automotive, so the study deploy this approach to scaffold based project management learning model. In the terms of the community element, this study adopted the community of inquiry model, which defines a good e-learning environment through three major aspects: cognitive presence, social presence and teaching presence. The last element which is addressed in this study called knowledge management. After identifying these elements, this study investigates a range of tools in the light of this model. The study analyses six different learning and content management systems (OPAL, Moodle, Joomla, e107, ZMS and TUDWCMS) in order to find out tool(s) that is/are sufficient for implementing the suggested study model.

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13

Mohamed, Bahaaeldin, und Thomas Köhler. „Learning Management Systems as a Tool for Community-based Project Management“. Technische Universität Dresden, 2009. https://tud.qucosa.de/id/qucosa%3A27993.

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This paper addresses a new conceptual framework for a communitybased project management learning model that aims to support learning within a project and enhance the distribution of knowledge within a particular virtual community. This model also aims to develop a virtual community of doctoral students, who can manage their own projects online with other community members who have the same interest. In order to develop that model, a checklist of community-based project management process has been developed in the light of the literature review and the needs of stakeholders (doctoral students and researchers). Within this model, community-based project management includes three main elements: community, project and management. In relation to project, there are two main sub elements. First is projectbased learning (PBL), which is based on constructivist perspective of learning that make students construct their knowledge when they work together to accomplish specific goals. Second is the project management body of knowledge (PMBOK), which is a project management guide, and an internationally recognized standard [PMBOK Guide, 2004], that provides the fundamentals of project management as they apply to a wide range of projects, including construction, software, engineering, automotive, so the study deploy this approach to scaffold based project management learning model. In the terms of the community element, this study adopted the community of inquiry model, which defines a good e-learning environment through three major aspects: cognitive presence, social presence and teaching presence. The last element which is addressed in this study called knowledge management. After identifying these elements, this study investigates a range of tools in the light of this model. The study analyses six different learning and content management systems (OPAL, Moodle, Joomla, e107, ZMS and TUDWCMS) in order to find out tool(s) that is/are sufficient for implementing the suggested study model.

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14

Cerqueira, Amanda. „Soundview Center for Acceptance youths learning from each other /“. View thesis online, 2009. http://docs.rwu.edu/archthese/22/.

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15

Arce, Sylvia Eugenia. „Free Spirit Children's Nature Center“. CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2540.

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The purpose of this thesis is to provide a blueprint for the creation of the Free Spirit Children's Nature Center. The center has in mind the preservation of a habitat and will offer naturalist programs that enhance children's understanding and love of nature. The interactive nature of the experiences provided through the programs and activities will offer children a hands-on approach to learning that is developmentally appropriate. The primary role of the nature center is proposed to re-create a sense of connectedness to nature and generate healthy communities.

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16

Purnell, Ige T. „The Kent County Secondary Intensive Learning Center project review inside the "Premier School District" /“. Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 105 p, 2009. http://proquest.umi.com/pqdweb?did=1917144831&sid=8&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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17

Westover, Jay Allen. „Integrating environmental education into the curriculum through environmental community service learning“. CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2083.

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The goal of environmental education is to increase individuals' ecological knowledge, awareness of associated environmental problems, and motivation to evaluate and implement solutions. This project combined the concepts of environmental education with community service learning to create a new method of curriculum integration: environmental community service learning. The California state standards for environmental education, service learning, language arts, mathematics, science, and social studies were integrated into four thematic units using the teaching methodologies of cooperative learning, authentic assessment, and reflection. The integrated, thematic units of this project could be used by educators in a multi-disciplinary, team teaching scenario on in a single classroom setting as either sequential, thematic units of study or independent activities.

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18

Kearns, Lorraine D. „Revitalization of the Valley of Enchantment Elementary School Nature Center, an on-site learning facility“. CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/620.

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19

Pack, Robert P., Nicholas Hagemeier und Billy Brooks. „DIDARP Project Update“. Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1348.

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20

Stanley, Sara. „An Examination of Writing Center-Based Tutoring Models“. NSUWorks, 2013. http://nsuworks.nova.edu/writing_etd/30.

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21

Pack, Robert P. „ETSU DIDARP Project Update“. Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1347.

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22

Meade, Clare Nicola. „Catching the learning : a case study of a youth and community project“. Thesis, University of East Anglia, 2011. https://ueaeprints.uea.ac.uk/35363/.

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23

Teuton, Luella Bosman. „Marketing the Learning resources Center at South Florida Community College: A Business Approach“. NSUWorks, 1991. http://nsuworks.nova.edu/gscis_etd/879.

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Administrators in many community college libraries must deal with dwindling funds, rising costs of materials, and staff shortages. The increased pressures and competition that result from outside Forces (technological innovations, networks, user demands, and the increased information requirements of the 19905) compel library professionals to rethink their position in today's world. With the library no longer perceived as an information monopoly, the need for that institution is being questioned. The Learning Resources Center of South Florida Community College (LRC/SFCC) is among community college libraries with an uncertain future. To survive and prosper, strategic management, planning, marketing, and public relations must play an essential part in this future. By conducting a four-month marketing campaign from May-August 1990, the LRC/SFCC demonstrated the value of such strategies for increasing knowledge and usage of its resources and services.

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Mukwambo, Robson. „Social learning in community based natural resource management project (CBNRM) : a case study of Chipembere gardening project in Zimbabwe“. Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1016363.

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This investigation of social learning processes in the Chipembere gardening project was conducted in Rockvale village one in Sebakwe communal area in the Midlands province of Zimbabwe. In essence, the study sought to explore how the Chipembere gardening project as a community-based natural resource management initiative (CBNRM), was reflecting and supporting social learning processes of change. It also sought to enrich and deepen an organizational understanding of social learning and to generate ideas and draw recommendations that could be used to strengthen learning in other CBNRM projects. The research was undertaken as a qualitative case study with data generated through semi-structured interviews with individuals and groups. It also included an analysis of project documents and an extended period of participant observation on site and in the gardening activities. Data were indexed and coded for generating analytical memos that were used to extract and represent the scope of social learning interations within the developing project. The study found that within the Chipembere gardening project a wide range of learning interactions were significant in shaping the developing project. Furthermore, these interactions were earmarked as the major drivers of social learning processes within the project. The study concluded that the social learning interactions amongst the gardeners in the Chipembere community garden were instrumental in fostering change that enhanced community livelinhoods and wellbeing.

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25

LIMA, GIAN CABRAL DE. „THE CONSTRUCTION OF NEW PERSPECTIVES AND PEDAGOGICAL TECHNOLOGIES: AN ANALYSIS OF COLLABORATIVE LEARNING CENTER PROJECT“. PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=27756@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
O presente estudo buscou cartografar novas tecnologias pedagógicas implantadas no Colégio Estadual Professora Alcina Rodrigues de Lima, da rede Estadual de ensino do município de Niterói. O processo de investigação se deu por meio de observação participante, construção de um diário de campo e entrevistas. O objetivo do trabalho consistiu em uma análise do projeto implementado na instituição, pelos professores, denominado Núcleo de Aprendizagem Colaborativa (NAC). Apesar de condições de trabalho adversas constadas pelo estudo os professores encontraram novas formas de exercer suas atividades de maneira coletiva e inventiva, potencializando suas práticas.
The present study aimed at mapping new pedagogical technologies implemented in the State College Professor Alcina Rodrigues de Lima, part of the State Educational System in the City of Niterói. The investigation process occurred by participant observation, construction of a field diary and interviews. The objective consisted in a project analysis implemented in the institution, by the teachers called Collaborative Learning Center (NAC). Despite adverse working conditions identified the study teachers have found new ways to exercise their activities in a collective and inventive way, increasing their practices.

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Delgado, Manuel E. (Manuel Eduardo) 1949. „Spicket River Greenway Project, Lawrence, MA : teaching & learning design with the community“. Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/8689.

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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 2001.
"June 2001."
Includes bibliographical references (leaves 69-70).
This research deals with three different issues. The first two, a site and a community, with their own possibilities and constrains, are going to be the protagonists of this adventure. The third one, the architect-planner, trying to play the role of a facilitator in the process, will translate their needs, rules and solutions into a comprehensive plan that should be suitable for the other two. Interpreting the rules of design, as a tool, the architect here would like to perform his role as a medieval alchemist, acting and waiting in expectation, trying not to interfere to allow the process to flow, but aware that transformations also involves oneself. The main source for this research is the teaching-learning experience at the Young Architects Program, with whom the author is going to share the discovery of the site and the envisioning of a better future. His personal goal is to explore the intimate relationship between ideal form, originated in the minds and images of each one of us, compared with the possibilities for realization after the filter of social, political and economic forces. This will be a teaching and learning experience to confront utopia and reality, within a given urban design problem. The experience of the first four months has been recorded in seven chapters and six journals, that in the form of a diary, carry the observations and reflections of the first approach to the case studied, as the result of the everyday contact with the space and the people.
by Manuel E. Delgado.
S.M.

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27

Davila, Claudia Jazmin, und Claudia Jazmin Davila. „A Quality Improvement Project Designed to Increase Diabetes Quality Indicators at a Primary Care Community Health Center“. Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621749.

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ABSTRACT Background: Diabetes has become an epidemic in the United States, affecting nearly 30 million people per year (National Center for Chronic Disease Prevention and Health Promotion [NCCDPHP], 2014). Type 2 Diabetes Mellitus (T2DM) disproportionately affects Hispanics. The American Diabetes Association (ADA) has established diabetes care guidelines that focus on improving diabetes care and patient outcomes. Quality improvement (QI) efforts have been developed and proven effective at targeting specific diabetes care indicators. Problem: Wesley Health Center (WHC) has identified deficiencies in select ADA diabetes quality care indicators of ophthalmologist referral, annual foot exam, smoking cessation counseling and pneumococcal vaccines for all patients with T2DM (ADA,2015). Design: A QI project applying the Plan-Do-Study-Act (PDSA) cycle was implemented to improve the select diabetes quality care indicators of ophthalmologist referral, annual foot exam, smoking cessation counseling and pneumococcal vaccines for all patients with T2DM. Setting: WHC, a community health center located in Phoenix, Arizona, services mostly uninsured and underinsured Hispanic patients. Intervention: One PDSA cycle was carried out utilizing the fishbone diagram in an effort to identify root cause of the stated problem. The team of stakeholders identified modifications of the current electronic adult template as a key contributing factor. Workflow process changes that complemented the new modifications to the template were also made. The intervention was carried out for six (6) weeks with weekly stakeholder meetings. Expected Outcome: To improve select ADA diabetes quality care indicators for adult patients with T2DM within six (6) weeks of implementation by at least 10% from baseline. Results: Errors in data querying parameters limited data accuracy and interpretation thus the impact of the intervention was not able to be evaluated. Significance: QI interventions are important to nursing practice because they emphasize the importance of a doctorally prepared Advanced Practice Nurse (APRN) to be able to identify a problem in clinical practice and carry out a QI intervention in an effort to improve patient care and outcomes. A QI intervention provides the DNP prepared APRN an opportunity to synthesize into one project the skills and knowledge learned throughout their DNP program.

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Hou, Congsi, Aline Saeger und Jörn Golde. „Design with concerns: A community-based senior center in Germany“. TUDpress, 2019. https://tud.qucosa.de/id/qucosa%3A36669.

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Community-based care facilities have a positive effect in supporting older adults and people with dementia thus improving their well-beings. Despite authoring empirical studies focused on providing design interventions, researchers often remain unclear about whether and how exactly practitioners and architects should implement these interventions. This paper presents an on-going project of a senior center in a small municipality in Germany. It aims to explain how the municipality (the client) and the design team (the architect) cooperate to apply updated research-based interventions, and how trade-offs are made. It discusses several research-based interventions during the design process. They include: 1) the early engagement of architects into the planning process; 2) the use of small-scale care units as care concept; 3) offering easily accessible and visible communal areas within the building; 4) providing an area open to the neighborhood; and 5) taking into consideration of the local urban form and materials. The article enables the readers to gain an insider look of the design process of a care facility and become familiar with some of the common trade-offs in design practice. Sufficient access to research materials and efficient communication with the client from the beginning of a project are the key elements to successfully implement research-based design interventions.

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Hinkley, Veronica. „The elements of variety : as studied through the design of a community learning center /“. Thesis, This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-06082009-170753/.

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30

Hadjibabaie, Patricia Ann. „Variation in research assignments across the community college curriculum“. CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2011.

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This thesis aims to show ways in which research assignments vary, despite the oft-held assumption that these assignments are fundamentally the same, regardless of discipline. for this purpose, research assignments were collected from insructors at one community college. These assignments were analyzed in terms of the following six dimensions: assignment title; topic selection; purpose; approach; format; and source requirements. The assignments were then examined for patterns in their variations across the disciplines, and across instructors within the same discipline. The findings reveal variation along each of the six dimensions. Assignment titles were perhaps the most variable; in fact, in many cases the terms identifying the assigments as research-oriented were not used. Topic selection was often left to the student, with very little guidance from the instructor. Formatting and documentation instructions were consistent, often placing more emphasis on correctly formatting sources and less on the overall style of the paper.

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Harley-McClaskey, Deborah. „Student Service and Learning: Beginning a Partnership Between the College Campus and the Community Volunteer Center“. Digital Commons @ East Tennessee State University, 1991. https://dc.etsu.edu/etsu-works/4731.

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32

Thomas, Kelly Burke. „AN ANALYSIS OF ALBERTA'S FIRST NATIONS, METIS, AND INUIT SCHOOL-COMMUNITY LEARNING ENVIRONMENT PROJECT“. The University of Montana, 2008. http://etd.lib.umt.edu/theses/available/etd-05272008-161011/.

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The First Nations, Métis, and Inuit School-Community Learning Environment Project was one of the programs through which the Aboriginal Branch of Alberta Education attempted to increase the academic success rate of First Nation, Métis, and Inuit students. Sixteen school jurisdictions in Alberta were asked to choose one school within their district on which to focus the resources offered by the Project. These resources included a large amount of money and print materials prepared by the Aboriginal Branch. The schools were asked to consult with the school community and area residents, including elders, to prepare strategies they believed would fulfill the goals of the First Nations, Métis, and Inuit School-Community Learning Environment Project. The first goal of the Project, and the one this quantitative study examines, was to increase the number of students who obtained the acceptable standard on the Provincial Achievement Tests. The Project was initiated in the 2003-2004 school year and ended in 2004-2005. This study compares the means of the numbers of students who obtained the acceptable standard on the Provincial Achievement Tests in the two years before the Project began, 2001-2002 and 2002-2003; two years during the Project, 2003-2004 and 2004-2005; and two years after the Project ended, 2005-2006 and 2006-2007. This study also compares the strategies each school used to achieve the goal of increasing the numbers of students attaining the acceptable standard on the Provincial Achievement Tests. In addition, 12 schools were purposefully quota sampled that were not part of the Project; the numbers of students who obtained the acceptable standard on the Provincial Achievement Tests in these schools were compared with the numbers of students who obtained the acceptable standard in schools that were part of the Project. Analysis of the results indicated that, generally speaking, the First Nations, Métis, and Inuit School-Community Learning Environment Project resulted in only nominal improvements in increasing the academic success of First Nation, Métis, and Inuit students attending schools that took part in the Project.

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Hriso, Peter, W. Andrew Clark, Tara Maxwell und Cher Cornett. „Linking the University with the Community: An Experiential Learning Project to Promote Arts Entrepreneurship“. Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/2523.

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Teaching students entrepreneurial skills and the utility of cross-disciplinary teams is difficult if only classroom exercises are employed. In this program, university students worked together with commercial artists and business-persons residing in our declining downtown region to assist in the organization, planning and management of an established regional arts festival and to launch a new feature of the festival based on digital animation. Through experiential learning, students gained an appreciation for “real-life” budgets, deadlines, responsibilities and an appreciation of working on cross-disciplinary teams while the community observed first-hand the benefits of students trained in digital media, entrepreneurship and project management.

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Wazdatskey, Ann-Marie. „An evaluation of parental satisfaction with early intervention services through Inland Regional Center“. CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/667.

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Penner, Jason. „Exploring teaching and learning perspectives in research service-learning : a case study of a community-based sustainable food project“. Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/58721.

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This qualitative case study explores the teaching and learning experiences of faculty, community organization staff and students who were part of a “research service-learning” (Goss et al., 2010) project in an Environmental Science capstone course. These students collaborated with a community organization to undertake a research project that examined food sustainability and the effects of climate change in the Lower Fraser Valley of British Columbia. Through semi-structured interviews this study examined the teaching and learning roles and relationships of students, faculty and the community partner, what participants learned about doing community-based research through this project, and what students learned about the social, political and cultural landscapes of the local food movement. Findings were organized and presented through three major themes; an expansion of teaching and learning roles, an expansion on the notion of research, and an expansion of students’ food movement learning and knowledge. Participants’ experiences suggest that teaching and learning roles and relationships were much more fluidity and dynamic nature than teacher/learner relationship of a traditional classroom. Faculty discussed their role beyond what might be considered that of the “teacher”, including facilitator, critical support, and negotiator. Students saw faculty as advisors, project supporters, and as providers of resources including, at times conflict managers. The community partner enthusiastically took up an educator role, something students came to understand more explicitly through interview process of this study. Participants grew their notions of research and what counts as research and knowledge and through the project and course both faculty and students gained a better understanding of what it means to engage in community-based research. Furthermore, students went beyond technical elements of conducting a scientific inquiry in their project to examine and learn about social, cultural and political aspects of the food movement. This study offers recommendations for faculty, students and community partners for similar type engagements and offers up research service-learning to integrate community-based experiential learning into STEM courses.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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Lewis, Joseph Lee. „Community opinion and satisfaction with the leadership at an urban community educational learning center during an organizational transformation process| A frontline perspective from community stakeholders“. Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3594529.

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This study examined selected community stakeholders' perception of the current leadership at their local community educational learning center during an organizational transformation and cultural change process. The transition from a community college to an educational learning center, mandated in 2006 by the Accredition Commission and agreed on by the Chancellor's office, was facilitated by a community college of another district. This process appeared to produce mixed reactions from various educational learning center constituency groups. During the transformational process, opinions how the institutional leadership addressed the task of developing a trusting and meaningful relationship with community stakeholders surfaced. Based on the survey responses gathered from selected community stakeholders from various community-based organizations, this study identified prevalent perceptions regarding the current educational learning center's leadership.

Previously, there has been no research examining how community stakeholders feel about the current leadership, state take-over, and partnership phenomena born out of a college district losing its accreditation. Therefore, while researching how satisfied selected community stakeholders were with the current leadership under these unique circumstances, this study also offered an in-depth look at college operations, accreditation expectations, and community relations. The majority of stakeholders surveyed were generally concerned about the current type of leadership at their local educational learning center, and the manner in which the state take-over and partnership impacted the subject community college district stakeholders during the organizational transformation and cultural change process.

While focusing on a transformational leadership theoretical framework, this dissertation revealed that generally, stakeholders had opinions that indicated they were not completely satisfied with the manner in which the organizational transformation and cultural change process is being conducted. The results of this study showed that community stakeholders were primarily dissatisfied with the type of leadership strategy facilitated during the transformational process; the manner in which communication is facilitated to the community and the quality of course program offerings. Opinions varied regarding campus services, facilities access and conditions. In the final chapter of this dissertation recommendations are offered to improve public and community relations under the unique circumstances of an organizational transformation and cultural change process of an urban community college.

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Hoxha, Sara. „Designing for the periphery / Learning + Community Center in a Post Covid-19 Era in Tirana, Albania“. Thesis, Virginia Tech, 2021. http://hdl.handle.net/10919/104656.

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Last year, the whole world shuttered in a response to COVID -19. While the world population was impacted, significant socio-economical damage resulted in particular regions. In many transition countries comprised of disproportional density of population and services between urban and rural areas, socioeconomic problems were pervasive. In this framework, major importance should be given to services that are needed in these ar-eas. In suburban zones a sizable percentage of the land is not used, and there is a lack of services, educational buildings, and recreational spaces. My main objective is to consider inclusive design in these peri-urban areas, to aid future development while providing a critical facility. In this context, designing a Learning Center that also provides services offers a possible solution to this prob-lem. Considering the larger scale of educational buildings, students will be able to learn, and apply that learn-ing as an offering to the community. Several functions are combined in the same facility: learning, creating, and practical application. The proposed design provides a 3-floor building with an inner courtyard and outside pavilions that are con-nected to the underground floor of the building. Serving as both a boundary that offers services to the com-munity and separates it from the school building itself, the building is distributed in three levels for each group of students. While several group ages are combined 10 – 18 years old, they still maintain their independence in two different floors. On the main floor are the learning spaces are classrooms, reading areas, library, and meeting rooms. The un-derground floor is comprised of workshops where students engage in strategies for creating and making. On the edges of the site facing the city are a series of pavilions serving as an interface between the school and the urban context. Here, students offer services of what they learn to the community. Additionally, a community center, a cafe, an inner courtyard, a library, a gym, and meeting rooms are open to the public as spaces for the entire community. The building is accessible by the community and learners into two different schedules (8 am – 5 pm for students, 6 pm – 12 pm for community) and turns into an opportuni-ty for the rehabilitation of peripheral urban areas. The Learning center takes into consideration 5 relationships (a symbol to the community; relationship home/ institution; relationship student/community; relationship indoor/ outdoor; relationship human/ nature) by creating a sustainable building that is connected to nature and serves the community.
Master of Architecture
Last year, the whole world shuttered in a response to COVID -19. While the world population was impacted, significant socio-economical damage resulted in particular regions. In many transition countries comprised of disproportional density of population and services between urban and rural areas, socioeconomic problems were pervasive. In this framework, major importance should be given to services that are needed in these ar-eas. In suburban zones a sizable percentage of the land is not used, and there is a lack of services, educational buildings, and recreational spaces. My main objective is to consider inclusive design in these peri-urban areas, to aid future development while providing a critical facility. In this context, designing a Learning Center that also provides services offers a possible solution to this prob-lem. Considering the larger scale of educational buildings, students will be able to learn, and apply that learn-ing as an offering to the community. Several functions are combined in the same facility: learning, creating, and practical application. The proposed design provides a 3-floor building with an inner courtyard and outside pavilions that are con-nected to the underground floor of the building. Serving as both a boundary that offers services to the com-munity and separates it from the school building itself, the building is distributed in three levels for each group of students. While several group ages are combined 10 – 18 years old, they still maintain their independence in two different floors. On the main floor are the learning spaces are classrooms, reading areas, library, and meeting rooms. The un-derground floor is comprised of workshops where students engage in strategies for creating and making. On the edges of the site facing the city are a series of pavilions serving as an interface between the school and the urban context. Here, students offer services of what they learn to the community. Additionally, a community center, a cafe, an inner courtyard, a library, a gym, and meeting rooms are open to the public as spaces for the entire community. The building is accessible by the community and learners into two different schedules (8 am – 5 pm for students, 6 pm – 12 pm for community) and turns into an opportuni-ty for the rehabilitation of peripheral urban areas. The Learning center takes into consideration 5 relationships (a symbol to the community; relationship home/ institution; relationship student/community; relationship indoor/ outdoor; relationship human/ nature) by creating a sustainable building that is connected to nature and serves the community.

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Molnar, Michelle Lynn. „Arts-Based Service-Learning: A Curriculum for Connecting Students to their Community“. Thesis, The University of Arizona, 2010. http://hdl.handle.net/10150/193354.

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In this study, I illustrate an arts-based service-learning curriculum that utilizes an asset-based, student-centered, critical pedagogy. It is written for use with high school students in a classroom environment, but could be adapted for use with any age group or setting. It utilizes current service-learning research and practices, and community based art education models and adapts them into a practical and concrete curriculum. I use case study and ethnographic methodologies to examine what a community-based art and literacy organization (VOICES), a community-based artist (Lily Yeh and the Barefoot Artists organization), and a service-learning magnet high school can teach about implementing a service-learning program. Through a series of project-based lessons, group activities, and research, students will determine a community organization to partner with in the creation of a collaborative artwork. Youth and community voice are given utmost importance throughout the process to create relevant, reciprocal, authentic partnerships and a cumulative project.

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Busser, Cristine. „Encouraging Emergence: Introducing Generative Pedagogy to Writing Center Tutoring“. NSUWorks, 2013. http://nsuworks.nova.edu/writing_etd/12.

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Chamberlin, J. Shannon. „College Faculty Experiences Assigning Service-Learning and Their Inclination to Continue“. ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/510.

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The academic benefits and enhanced social responsibility that students derive from service-learning (SL), defined as experiential learning that ties community service to academic courses, have been well documented. However, for a college to fully institutionalize SL, a high proportion of faculty needs to include SL in their courses. Based in Kolb's experiential learning theory, the purpose of this study was to enhance planners' understanding of how college faculty's past experiences assigning SL influence their inclination to assign SL in future courses. In this basic qualitative interpretive study, data were collected from 13 individual interviews with faculty who assigned SL at a Southern metropolitan university. Findings were interpreted using Chickering's 7 vectors of student development from the conceptual framework and other relevant perspectives from the literature. One of the major themes from emergent coding of data was that faculty viewed some difficulties as challenges to be overcome rather than as deterrents to using SL. To reduce deterrents, institutions could compensate for extra time required for SL by providing stipends, released time, and support databases; recognizing SL in tenure and promotion; and helping faculty brainstorm how to incorporate SL into courses. To increase incentives to use SL, institutions could provide a full range of training and support for faculty. More courses with SL, besides increasing benefits of SL for all stakeholders, may mean that students form the habit of serving in the community and continue serving and contributing to positive social change, perhaps for a lifetime.

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Westcot, Julia Ellen. „The September 11th tragedy: Effects and interventions in the school community“. CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2271.

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Crudup, Deborah Kay. „A comparative analysis of the California Regional Center: Fair hearing process for individuals with developmental disabilities“. CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1631.

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Dietze, Christian, J. Felix Hampe und Silke Schönert. „VC3 - Konzeption und prototypische Realisierung einer Virtual Community im Communication Center-Kontext“. Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-210507.

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aus der Einleitung: "Das Thema Virtual Communities erfreut sich seit einiger Zeit einer beachtlichen Resonanz. Virtual Communities entstehen durch das Zusammentreffen von Internetnutzern, die ähnlichen Interessen nachgehen. Ziel dieser Internetnutzer ist es, miteinander zu kommunizieren und Informationen untereinander auszutauschen. In diesen Gemeinschaften möchte der Internetnutzer nicht nur von Informationen, sondern auch von den Kontakten zu anderen Internetnutzern profitieren."

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Amstutz, Leah R. „Determining the Benefits of Implementing a Service Learning Project in an Agriscience II Classroom“. Defiance College / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=def1281535068.

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Dietze, Christian, J. Felix Hampe und Silke Schönert. „VC3 - Konzeption und prototypische Realisierung einer Virtual Community im Communication Center-Kontext“. Josef Eul Verlag GmbH, 2001. https://tud.qucosa.de/id/qucosa%3A29834.

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aus der Einleitung: "Das Thema Virtual Communities erfreut sich seit einiger Zeit einer beachtlichen Resonanz. Virtual Communities entstehen durch das Zusammentreffen von Internetnutzern, die ähnlichen Interessen nachgehen. Ziel dieser Internetnutzer ist es, miteinander zu kommunizieren und Informationen untereinander auszutauschen. In diesen Gemeinschaften möchte der Internetnutzer nicht nur von Informationen, sondern auch von den Kontakten zu anderen Internetnutzern profitieren."

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Wittig, D. „Das Project NetAcademy“. Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-210847.

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Die Entwicklung der Neuen Medien verändert die Art der Zusammenarbeit von Gemeinschaften. Dies gilt in entscheidendem Maße auch für den Wissensaustausch der weltweiten akademischen Gemeinschaft. Das Institut für Medien- und Kommunikationsmanagement der Universität St. Gallen erforscht und fördert diese Veränderungen im Rahmen des Projektes NetAcademy. Akademische Gemeinschaften benötigen Medien für die Akkumulation, Dissemination und Diskussion von Wissen. Hierbei bedienen sie sich der Möglichkeiten und Vorteile sowohl traditioneller als auch der Neuen Medien. Die Entwicklung der Informationstechnologie beeinflußt alle Aspekte akademischer Aktivitäten, ob es sich hierbei um Forschung, Lehre oder um die Publikation der wissenschaftlichen Diskussion handelt. Die Frage, wer Verleger und Publizist welcher Inhalte wird, hat sich mit den Möglichkeiten, die das Medium Internet bietet, stark verändert. Bislang wurde das Publizieren akademischer Inhalte von professionellen Verlagen dominiert. Diese Verantwortlichkeiten verschieben sich nun zunehmend auf die akademischen Institutionen selbst, welche die Möglichkeiten der Neuen Medien im Publikationsprozeß erkannt haben und nutzen. Kommerzielle Marktakteure werden durch diese Entwicklung eine geringere Rolle spielen als bisher. Die ursprüngliche Idee der akademischen Kommunikation kann in umfassenderer Weise über die Neuen Medien realisiert werden. Die Entwicklung wissenschaftlicher Gemeinschaften wird somit bekräftigt und vorangetrieben. Ein neues System der akademischen Kommunikation, das auf elektronischen Systemen und Netzwerken basiert, erfordert nicht nur neue konzeptionelle Modelle für wissenschaftliches Publizieren und Datenhaltung, sondern auch neue interpersonale und institutioneile Praktiken und Einstellungen. Noch fehlt es vielfach an gemeinsamen Plattformen im Medium Internet, die eine hohe Qualität sichern und den zentralen Anforderungen an die Darstellung akademischer Inhalte - im vorliegenden Papier als 3R (Retrieval, Rating, Reliability) [Schmid-Isler/Selz/Wittig 98] bezeichnet - gerecht werden. Die vorliegende Arbeit wird sich vorrangig mit dem Aspekt der Qualitätssicherung - einem der zentralen Ziele der NetAcademy - und damit der Frage des Rating bzw. Reviewing akademischer Inhalte befassen.

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Chacón, Pérez Jonathan 1986. „Community platform management mechanisms to support integrated Learning Design“. Doctoral thesis, Universitat Pompeu Fabra, 2016. http://hdl.handle.net/10803/360849.

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This PhD Thesis contributes to the domain of Educational Technologies, and more specifically to the Learning Design (LD) research field, which focuses on supporting teachers in the creation of effective computer-supported learning activities considering the needs of their educational contexts. Research in LD has provided a myriad of tools and methods. Yet, existing tools lack collaboration support for communities of teachers engaged in learning (co-)design. Moreover, scope of tools is varied in terms of representations used, pedagogical approaches supported, and design phases targeted (from conceptualization to authoring and implementation). This diversity of tools contrasts with lack of articulation of their synergies to offer meaningful, manageable and integrated LD ecosystems for teachers and communities of teachers. This Thesis is framed in this problem area. Its guiding research question is: How can community platform management mechanisms support teachers in integrated learning design ecosystems? This question is addressed by more specific investigation towards addressing four specific research objectives. The first objective is explorative, focused on understanding needs for management mechanisms in LD community platforms. The resulting contribution includes participation in building and evaluating LD community platforms (LdShake, Learning design Sharing and co-edition, and ILDE, Integrated Learning Design Environment) in the context of Spanish and European projects, and the identification of needs tackled in the following three research objectives. The second objective deals with enabling flexible management of learning (co-)design processes that involve use of several LD tools. The associated contribution is a model and implementation for LD Workflows, which shape orchestrated uses of selected LD tools that can be applied to LD Projects. The third objective focuses on supporting management of multiple learning design versions in scenarios of reuse and co-design. The contribution is a model and visualization strategy based on a family tree metaphor. The fourth objective concerns the need for interoperability between co-(design) tools and platforms, and in particular focuses on design patterns as structured LD representations of special interest because they collect repeatable good teaching practices. The contribution is a pattern ontology for computationally representing a pattern language (working case of design patterns in Computer-Supported Collaborative Learning) and a derived model together with an architecture for interoperable management of patterns across LD tooling. Contributions have been implemented in LdShake and ILDE community platforms, showing feasibility, enabling proofof-concept in significant scenarios and user studies involving teachers.
Las contribuciones de esta Tesis Doctoral se enmarcan en el ámbito de las Tecnologías Educativas, y más concretamente en el campo de investigación del Diseño de Aprendizaje (LD acrónimo en inglés). Este campo se centra en dar apoyo a los profesores en la creación de actividades educativas apoyadas por ordenador teniendo en consideración sus contextos educativos. La investigación en el campo de LD ha proporcionado gran cantidad de herramientas y métodos. Sin embargo, estas herramientas todavía carecen de mecanismos que posibiliten la colaboración en comunidades de profesores involucradas en el (co-)diseño de aprendizaje. Además, el alcance de las herramientas es muy variado en cuanto a las representaciones utilizadas, los enfoques pedagógicos utilizados, y fases de diseño a las que van dirigidas (desde la conceptualización, hasta la autoría y hasta la implementación). Esta diversidad de herramientas contrasta con la falta de articulación de sus sinergias para ofrecer ecosistemas LD significativos, manejables e integrados para profesores y comunidades de profesores. Esta problemática motiva la investigación realizada en esta Tesis. La pregunta de investigación que la guía es: ¿Cómo pueden apoyar los mecanismos de gestión de plataformas comunitarias dar soporte en ecosistemas de diseño de aprendizaje integrado? Esta cuestión se aborda en la investigación más concreta de cuatro objetivos específicos. El primer objetivo es exploratorio, se centra en la comprensión de las necesidades de mecanismos de gestión en plataformas para comunidades en LD. La contribución resultante incluye la participación en la implementación y evaluación de las plataformas para comunidades en LD (LdShake, acrónimo en inglés de Learning design Sharing and co-edition, e ILDE, acrónimo en inglés de Integrated Learning Design Environment) en el contexto de proyectos españoles y europeos, así como la identificación de las necesidades abordadas en los tres siguientes objetivos de la investigación. El segundo objetivo busca permitir una gestión flexible de los procesos de (co-)diseño de aprendizaje que implique el uso de varias herramientas de LD. La contribución asociada es un modelo e implementación de los flujos de trabajo de LD (LD Workflows en inglés). Los LD Workflows se definen para permitir la representación de las herramientas de LD seleccionadas que se pueden aplicar a proyectos de LD (LD Projects, en inglés). El tercer objetivo se centra en el apoyo a la gestión de múltiples versiones de diseño de aprendizaje en escenarios de reutilización y (co-)diseño. La contribución es un modelo y una visualización basada en una metáfora del árbol familiar (family tree, en inglés). El cuarto objetivo trata la necesidad de interoperabilidad entre herramientas de (co-)diseño y plataformas de LD, y en particular, se centra en los patrones de diseño como representaciones LD estructuradas de especial interés ya que recogen buenas prácticas docentes repetibles. La contribución es una ontología de patrones que representa computacionalmente un lenguaje de patrones (centrándose en los patrones de CSCL, del inglés:Computer-Supported Collaborative Learning) y un modelo derivado junto con una arquitectura para la gestión interoperable de patrones a través de herramientas de LD. Las contribuciones se han implementado en las plataformas de comunidades de LD LdShake e ILDE mostrando su viabilidad, ofreciendo la prueba de conceptos en escenarios significativos y estudios con profesores en entornos reales.

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Reddy, Hari Mallam. „Case study on costs and efficiency of Urgent Care Center Desert Valley Medical Group, Victorville“. CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1733.

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Cai, Shengrong. „The impact of an online learning community project on university Chinese as a foreign language students' motivation“. UNIVERSITY OF SOUTH FLORIDA, 2012. http://pqdtopen.proquest.com/#viewpdf?dispub=3450613.

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Cai, Shengrong. „The Impact of an Online Learning Community Project on University Chinese as a Foreign Language Students' Motivation“. Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3026.

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This study empirically investigated the impact of an online learning community project on university students' motivation in learning Chinese as a foreign language (CFL). A newly-proposed L2 motivation theory - the L2 motivational self system (Dörnyei 2005; 2009) - was used as the theoretical framework for this study. The three aspects of motivation (ideal L2 self, ought-to L2 self, and L2 learning experience), as described in this theory, were measured before and after the online project. Specific motivating and demotivating features of the online project were generated from participants' responses. Four individuals with different heritage and technology backgrounds were selected as cases to provide information about their perception of this online project and the possible impact of this project on their motivation. A concurrent transformative mixed method design was employed to collect both quantitative and qualitative data. A pre- and post-test survey and semi-structured interviews served as the main instruments for data collection. Paired t-tests were conducted to identify differences in the participants' pre- and post- scores for the three aspects of motivation. Constant comparative method and double coding method were used to generate the major themes about the motivating and demotivating features of the online project. A narrative analysis approach was taken to explore how individuals with different backgrounds perceived their experience in this online project and the possible impact of the project on their motivation. The results indicated that there was a significant difference in L2 learning experience before and after the online project, while there was no significant difference in the other two aspects of motivation (ideal L2 self and ought-to L2 self). This finding provided empirical evidence about the different natures of the three motivational aspects. That is, ideal L2 self and ought-to L2 self were built up over a long period of time and thus relatively stable, while L2 learning experience was more dynamic and fluid and had a tendency to change even within a relatively short period of time. Regarding the motivating and demotivating features, the results suggested that the most motivating features of this online project were the access to alternative learning resources and tools and opportunities to connect to a larger community of Chinese learners, while the demotivating features were mostly related to the technology barrier and the time and effort it took to complete this project. Furthermore, findings from the interviews with the selected individuals implied that regardless of their different heritage and technology backgrounds, most of them had a positive experience of this online project. However, the impact of this project on their motivation was limited.

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Dissertationen zum Thema „Community Learning Center Project“

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